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Dáil Éireann debate -
Thursday, 23 Apr 2026

Vol. 1084 No. 4

Ceisteanna Eile (Atógáil) - Other Questions (Resumed)

Third Level Education

Ruairí Ó Murchú

Question:

220. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding the engagement there has been with his Department, Dundalk IT and Queen’s University Belfast in relation to their partnership to create Dundalk university college; the work being carried out by his Department to resolve cross-Border further and higher education issues and the anomalies caused by the CAO-UCAS systems; and if he will make a statement on the matter. [22073/26]

What engagement has there been between the Department, Dundalk IT and Queen's University Belfast on a partnership? The heads of agreement have been signed from the point of view of creating Dundalk university college. What work is being carried out by the Department to resolve cross-Border further and higher education issues and the anomalies in the CAO and UCAS systems? The recognition of awards, etc., is an ongoing difficulty.

I must first send best wishes to the Deputy's colleague, Teachta McGettigan. I understand she has not been well this week and normally she would be a key part of this debate. She is a very valued contributor to the education conversation. I just wanted to send our best wishes. I know she was taken unwell this week.

On the Deputy's question, he will be aware, and as all in Dundalk know at this stage, that committed to developing the North-South collaboration in student mobility but particularly in driving on the partnership between Queen's University and Dundalk IT, DKIT, with the aim of Dundalk IT becoming a legally recognised university college of Queen's University, aligning on awards, on research and on quality assurance, creating the first all-island university. This is actually very exciting and something I am really pleased to be in a position to progress, and I am intending to progress very rapidly. It is something we are all very much aligned on and celebrate. It is a new model within the higher education landscape. There are significant opportunities for cross-Border collaboration and enhancement of higher education on an all-island basis through that.

In March I was present at the signing ceremony between the two institutions. The Deputy was present at that great event, as were Deputy Erin McGreehan and many others. That work is progressing as rapidly as my officials can deliver it. I am pleased to steward it through.

On another note, the Deputy asked about other collaborations or partnerships. I have met the Minister for the Economy in Northern Ireland, Caoimhe Archibald, MLA, on a number of occasions. We are working together to synchronise the two jurisdictions as best we can in terms of rules, exam results being released, and how the points are computed between the A levels versus the leaving certificate. As recently as this morning I launched the AIReady website that is about AI skills where I had a conversation with a number of interested parties from north of the Border who would like to see that developed on an all-island basis. I am having ongoing collaboration, which has been very positive and constructive so far, and I intend to continue it.

Gabhaim buíochas leis an Aire. I will pass on his best wishes to Deputy McGettigan. Our thoughts are with her and we are very glad that she is getting better.

We are all support this partnership, which is an all-island project that can deliver for the people of Dundalk and beyond. It will vw beneficial to Queen's University Belfast. It follows on from the idea of the M1-border corridor. At the Good Friday Agreement committee recently we had the Newry-Dundalk Chamber of Commerce and many others in. The representatives spoke about the absolute importance of this while dealing with other infrastructural issues that need to be dealt with.

I thank the Minister for his words in relation to his engagement with the Dr. Caoimhe Archibald. It is absolutely vital that we deal with those anomalies around points and the release of results, but that we also we get down to the issue around qualifications and recognition. It is absolutely necessary.

A body of work is required. This is the first time this has ever been undertaken and there is a job of work to do to align the different rules and regulations across the Border. My Department has been intensively engaged with that. In consultation with my officials, DKIT has established a number of representative groups working to identify requirements and issues, and bottom out the issues around legislation, the awarding of degrees and other qualifications, quality assurance criteria and aligning the two systems on each side of the Border to make sure they can work together and find out what the model is to present these into the legislation that I will bring before the House in the near future. There has been active engagement between my officials, between Queen's University and Dundalk IT, and between the agencies of the Higher Education Authority and Quality and Qualifications Ireland, QQI on this end, and the Department of the Economy in the North. They have carried out a programme of consultation with key stakeholders, which is going well. A regulatory impact assessment is also being performed which will inform the legislative programme. It is certainly full steam ahead and progress has been good to date.

We all agree this is vital stuff. Consultation on issues is a necessity so that we can cut the issues off at the pass. I thank Dr. Diarmuid O'Callaghan and his team in DKIT and those in Queen's University in making this happen. From what he says the Minister is in support of it and whatever is necessary from this end will be delivered.

There will be learnings in respect of those cross-Border issues the Minister is aware of that are impacting on a huge number of students and those that are qualified. It deals with higher education, further education and all the rest of it. We have heard here previously of the need for a proper clearing house for dealing not only in the educational sphere but in all spheres regarding cross-Border issues, while I might want to see a greater amount of work done in on delivering the all-Ireland project altogether.

To continue that theme of collaboration, Universities Ireland is co-funded by my Department and the Northern Ireland Department for the Economy. This is another cross-border body. Through that body universities across the entire island of Ireland have been working together on this project but also on others. They have really displayed an agility, a willingness and an ambition, which I applaud, to align entry procedures and to encourage student mobility. I have asked my officials to engage with the representative bodies across the Irish Universities Association and the Technological Universities Association to take this matter forward. I met with Dr. Archibald quite recently at the all-island ministerial forum where we compared notes on this and other matters. The associations were very keen to align those processes and make sure their students can travel each side of the Border seamlessly and without having to come across any kind of procedural hurdles or hiccups that might delay that path because it is a fundamental goal that students in the North be treated the same as those in South and vice versa.

Apprenticeship Programmes

Eoghan Kenny

Question:

228. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprenticeships the State has taken on each year from 2020 onwards; and if he will make a statement on the matter. [22012/26]

What number of apprenticeships has the State taken on each year from 2020 to date? We have discussed apprenticeships previously in this House. They are extremely important to me as a public representative and as someone who has grown up with many family members who have become apprentices.

I thank the Deputy for his question. The Government's commitment to expanding apprenticeship opportunities is delivering strong results. My Department secured €79 million additional investment through budget 2026, bringing the total investment for apprenticeships to over €410 million, more than double the level of 2020. This investment has supported significant growth with annual registrations rising by 78% from just over 5,000 in 2020 to well over 9,000 in 2025.

The question relates to apprenticeship participation across the public sector and this is a very specific priority for the Government. The public service apprenticeship plan, a deliverable under the Department's action plan for apprenticeship, which will soon be released, and the better public services strategy of the Department of public expenditure, sets a target of 750 annual public service apprentice registrations.

A co-ordinated set of actions from both Departments was put in place to assist employers in meeting apprenticeship targets. This included the establishment of leadership and working groups, employer engagement activities and practical supports such as the guide for employing apprentices in the public service, as well as promotional activities. While the target of 750 annual registrations has not yet been met, uptake increased from 67 in 2022 to 286 in 2025, demonstrating momentum and a foundation for continued expansion. The establishment of new apprenticeship programmes, such as social work, has been central to the increase achieved. In addition, earlier this week, together with the Ministers, Deputies Lawless, Chambers and Calleary, I launched a new business and operations apprenticeship, which will open up new pathways for careers in the public service.

I firmly welcome the developments in the public service apprenticeship model made by the Department of further and higher education. The Minister, Deputy Lawless, and I have had many exchanges on the role of apprenticeships in our public services. It is being focused on by the Government and I welcome this. It is something I am absolutely focused on. We all know of the difficulty with the number of apprenticeships our local authorities are able to take on. Will the Minister of State outline, in relation to the goal of having 750 apprenticeships annually, whether we have an idea where they will be working in our public service? Will they be located in our local authorities? I want to know where they will be located. I have made the point previously on the floor of the Dáil, and I will make it again, that local authorities are finding it ever more difficult to try to get their own workforce and are leasing out a lot to third parties.

The new business and operations apprenticeship will open up new pathways, beginning with the Civil Service, as well as contributing towards the overall target of 12,500 new apprentice registrations. There are other relevant programmes, including paramedic, spatial planning and data analytics. Information on public service apprenticeship uptake is not available prior to 2022 so I do not have figures prior to that. Regarding the figures Deputy Kenny is looking for with regard to public service apprenticeship numbers, back in 2022 the total number was 373. Last year, 2025, it was 566, and the annual registrations increased from 67 to 286. We can see a real increase in the numbers across the public service and Civil Service.

The increase is significant and I am glad that some of what I spoke about 15 or 16 months ago has been taken on board, relating to the role of apprenticeships. With regard to students in fifth or sixth year who may be thinking about going into third level or progressing their academic life, or people in their 20s or whatever age they may be, where or how can they access this information? Is it being publicised correctly? Is it being given to career guidance teachers in schools? Is it openly and freely available through an online system? Are we promoting it? Can we help to promote it in different ways to try to get apprenticeships into our system? Genuinely, this is the first time I have heard about a lot of what the Minister of State spoke about. Is there a possibility, from our perspective or from an outside perspective, of promoting this better so we can give young people in this country the opportunity of jobs in our public service?

The point Deputy Kenny has made is very important. We have a number of programmes, especially in construction, and I will come back to the public service in a minute. One of our best programmes was a social media programme, Building Heroes, whereby 15 young men and women in the construction industry were involved in a social media campaign so that young people could see what it was like to be involved in these jobs. Yes, there are challenges with getting the messages out through schools but things are improving significantly. More and more career guidance teachers are becoming involved. Sometimes it is a teacher in a school who has a specific interest and can encourage students on this pathway. From this perspective, the Department is making every effort to advertise these programmes. I can say there are plenty of applications for the public service apprenticeships, and this is really where these apprenticeships are for now.

Earcaíocht agus Soláthar Foirne Tríú Leibhéal

Aengus Ó Snodaigh

Question:

229. D'fhiafraigh Deputy Aengus Ó Snodaigh den Minister for Further and Higher Education, Research, Innovation and Science an bhfuil sé ar an eolas faoin imní atá léirithe nach mbeidh inniúlacht sa Ghaeilge anois ag Uachtarán, Meabhránaí ná Rúnaí Ollscoil na Gaillimhe nó ag an Déan Feidhmiúil atá freagrach as an nGaeilge san ollscoil ar a bhfuil dualgais ar leith maidir leis an nGaeilge agus freagracht as Acadamh na hOllscolaíochta Gaeilge; an aithníonn sé go bhfuil ísliú stádais tugtha don Ghaeilge san ollscoil le roinnt blianta anuas; agus an bhfuil sé i gceist aige aon ghníomh a ghlacadh chun stádas na Gaeilge a threisiú san ollscoil ar nós Bille an Choláiste Ollscoile, Gaillimh (Leasú), 2017 a chur i bhfeidhm. [22075/26]

Tá an cheist seo dírithe ar an imní atá ann maidir leis an bpolasaí Gaeilge agus an ról lárnach atá ag an nGaeilge in Ollscoil na Gaillimhe, áit a mbeidh seans ann nach mbeadh Gaeilge inniúil ag an uachtarán, meabhránaí, rúnaí ollscoile nó an déan feidhmiúil agus go mbeadh sé sin mar dhroch-chás don Ghaeilge agus do stádas na Gaeilge san ollscoil.

Is institiúidí féinrialaitheacha iad ollscoileanna de réir bhrí Acht na nOllscoileanna, 1997. Dá bhrí sin, coinníonn siad freagracht as an ngnó ar fad maidir le hacmhainní daonna, faoi réir chomhlíonadh bheartas an Rialtais maidir le líon na bhfostaithe agus an bheartas pá. Maidir le ceapacháin in Ollscoil na Gaillimhe, tá siad faoi chúram údarás rialaithe na hollscoile sin, agus níl ról agamsa ná ag mo Roinn sa phróiseas sin.

Aithníonn mo Roinn an tábhacht ghéar le cur chun cinn agus leathnú múineadh agus úsáid na Gaeilge ag an tríú leibhéal. Le hAcht an Údaráis um Ard-Oideachas, 2022, cuirtear oibleagáid reachtúil ar an Údarás um Ard-Oideachas tacú le hinstitiúidí ardoideachais chun an Ghaeilge a mhúineadh, a chur chun cinn agus a úsáid. Chun na críche sin, tacaíonn mo Roinn le hinstitiúidí ardoideachais, tríd an Údarás um Ard-Oideachas, trí mhaoiniú lárnach agus trí shruthanna maoinithe sonracha do thionscnaimh Ghaeilge.

Leithdháileadh beagnach €1.8 milliún in 2024 agus 2025 ar Acadamh na hOllscolaíochta Gaeilge in Ollscoil na Gaillimhe. Tacaíonn Acadamh na hOllscolaíochta Gaeilge leis an nGaeilge laistigh d'Ollscoil na Gaillimhe, agus ar fud Éireann. Cuireann an t-acadamh roinnt clár acadúil ar fáil trí mheán na Gaeilge. Tacaíonn an t-acadamh le hOllscoil na Gaillimhe freisin agus í ag iarraidh a bheith ina hollscoil dhátheangach trí fheabhsú scileanna sa teanga Gaeilge a chur ar fáil don fhoireann agus seirbhísí aistriúcháin a chur ar fáil don ollscoil.

Ní féidir agus ní ceart go mbeadh Pontius Pilate á dhéanamh sa chás seo. Is cinneadh Rialtais a bhí ann Acht Ollscoil na Gaillimhe a thógáil isteach in 2005 nó 2006. Rinneadh ísliú ar stádas na Gaeilge ó thaobh coinníollacha a bheith ann maidir leo siúd atá i gceannas ar an gcoláiste. Is féidir leis an Rialtas, tríd leasuithe a dhéanamh ar an Acht atá ann faoi láthair, dualgas a bheith ann go mbeadh cáilíochtaí ar leith ann - toisc an príomhról atá ag an ollscoil seo maidir leis nGaeilge - agus go mbeadh ar iarrthóirí a bheith inniúil sa Ghaeilge. Ní caitheamh anuas é seo ar na daoine atá sna poist seo. Fuair siad an post tríd an ngnáthchóras. Is caitheamh anuas ar an gcóras é nach raibh an coinníoll ann sa chéad dul síos. Dá réir, tá ísliú tugtha don Ghaeilge.

Tuigim an fhadhb. Is institiúidí féinrialaitheacha iad ollscoileanna de réir bhrí Acht na nOllscoileanna, 1997. Dá bhrí sin, coinníonn siad freagracht as an ngnó ar fad maidir le hacmhainní daonna, faoi réir chomhlíonadh bheartas an Rialtais maidir le líon na bhfostaithe agus an bheartas pá.

Is ábhar don chomhlacht rialaithe san ollscoil féin é ceapadh uachtarán nua cé go mbeifí ag súil go mbeadh próiseas oscailte earcaíochta i gceist. Ní bhíonn aon ról ag an Roinn ná ag an Aire sa cheapachán seo.

Tuigim cad atá á rá ach tá ról ag an Aire tríd reachtaíocht na Tithe seo. Bhí an díospóireacht ann agus léiríodh an bhuairt ag an am. In fact, sular éirí sé as, léirigh Éamon Ó Cuív, duine do chomhghleacaithe an Aire, an bhuairt chéanna. Chuir sé Bille chun cinn chun tarraingt siar ón gcinneadh a glacadh in Acht 2006. Thug sé an Bille an Choláiste Ollscoile, Gaillimh (Leasú), 2017, chun cinn a bhí dírithe ar cinnte a dhéanamh de go raibh stádas níos daingne agus níos láidre ó thaobh na Gaeilge de sa choláiste, agus go mbeadh tús áite ann ó thaobh na Gaeilge de. An bhuairt atá ann ná muna bhfuil inniúlacht sa Ghaeilge acu siúd ag an leibhéal is airde sa choláiste go ndéanfaidh sé dochar don straitéis atá ann. Tá straitéis ann a bhí ag tabhairt borradh don Ghaeilge sa choláiste agus tá dainséar ann anois.

Tá suim agam sa bhfadhb agus tuigim é. Beidh suim ag an Teachta sa mhéid atá á dhéanamh sa Roinn ag obair sa spás sin. Is rannpháirtí gníomhach í an Roinn sa réimse agus tá obair na hearnála ardoideachais tábhachtach chun a cinntiú go bhfuil luach ár saothar againn leis na scileanna teanga atá riachtanach chun an sprioc inniúlachta 20% a bhaint amach. Tá a lán oibre ar siúl sa Roinn towards that regards. Tá réimse leathan cúrsaí nua a bhfuil cuid acu i nGaeilge ar fáil do mhic léinn. Is iad na hinstitiúidí féin a chinntigh soláthar na gcúrsaí sin de réir neamhspleáchas a ceadaíodh.

Mar sin féin, tacaíonn an Roinn le réimse téacsleabhair Gaeilge freisin atá dírithe ar thacú le húsáid na Gaeilge ar champas tríú leibhéal lena n-áirítear tacaíocht do chlubanna agus cumainn Gaeilge. Tá m’am thart.

Education and Training Boards

Mairéad Farrell

Question:

217. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on funding cuts to the Galway and Roscommon Education and Training Board; and if he will make a statement on the matter. [29090/26]

I ask the Minister of State to provide an update on the funding cuts to the Galway and Roscommon Education and Training Board. This specifically relates to the cut to English for speakers of other languages, ESOL, funding, which has resulted in the loss of 25 teachers and hundreds of classes within GRETB. This has had a devastating impact of which I know the Minister of State is aware.

The Deputy did bring this to my attention previously. I assure him that there have been no cuts to GRETB's core funding allocation. My Department remains committed to supporting a further education and training, FET, system that enables individual success, supports economic growth and strengthens communities, underpinned by almost €1.1 billion in current funding for ETBs in 2026. In 2026, GRETB's core allocation is €65.7 million. That is an extra €4.3 million relative to what was delivered 2025. In fact, it is an increase of over 34% to what was delivered in 2020. There are, therefore, no cuts to the allocation.

I understand what the Deputy is referring to, however, which is the conclusion of what was temporary emergency funding that was introduced following the outbreak of war in Ukraine in 2022. As I said, that was time-limited, temporary funding, but it did significantly expand ESOL provision for a fixed time period to meet exceptional demand. As was always intended, the temporary funding has now concluded, and ESOL funding has reverted to its pre-2022 core funding, which is in line with the parameters for budget 2026. While I acknowledge that the ending of these temporary supports presents challenges for some ETBs, it is important to be clear that this does not constitute a reduction in the overall ETB budget.

I thank the Minister of State. I visited the Dunmore centre last week. I met with some of the English language students whose classes have been cancelled. These are people for whom English is not their first language. These classes really helped them to integrate into the community and find employment and so on. It was really heartening to hear what a positive difference it has made for them but, unfortunately, their classes have been cancelled. It is not just English language and literacy. We also had Irish language classes being cancelled in Athenry, which is really disappointing when we should be doing everything we can to promote the language. Digital literacy has also been affected in other areas. It is really disappointing because this has impacted on vulnerable and marginalised students in particular. It has also impacted a lot of teachers who were very close to completing their four years and receiving permanent contracts. It was a slap in the face for them after years of service. Altogether, 25 teachers and hundreds of classes have been affected by this. I met representatives of GRETB. They said their hands are tied. They have to deal with pay increases. They cannot touch apprenticeship funding, which is the only pot that has increased. There is, therefore, nothing they can do.

The point I made earlier is that there is no cut to the GRETB budget. In fact, it has significantly increased this year from last year. It is also important to say that while ESOL provision has reverted to pre-2022 levels before the Ukraine war, when it was significantly expanded on a temporary basis, ESOL continues to be delivered nationally as part of core funding. It is not that we have stopped it; it is just that we have gone back to the pre-2022 levels. Of course, ETBs have to manage within the budgets that are allocated to them, but GRETB has an extra €4 million this year. As the Deputy said, while it may impact on Spanish students and otherwise, it is important to remember that this was a temporary expansion and it followed the outbreak of the war in Ukraine.

The reality is that it is a very significant cut within GRETB. Like I said, 25 classes are saying their hands are tied. I do not know if there has been engagement with GRETB on this. These cuts are cruel and they are impacting on marginalised students and staff who are about to become permanent. The Minister of State is shaking her head but, in fairness, there has been a significant cut to the budget in this area. GRETB has been very clear that it cannot move the funding around and that it has pay increases it has to meet. She might outline what engagement there has been with GRETB on this issue and if she would perhaps commit to meet with its representatives or with some of the teachers and students who have been affected by this. Every effort should be made to get these classes reinstated and get these staff back in place. I have been inundated with calls, texts and emails from people who are absolutely devastated by the outcome of this. That is the bottom line. I ask that the Minister of State do everything she can to get these classes reinstated.

I accept the Deputy's bona fides on this, and I hear what he says. However, I cannot emphasise often enough that there are no cuts here. There is an increase of €4 million in the budget. Each ETB has to decide how they spend their individual budgets, within certain parameters, obviously. ESOL programmes are simply going back to pre-2022 levels. We have seen similar tapering off of supports across other Departments. This was an emergency fund because of the Ukraine war and now, we are going back to where we were beforehand. I understand what the Deputy is saying to me, however. If he contacts me, I will get him as best an answer as I can. I cannot emphasise firmly enough, however, that it is up to individual ETBs. Each of them gets its funding. GRETB had a significant increase in funding and it is up to it how it spends that funding. I am, however, willing to speak to the Deputy about it to see if we can find any solutions.

Proposed Legislation

Richard Boyd Barrett

Question:

219. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the current status of the draft legislation to amend the Technological Universities Act 2018 to facilitate a partnership between Dundalk Institute of Technology and Queen’s University Belfast; the timeline for when a draft Bill will be presented; if IADT is the only other remaining institute of technology, being actively considered within the scope of any proposed legislative amendments to the Act; if any proposed amendments will also provide a pathway for IADT to achieve university designation within the technological university sector; and if he will make a statement on the matter. [29169/26]

What is the current status of the draft legislation to amend the Technological Universities Act in terms of the facilitation of the partnership that was announced between Dundalk Institute of Technology and Queen's University Belfast?

I ask that question in particular because of the potential implications for what will be then the last remaining institute of technology, IT, which is the Institute of Art, Design and Technology, IADT, and whether there is scope within the legislation for its status to be dealt with.

First of all, to take the Dundalk Institute of Technology and Queen's University Belfast partnership, that partnership under development is a hugely significant initiative, as I am sure the Deputy will agree, and advances the Government's goal, not only of balanced regional development, although it very much does in creating a university now on that north-east corridor between Dublin and Belfast, but by creating the first ever all-island university it very much advances the shared island objectives and broader objectives of alignment between both jurisdictions on the island and creating that shared entity. That partnership will include the development of shared processes in awarding qualifications, managing quality assurance of these different assessment bodies and grades, etc., within it, and collaboration in the research and innovation space.

It is also worth noting that Dundalk, under the partnership and under the technical specifications we are devising in terms of how it will operate, will retain its status as an autonomous designated institution of higher education in the State. While being part of Queen's, it also remains an autonomous entity within the State.

The matter has progressed steadily. I first brought it to Government in November. I was delighted to be able to do so. I secured Cabinet approval and set out immediately on pursuing the legislation that would be required to give effect to it. The colleges themselves, Queen's and DkIT, have been engaging closely and setting up working groups along with officials from my Department to prepare the necessary requirements and regulations to align the two jurisdictions and address whatever wrinkles may be there between incompatibilities to bring those together.

I am conscious of the Deputy's interest in IADT, which I share. I have visited the college on a number of occasions. I have met the IADT executive, president and team, both on site and, indeed, in here and in other areas. The IADT is one of only two remaining ITs in the State. It is a distinctive institution. It is a great opportunity for it, as a leader in the creative arts. I will come back to that in my next contribution.

I can see the attraction of university status for Dundalk as an all-island university, etc., but that leaves Dún Laoghaire IADT out on its own with no clear pathway forward. In particular, I am concerned for the staff and the workers, their terms and conditions and the sustainability of the IADT. If everybody who used to be in an IT is now in a university, who wants to go to IADT, but if IADT is to get university status, is it to be done under the Technological Universities Act 2018 so that the staff retain their existing terms and conditions? That is the way the staff would like it to be done. That is their clear declared position, and they are quite angry.

The Teachers' Union of Ireland, TUI, deplored the way in which the announcement was made, that it had not been consulted with in advance, that the authorities of Queen's and Dundalk and the Government clearly involved in the discussions around this make an announcement but that there was no consultation with the TUI and with the workers. This needs to be addressed.

Taking the Deputy's questions in reverse order, I will deal with the TUI in the first instance. The manner of the announcement was sensitive and was a case of jumping together. The executive of Dundalk IT, the board of Queen's University and, indeed, Cabinet here considered the matter on the same morning at the same time, and having come to a shared conclusion, we were then in a position to announce. I hope the Deputy will understand due to the sensitivities around it. It is historic. It is groundbreaking as a development creating the first all-island university, and it was essential that we moved as one. I hope that puts some context on the announcement.

I have met the TUI executive on a number of occasions, both here in Leinster House and elsewhere. I attended their conference recently and engaged with them on this matter and many other matters. We had a good, solid engagement. I do not say they agree with me on everything, nor I with them on everything, but we have a good working relationship and there is mutual respect there.

I might come back to the IADT-specific position in the next round because I want to go into some detail on that.

First, it is not great to make an announcement like that without consulting the workers. Their clearly declared position is that it should be done through an amendment to the Technological Universities Act 2018. Will the Minister clarify that is what the draft legislation is, when we are going to see it, when it will be published and whether there will be scope for amendment to accommodate a pathway to university status for IADT, which will be the last remaining IT? IADT will not be sustainable unless it has a pathway to university status, but the one that is preferred by the TUI and the staff in IADT is for it to be done through a technological universities Bill because anything else threatens or creates considerable uncertainty for the future of those workers and the terms and conditions of employment they enjoy.

The Technological Universities, TU, Act is predicated on the creation of technological universities through the amalgamation of institutes of technology and by ITs coming together to form a technological university. That is the framework that is provided for in the current TU Act. The Act does not currently have a mechanism for the elevation of a single IT to become a university. That process is not catered for within the Act. The Act is for an amalgamation and coming together of different satellites to become one. It does not have a single elevation path.

In the case of Dundalk and Queen's, there are a number of unique aspects to the partnership, because of the North-South and cross-jurisdictional nature of it. That requires separate legislation. I intend to publish heads of Bill at the earliest opportunity, which will be very soon and perhaps as early as next week, and we will see the flow forward from it at that stage.

I share the ambition of IADT to achieve university status. I fully support it in doing that. I respect the rights of staff and, indeed, learners at the college to have their say in that process. That is the process I am also engaging in, working with the institute in parallel.

Third Level Fees

Naoise Ó Cearúil

Question:

221. Deputy Naoise Ó Cearúil asked the Minister for Further and Higher Education, Research, Innovation and Science if supports or grants are available for Irish students undertaking specialist artistic third level training abroad that is not available in Ireland; and if he will make a statement on the matter. [21628/26]

Tá mé ag tógáil na ceiste seo thar ceann mo chomhghleacaí, an Teachta Ó Cearúil. The question is to ask the Minister if supports and grants are available for Irish students undertaking specialist artistic third level training, such as ballet dancing and dance training, that may not be available in Ireland, what supports are available to those families and those students undertaking such training and if he will make a statement on the matter.

The student grant scheme operated by Student Universal Support Ireland, SUSI, provides maintenance grants to eligible undergraduate students pursuing approved courses in other EU member states provided, of course, that they qualify for a SUSI grant at home in the first instance. A qualifying student can take that grant with them if they are pursuing a course of study abroad within the EU.

In general, the rules of the scheme state an approved undergraduate course is defined as a full-time undergraduate course of not less than two years' duration pursued in a university or equivalent third level institution that is maintained or assisted by recurrent grants from public funds in another EU member state or the UK. Therefore, there are certain minimal entry criteria to qualify, but they are quite well understood and quite compatible with the SUSI scheme as it operates at home.

Students who may be in receipt of SUSI grants in a domestic institution whose course of study includes a compulsory period of study abroad, and those registered in participating higher education institutions taking part in schemes such as Erasmus or other student mobilities, continue to receive their maintenance grant payments while abroad. Effectively, they take SUSI with them. If they are undergoing a placement, an exchange or an Erasmus programme, their grant travels with them and continues to support them.

However, the student grant scheme does not extend to the payment of tuition fees to institutions outside the State, other than exceptional provision in a small number of cases for postgraduate courses in Northern Ireland. This provision, which has been in place since the establishment of SUSI, is consistent with the principles of the Good Friday Agreement and is intended to promote greater tolerance and understanding between both jurisdictions. A little like the previous question where I spoke about Queen's and Dundalk IT, there is a particular sensitivity and complexity to aligning the North and South jurisdictions but it is seen and treated, I believe correctly, as a special case that deserves special support and a special set of rules to promote and encourage that mobility. It is a special case for Northern Ireland, which does not extend beyond that in terms of fees for tuition payments.

Gabhaim buíochas leis an Aire as ucht an fhreagra sin.

I want to be clear on the kinds of programmes I am talking about. I am talking about specialist ballet programmes that may not necessarily result in an undergraduate degree award but that are for individuals who would have been practising or learning how to perform ballet, in some cases since the age of four. They would enrol in universities abroad, for example the University of the Arts in Rotterdam.

A number of the constituency cases Deputy Ó Cearúil and I have been dealing with have come back and said that such a programme is not covered by SUSI grants at the moment. When people have a talent for something like ballet and it is something they want to pursue, it is important that, where programmes are not available in Ireland, some flexibility be given to people who want to study.

I know of instances where families have explored all available supports, such as through the Arts Council and SUSI and have been told quite clearly that such courses are not eligible for coverage by SUSI. Therefore, my question is on whether there is scope for grants or bursaries or for an alteration to be made to the criteria for SUSI grants to support families in such instances when students are not able to pursue these kinds of courses in this country.

I see the point and the scenario the Deputy described and I am sure these talented young people have great opportunities available to them in certain specialist centres of education outside the State. It is unfortunate that specialist area of training is not available in the State at present. There are institutes such as the Royal Irish Academy of Music and a number of different dance and music courses are available across many institutions. I am not sure of the degree of compatibility. I heard the Deputy say, and noted it, that this particular course is not available in the State. I am not sure whether there are comparable courses. The Deputy mentioned he had explored the avenue of the Arts Council. It does appear that this may be a candidate for a bursary scheme or sponsorship scheme. There are students studying in Ireland who have such bursaries from their home states, although not necessarily from their states but from sponsors who have taken them under their wing to promote their talent. Sometimes that happens on a private sector basis. In examples I have seen, students ended up in Ireland supported by sponsors abroad but it is not a scheme currently in operation here.

I ask for some consideration by the Minister of the possibility of exploring joint approaches with other Government Departments. When we see great people achieve greatness in their disciplines, we take credit for them and take pride in those people being Irish citizens. It would be great for people like these constituents we have dealt with who have an aptitude for things like ballet and will represent Ireland in the international arts environment, if we were able to say the State played a role in supporting their love of their vocations and in them developing the skills and doing the training they needed to excel on the world stage. It is about reviewing the criteria for SUSI grants, especially if there are niche courses like this for which there are no equivalents in this country. Consideration should be given to what kinds of supports could be made available. If it cannot be done through the SUSI angle, will the Minister look at partnering with other Government Departments or State agencies like the Arts Council and the creative Ireland programme, not only for things like ballet, but for other specialist art and performing arts we are all familiar with in our constituencies? We all take pride in them when they excel but we must ensure the State has played a role in helping them to do so.

There is a case to be made for sponsoring, perhaps to a greater degree than is currently the case, students in the situation the Deputy described. It may be of interest to the Deputy and the House that I have asked my Department to commence preparation of a strategy for the creative arts, on how we support our artistic institutions, including the Institute of Art, Design and Technology, IEDT, the National College of Art and Design, NCAD, the Royal Irish Academy of Music and others, which perform a vital function in the creative tapestry of the social life in the State.

It is pertinent at a time when we require more transversal skills and the deep dive of specialised education is no longer as transferable as it once was. We need graduates to come out with skills in communication, problem solving and analysis. I often find the creative arts is a wonderful foundry for that kind of skill set and those kinds of ideas. I will take it on board. I would be happy to talk to the Deputy separately if he wants to follow up with me on the details of the case, or Deputy Ó Cearúil may wish to. In the context of the creative arts strategy, I will certainly examine whether there are any lacunas that could perhaps be usefully filled.

Oideachas trí Ghaeilge

Shane Moynihan

Question:

222. Deputy Shane Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the steps his Department is taking to support and encourage the provision of adult and community education programmes through the medium of Irish; and if he will make a statement on the matter. [22067/26]

Is ceist í seo le cur ar an Aire maidir leis an tacaíocht atá á cur ar fáil ag a Roinn le soláthar oideachas pobail agus soláthar oideachais do dhaoine fásta trí mheán na Gaeilge. My question relates to the provision of adult and community education through the medium of Irish. Will the Minister make a statement on the matter?

The Government is strongly committed to promoting and supporting the Irish language, including in the sphere of further education and training. Education and training boards, ETBs, play a crucial role in this work. ETBs assess demand in their communities for programmes delivered through Irish, including adult and community education, and provide these programmes where needs are identified and it is practicable to do so. Several ETBs participate in the breacadh scheme, which provides important support through the development of Irish-language teaching and learning resources, along with tutor training and curriculum development. ETBs also offer Irish language classes at a range of levels, including seasonal part-time and evening courses, with provision available for accredited awards from the national framework of qualifications, NFQ, levels 3 to 6.

In addition, Irish-language community organisations may apply to their local ETB for funding through the adult literacy for life collaboration and innovation fund, as well as the reach fund, subject to eligibility criteria. These funds support innovative projects addressing unmet literacy needs and engaging disadvantaged learners. Some examples of projects funded under these initiatives include digital skills programmes for older adults delivered through the medium of Irish and supports for refugees seeking to learn the Irish language. We spoke earlier about English for Speakers of Other Languages, ESOL, provision. There was some Irish language provision for Ukrainian nationals at one stage and gardening and horticulture classes are also delivered bilingually. That gives an illustration of the breadth of different courses being delivered by ETBs through the medium of Irish in a range of subjects.

The fundamental principle, which the point the Deputy made so well, is that Irish-language education does not mean teaching Irish. It means teaching other subjects through the medium of Irish. I am keen to progress that and expand on it.

Gabhaim buíochas leis an Aire as ucht an fhreagra sin. Tugaim moladh mór do na ETBs timpeall na tíre atá ag cur ar fáil scileanna nach scileanna Gaeilge iad ach atá ag cur foghlaim scileanna ar fáil trí mheán na Gaeilge. Tá an-tábhacht ag baint leis sin, ní hamháin sna ceantair Ghaeltachta ach sna ceantair nach bhfuil an Ghaeilge in úsáid iontu chomh forleathan céanna.

I pay particular tribute to the City of Dublin ETB for the Gaeltacht skills course it has put in place. It is a two-week immersion course for tutors and teachers in the City of Dublin ETB to give them the ability to revive their subject expertise through the medium of Irish. I was glad to hear the Minister articulate on the floor of the Dáil that nuair a cuirimid ceisteanna faoi úsáid na Gaeilge sa bhreisoideachas, nílmid ag labhairt faoi Gaeilge a chur ar fáil i ranganna, ach ábhair eile a chur ar fáil trí mheán na Gaeilge. That is an important distinction to make.

I would like to see the City of Dublin ETB approach expanded across the country, not only in extending the provision of courses through the Irish language but also ensuring its staff feels comfortable doing so. Support from the Department is needed to allow the sort of immersion courses in City of Dublin ETB to widely expand the ability of staff to deliver tuition through Irish.

B'fhéidir go mbeadh suim ag an Teachta i ngrúpa oibre earnála nua um riachtanas oideachas treasach don Ghaeilge san earnáil phoiblí. Tá an grúpa oibre seo á bhunú ag an Roinn agus an Roinn Forbartha Tuaithe agus Pobail agus Gaeltachta faoi ghnímh 4.3.3 den Phlean Gníomhaíochta do Sheirbhísí Poiblí Gaeilge 2026-2028. Is oifigigh shinsireacha ón dá Roinn, chomh maith le páirtí leasmhara earnála ó Ranna Rialtais ábhartha, gníomhaireachtaí Stáit agus ionadaithe ó na hearnálacha breisoideachais agus ardoideachais a bheidh mar chomhaltaí an ghrúpa. Is é cuspóir an ghrúpa machnamh a dhéanamh ar an gcaoi ar féidir réimse iomlán an soláthar oideachais tríú leibhéal ar fud an ardoideachais, breisoideachais, na hoiliúna, na bprintíseachtaí, agus na foghlama tacú leis an bplean náisiúnta do sheirbhísí Gaeilge.

Molaim go mór na hiarrachtaí sin. We need to go a little further with the upcoming draft strategy on FET, that should have - and I hope it will - an explicit mention of the provision of courses that are not on the Irish language but are taught through the medium of Irish. Ba mhaith liom rud eile a chur in iúl don Aire agus na ETBs ar fud na tíre ná go bhfuil an-chuid Gaelcholáistí againn ar féidir a úsáid don oideachas do dhaoine fásta agus don oideachas pobail. Community colleges provide a broad range of adult and community education courses. There is no reason Gaelcoláistí could not be asked to do the same and provide the same sort of model. That is something I would encourage. Tá an t-éileamh ann don Ghaeilge. Tá daoine ann atá ag iarraidh cur lena gcuid stór focal agus lena gcuid Gaeilge. Tá múinteoirí ann ar fud na ETBs ar fad atá in ann an teagasc seo a dhéanamh. Caithfimid an mhuinín a thabhairt dóibh é sin a dhéanamh as Gaeilge. Táim ag súil go ndéanfaidh an tAire obair leis na ETBs chun é sin a bhaint amach.

I agree with the suggestion about the greater utilisation of Gaelcholáistí and Gaelscoileanna as part of the educational real estate, which could play host to some courses of this nature. That is a good suggestion and one that I will take away with me and consider. I reiterate my Department's commitment to furthering provision of Irish language in this space and across all aspects of the tertiary estate. Tá an Rialtas tiomanta oibriú ar bhonn thras-Rannach oideachas trí mheán na Gaeilge a neartú ag gach leibhéal ó na leathbhlianta go dtí an tríú leibhéal ag cinntiú gur obair thairbheach agus inbhuanaithe atá ann chun an Ghaeilge a chur chun cinn. I hope I have provided some reassurance to the Deputy that this is being taken seriously by me and within an Roinn freisin.

Third Level Education

Eoghan Kenny

Question:

241. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the level of demand for specific courses particularly in health services, inclusive of medicine, nursing and dentistry; the number of applicants who apply for a particular course that will be granted a place on the course; and if he will make a statement on the matter. [22015/26]

I wish to ask the Minister about the level of demand for specific courses, particularly in healthcare including courses in medicine, nursing and dentistry; the number of applicants who apply for a particular course and the numbers that will be granted a course for the coming academic year.

I ask the Deputy to repeat that because I have run out of prepared answers. That is fine, I can take a free run but I ask the Deputy to repeat his question.

The question generally relates to the number of courses available in medicine, nursing and dentistry and if all applicants for whom it is their number one choice on their CAO form, for example, will receive a place on those courses.

I would never be so bold as to make a commitment that every applicant will get his or her first choice every time because I am not sure that is something the system has ever achieved. However, 80% of applicants receive their first, second or third choice within the system. The vast majority of students receive a choice within their top three course preferences and that is positive. The traditionally high-point courses in healthcare, including medicine, nursing and dentistry, as well as physiotherapy and veterinary medicine the Deputy mentioned are all in high demand and they typically attract high points. One of the issues I have been working on is increasing the provision of courses. We have 1,100 additional places available in the current year.

When I assumed my role in the Department, I asked the HEA to conduct an expression of interest exercise. The authority went to the different universities and asked them how many more students they could take on board. I was happy to fund that and indeed, we have done that already this year by creating the 1,100 additional places. This is also imperative in the context of the whole-of-government focus on disability services and healthcare and in the context of our demographics, whereby we have a population that is ageing and living longer. It is key that people are enabled not just to live longer lives, but to live healthier lives as well, and part of that is having the medical and other professionals available to assist. This is an important mission of Government.

I am currently in the process of undertaking a second round of expressions of interest. I have invited the universities to consider whether, having provided 1,100 extra places, they can do more. Can we create more places? That has two effects. The first is that it creates more capacity in the system, which should exert downward pressure on points, leading to more students getting their first choice or certainly, their first, second or third. It also increases the throughput of those professions through the system. It is a very important piece of work.

I thank the Minister for that. I asked the question because a lot of people have come to me who achieved the required points but they did not get the actual course because of a lack of places. I also asked it because we all see the extensive waiting lists across our health service, particularly for those trying to access a GP in their local area. There are also extensive waiting lists within community hospitals and in larger hospitals in Cork, Dublin, Galway and elsewhere. I am particularly interested in dentistry courses because I have come across a number of cases of people having difficulty accessing dental hygienist courses. I know of one person who applied for a dental hygienist course in UCC but a place is just not available.

Has the Minister been in communication with the Department of Health regarding the level of demand for these courses, given the waiting lists that we have in our health service?

On dentistry, I was pleased to visit the RCSI's new dental hospital in Sandyford recently where a number of new places have been created straight into the system. I met students who are already in first year on that course and they were participating eagerly. I am very aware of the shortages of GPs and the pressure on rural practices as a TD and have seen it myself in my own constituency. One of the benefits of the new courses I have been supporting and encouraging is that rather than doing the same thing in every university, and repeating it around the country, universities are coming forward with different offerings that are more targeted and localised. For example, in Galway a new medical degree is being offered in the area of rural and remote medicine. That focuses on future practitioners who will have a rural catchment area and a slightly different practice than might be the case for an urban practitioner, which is helpful. The ATU and SETU are creating new veterinary courses with a focus on large animal practice, unlike the small animal practices that are typical of cities. The RCSI have a proposal for a new GP medical course focusing on care in the community. Each of these new courses has a particular focus which is of societal benefit.

The question is based on the fact that people have come to me because their child has been waiting on a dental appointment for two years. People cannot get access to a GP, particularly those who are living in rural areas. I am sure the Minister is acutely aware of that. The first question that is often posed by constituents is around why we do not have more nurses, doctors or dentists because that would bring down the waiting lists. A cross-government approach to this is important. There are significant issues in our health service and the waiting lists. The possibility of providing extra courses, particularly in medicine, nursing and dentistry, would have cross-government and cross-House support because it would have the effect of bringing down the waiting times that many people are facing.

I sympathise with the plight of people. The Deputy asks what I am doing about that. I am creating more professionals. I am creating more college places and more capacity on those courses that are in demand. I am doing this for two reasons. The first is to enable access for professionals into those courses and the other is to ensure that we have a supply of graduates into the system to provide the services that the Deputy speaks about.

It is not related to my Ministry but there are incentives for GPs practising in rural areas. The rural practitioner allowance is a payment made to GPs taking on a rural practice to reflect the nature of the work they do, which can be somewhat different.

In terms of conversations with the Department of Health, the Minister for Health and I have had a number of conversations on this issue. We very much have a shared goal and I want to thank the Minister for Health publicly for her collaboration and cooperation with me on this piece of work. I also want to thank the Minister for Education and Youth in that regard because we are also looking at speech therapists, educational psychologists and a number of different professionals within the educational sphere. One of the key aspects to this is not just increasing the number of college places, although that is important, but having the placements that students can go on within the hospital setting as part of their training. The Minister for Health is working with me on that.

Employment Rights

Ruairí Ó Murchú

Question:

251. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made to resolve employment issues of personal assistants who work in some education and training boards and further and higher education centres; the timeline for when the issue is expected to be resolved; and if he will make a statement on the matter. [22072/26]

I ask the Minister to outline the progress in resolving the employment issues of personal assistants, an issue we have dealt with previously. He has met with me and a number of these personal assistants who work in ETBs and further and higher education centres. What is the timeline for when the issue is expected to be resolved? Will the Minister make a statement on that matter now? I am aware that a WRC proposal is in play but I am not sure there is absolute joy in relation to it. If he could give me an update, I will come back in then.

I can give a very good answer in a minute or I can give the Deputy an answer off the top of my head right away. I do have any prepared answers left. We are beyond the range of questions that are normally reached.

I am very much aware of that situation. I have met the group with the Deputy in Leinster |House and we have had some good conversations. A disability demonstration project is under way in my Department, the purpose of which is to fathom the appropriate level of supports available to adult learners within the third level and further education system.

It may not be a direct correlation to perhaps an SNA-type role that we would see within the second level or primary school system because there has to be a degree of autonomy, dignity and recognition that the young adult may not be as keen to have a companion at all times in a way that a student at a junior level might. The actual nature and parameters of it are a little bit complex and require understanding.

There are multiple other supports from assistive technology through to different schemes. I increased the student assistance fund to €19 million this year, the highest it has ever been. It has a discretionary allocation within it that welfare officers and access officers in colleges can use to support students with a particular need. I appreciate that the question the Deputy is asking goes to the workers of his constituency, and the wider group whom I have met and engaged with. My proposal is to engage with the Deputy offline on that in terms of the latest development. It has been through the WRC, as he mentioned. I do not want to say too much on the Dáil record for fear of interfering with the industrial relations process, but we might engage on that offline.

I thank the Minister. We definitely will. The stakeholders are the Department, the education and training boards, and Fórsa on behalf of the workers. This issue has been ongoing for considerable time. I took it to the Tánaiste when he was Minister for further education. An element was dealt with in that the pay rate per hour was improved. It was a considerable percentage because it was a very low base. The big thing for them was the 52-week contract. These are people who are facilitating those who have challenging or further needs to stay in the educational sector and in further education. That is an absolute requirement. In relation to the disability project, a proposal is in front of them. It is not a 52-week contract, which is the big thing. The Minister knows that issue of applying for social protection is a huge issue. He might comment on the disability project, the outworking of that and how it may facilitate both those who need the help and those who are working in a scenario that is far from perfect.

There are a number of different ways in which I can assist students with challenges in navigating the educational system. One cohort of such students are those with intellectual disabilities who are engaged in further education and training programmes. I became aware of a lacuna in the system last year when a case was presented to me. There was no transport system available for those students to avail of learning within their own areas, which often meant a parent had to take time off. Perhaps they could not even take up a job or work outside the home because the student was entirely dependent on that parent to bring them up and down to the place of learning. Those places of learning were somewhat unique and specialist and not necessarily available in every town or village. It is typically one or two per county. I intervened in that regard and made a sum available - €2 million, in fact - through SOLAS, which has been disbursed to the ETBs. This now means a transport scheme is available for those learners with intellectual disabilities to take up their FET place within the system. The funds have been made available to the ETBs. My Department has issued guidance as to how that should be operated. I hope that will make a meaningful impact for those learners and their families.

We all realise the supports that are required, from reasonable accommodation to assistive technology. In some cases, students need added supports such as personal assistants. I do not see it as something that is changing. I accept that it creates a difficulty given that a proposal is in front of workers at the minute. I will deal with the Minister offline about that. There will be issues with pay and conditions, but the 52-week contract was a fundamental issue and is the reason there has not been huge retention in the area. Again, it is about providing the supports that work for those students who need added supports to stay in education, particularly in third level. It is also about providing people with a decent contract and decent pay. Even if this is accepted, I could not think that this will be a solution to the problem.

As I said, I am aware of the issue and am very much engaged with the Deputy and the workers on it. We have had good meetings with them. The Deputy engaged with my predecessor on the matter in a similarly constructive fashion. I thank him for the approach he has taken to it.

While we are talking about the assistance provided through those very diligent workers that the Deputy represents and those to whom he has introduced me in his area and other parts of the country, we also have work to do around the transitions from education into the workplace. Many learners with intellectual of physical difficulties have said to me - I have met a variety of groups - that they are managing to navigate the education system, but it is about actually getting a job. It is about getting the dignity at work at the far side. That is fundamental. I am working with my colleague the Minister, Deputy Calleary, on that and on the pathways. My Department is investing significantly. A number of officials are looking at a project around that to support that transition journey so that they will find an employer that is suited to their requirements and so we can make that journey work for all.

That is absolutely necessary. We will need to sort this out, particularly for personal assistants in DIFE, Ó Fiaich, Cavan and beyond.

Further and Higher Education

Richard Boyd Barrett

Question:

255. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science to restore funding for the postgraduate and graduate scholarship scheme; and if he will make a statement on the matter. [29176/26]

We talked earlier on about big announcements without people knowing they were coming. I met earlier with representatives of the Postgraduate Workers' Organisation and Aontas na Mac Léinn Éireann, AMLÉ, the national students' union, about the surprise announcement from Research Ireland that it is pulling out of graduate and postgraduate schemes for PhD and postdoctorate funding. People will now be applying directly to colleges and universities. They are extremely worried that this has come out of nowhere and about what it may mean for the stipend, for the autonomy and independence of postgraduate students and post-doctorate researchers, along with many other concerns. Will the Minister say something to reassure them?

I am familiar with the situation. Research Ireland is changing some of the schemes it operates. It is consolidating some schemes. There were a number of different schemes within it, partly arising from the merger of the Irish Research Council to Research Ireland, and there was some duplication of schemes and programmes within that. There has been a consolidation. A new strategy has been adopted by Research Ireland, which is one I applaud and share the ambition of. Research Ireland has been funded to a level that has never been seen before. It has been one of the focuses of my time in this role that I have invested significant research funding, including in Research Ireland, which should be working its way through to the individual researchers. I would give an assurance to those researchers that while there may be a change in title of some of the schemes and a movement from one scheme to another, the overall contents of those programmes are being continued. The funding is also being continued. Those researchers should not have to fear the changes they are hearing about.

They are very concerned because the background is that the Postgraduate Workers' Organisation and students' unions fought for stipend increases. They got them up to €25,000. It is still not enough and is much less than their European counterparts. They are also looking for status as workers. They fear that their conditions may be impacted by moving over to universities because if a block grant is going from Research Ireland to universities, potentially the university could say it will have more postgraduate students on stipends of less than €25,000. The universities will not want to be taking them on as workers, which is what the postgraduate students want. The postgraduate student will have less autonomy because, currently, the grant is given to them. Now, it will be given to the Department or the supervisor rather than to the individual. People's choice about the things they propose to research will be reduced and put into the hands of the colleges and universities.

I would be very concerned if I was to learn, and I invite the Deputy to share details with me if it is happening, of researchers being told they cannot research certain areas and are being directed toward particular areas of research, because academic freedom is a key part of my strategy, the Department's strategy and Research Ireland's strategy. It is also the case that I have promoted education as a public good and the pursuit of curiosity and knowledge as one of the four pillars of my Department's strategy.

It is fundamental to my approach that researchers should not be told that a particular area is off limits or is not in vogue. In fact, there should be that full academic freedom. There are a number of schemes in place that should be supporting that. I invite Deputy Boyd Barrett to share those details with me if he wishes.

The Deputy mentioned AMLÉ. I met AMLÉ yesterday. I hosted a cost of college event where we met a number of students, learners, apprentices, researchers and people in the system across a range of institutions. It was a very helpful event which will inform my deliberations on the budget later this year. It is on my list to arrange, in the next couple of weeks, a dedicated sit-down meeting with the Irish Federation of University Teachers, IFUT, which represents researchers. I met with IFUT before but I am working towards a one-to-one meeting to hear what the organisation has to say on the issue.

I invite Deputy Boyd Barrett to share with me some of the details if there are issues of that kind.

I understand from talking to AMLÉ and the postgraduate workers that IFUT is also concerned about this. I have not talked directly to it since this information came out but clarifications and reassurances need to be given that there will be no question that, for example, the stipends of €25,000 that have been achieved when researchers applied to Research Ireland will be undermined when they go to the colleges and the universities.

Another concern that was expressed is that because there is more money available from the corporate sector, industry and so on for STEM subjects, the arts could get squeezed and that there will be a pressure because the sector does not want so many people doing postgraduate courses in arts and humanities and wants more of them in areas where the universities can get more money from the corporate sector and industry.

There are serious concerns that need to be addressed and assurances need to be given. One would need to explain why this is happening and what exact benefit there is in this change for research, postgraduate researchers and their staff, incomes, career paths and so on.

The Deputy obviously did not hear me on David McCullagh's show two weeks ago when I extolled the virtues of an artistic education, an arts degree and the humanities more widely.

I am glad to hear it.

It is something I have been saying for ten years. The Deputy and I have joined in common cause on that in this House before. A point I have made at a number of events I attended, including today, for example, with companies in the technology and digital space, is that we need to produce a wide range of graduates across all disciplines. That is even more the case in the age of AI and digital because the problem-solving, collaborative, creative mindset enables and creates those transversal skills that can be applied across a range of jobs and areas of industry in the future.

The job for life has long been a thing of the past but the skill set for life is something that is continuing to change and evolve. It is those creative industries that can very helpfully augment that talent pool in a portable, transferable way. Ironically, and perhaps unexpectedly, they are the skills that employers are seeking out more and more, rather than deep technical qualifications that are, of course, in great demand, but workers need to be able to translate learning across different sectors and respond to change as it comes at them.

Community Training Centres

Jen Cummins

Question:

259. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding the pay negotiations of community training centre staff; and if he will make a statement on the matter. [19513/26]

I want to talk about community training centres, CTCs, and the pay negotiations that are under way for them. I have spoken about this before. I am very passionate about CTCs. I have seen the major benefits these centres have for the young people who are in them in terms of their ability to learn, progress and gain self-esteem they may have lost in other education facilities. I would like to know how pay negotiations are going for those staff members.

I thank Deputy Cummins. I share her high regard for the CTC sector and also for the very similar work Youthreach organisations perform. I have had the privilege of visiting both in my role on a number of different occasions. I attended the Irish Association of Community Training Organisations, IACTO, annual conference. I think it was in Athlone. It was certainly in the midlands. I attended that event, spoke with the IACTO executive and addressed the membership. It was a really positive event which I was pleased to be able to engage with. I have a great interest in that area.

In terms of the pay negotiations, I do not want to trespass on the functions of the Department of public expenditure, which is leading the negotiations in that regard. However, I am aware of some advances and some progress made. I do not want to go into great detail on the record in the Dáil for fear of misquoting or misattributing a figure somewhere because it would be unhelpful to the process were I to do that.

I will share my view that CTCs and Youthreach perform similar functions and it would be desirable to strengthen both by ní neart go cur le chéile - being stronger together. There is a sort of consolidation exercise in a very positive way that could be performed there in terms of bringing them together. I have engaged with some CTCs on that initiative already. It is something I have called out in my tertiary strategy, which I brought to Cabinet on Tuesday. There are several actions in that strategy, close to 100. One of them is to look at a consolidated strategy that would allow CTCs to enjoy effectively the same rights and entitlements as the Youthreach centres currently enjoy, in a way that promotes them as a common entity or certainly as a common mode of educational delivery. There is such a similarity across the two services that it would make sense to consolidate in a way that gives both a greater platform.

I do not want to jeopardise any negotiations that are going on either, but I am aware of the frustrations people in the sector have. People are leaving CTCs because they can no longer afford to live on the wages they receive. They feel disrespected and not recognised. I am glad, as I think others will be, to hear the Minister express respect and understanding of how important CTCs are. I am a little concerned about the use of the term "consolidation strategy". I hope that does not mean CTCs are going to be replaced with Youthreach. I hope it means both will be strengthened, as the Minister has said.

Another important point as regards Youthreach and CTCs is that the wages of another cohort of people, namely, staff in the local training initiatives, LTIs, some of whom were in front of the further and higher education committee today, are even worse than those of CTC staff. In fact, I was shocked to learn they want to move to CTC scales. I asked why they do not want to move to Youthreach scales. I obviously do not work in the Department of public expenditure. These are people who are working with a very vulnerable cohort of students. We need to respect and support those staff members to the best of our ability in order that we keep them in place, given all the experience they have.

I completely agree with the Deputy. In terms of the vulnerable cohort of students, part of my political philosophy is to take a progressive approach by giving most support to people who need it most and making targeted interventions. That goes to the heart of the issue, in terms of the learners attending Youthreach, a CTC or an LTI. I have had the privilege of meeting many such learners. In fact, I have a piece of art that was put together by a learner in Kilkenny Youthreach. It now has pride of place on the wall of my office across the corridor.

The stories of each learner are unique and different. They are often inspiring and challenging. One of the points made to me by the educators in the centres is that there is not a homogenous group. There are many different people coming through with many different stories to tell. Many of them have challenges, all of a different nature. Many of them blossom when they are given an opportunity in a CTC or Youthreach centre. That is something I am very keen to continue to support.

I am pleading with whoever is making the decision. I have been told several times that the Department is not their employer. Notwithstanding that, as a member of the board of management of one CTC, I have to say we can only pay the staff on the scales that are provided and those scales are provided by the Department. A bit of guidance and some moving of the scales and terms and conditions for staff members would be fantastic.

As the Minister rightly said, there are vulnerable learners and they present as they present, are taken as they are and really thrive. However, that is because of the skill and dedication of the staff members. We have to do everything we can to ensure they have appropriate pay scales and there is a parity of esteem for all staff members, whether it is in Youthreach, the CTCs or the LTIs. There are a lot of initials there. The most important thing is that there is equality and equity among staff members to ensure they do not leave because without those skilled workers, the students will suffer, will not be able to progress and will not have the bright future they deserve.

The Deputy is right. I will give another example of the kind of creative learning that occurs. In the course of maths week this year, I visited Youthreach in Naas in my own constituency where I saw many of the learners being engaged.

Learning in the STEM and technology space was very evident that day. From speaking to tutors and learners, I know there is a range of activities and skills. Down the road, Newbridge CTC is another centre I visited recently. Any time I visit a constituency, I seek to go to a Youthreach or CTC because I think it is so valuable to do so. I am continually being impressed by the quality of education and the determination found in those institutions.

Separately, on the question of Youthreach, I am also aware of the issue of aligning with the school calendar. The request has been made and it has only come to my desk very recently. It is an issue I engaged with the TUI on at its conference and when I met its executive. To put it simply, I have great sympathy for the argument and I hope to be in a position to progress this matter shortly.

Further and Higher Education

Shane Moynihan

Question:

269. Deputy Shane Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding his plans to bring Marino Institute of Education under the remit of his Department rather than the Department of education; the timeline envisaged for any such change; and if he will make a statement on the matter. [22066/26]

This question is to ask the Minister for Further and Higher Education, Research, Innovation and Science the position regarding his plans to bring the Marino Institute of Education under the remit of his Department rather than the Department of Education and Youth; the timeline envisaged for any such change; and if he will make a statement on the matter.

I am very familiar with the Marino Institute of Education, notwithstanding that it is under the remit of the Department of Education and Youth. I recently visited it with Deputies Brabazon, Heneghan and Ó Muirí. The college serves a vital function in producing primary school teachers. It also has a wonderful ethos in terms of its embrace of an teanga Gaeilge and iománaíocht agus peile. The institute has had a variety of sporting achievements. The cultúr there spoke very strongly to me when I visited. It was very evident in the institution.

I do not want to put it too strongly because, again, some of these negotiations and engagements can be somewhat sensitive, but I am aware that Marino has engaged with at least one third level institution in the co-awarding of degrees. I think it is not a secret that it is Trinity College Dublin. An interest has been expressed in exploring a closer collaboration or partnership. I am not in any way opposed to that, but neither am I in a position to mandate it. Regarding the next steps, Marino, if it wishes to, is freely entitled to continue as it is as a stand-alone, independent college within the system. Equally, if it wishes to achieve an alignment with a third level higher education institution, it is perfectly entitled to do so as well. As I set out on the day, without going into the details on the floor of the Dáil, a number of steps are to be taken towards that, a process which ultimately means the college's destiny lies with itself and whatever putative partner it may wish to engage with. I have set out what needs to be done if it wishes to follow that path. It is an autonomous institution. I think that has been regarded as helpful within the college. If it does wish to take the next steps, it knows what to do and I would certainly be happy to engage as that progresses.

I will clarify that I am asking this question on my own part, because I discovered the lacuna that Marino is not under the aegis of the Minister’s Department. This query has not been requested by Marino.

As the Minister said, it is a fine institution. My wife is a graduate of it. She did her degree there. I am also struck by the sheer range of programmes it offers. It does not just offer primary school teacher training programmes. It also offers the early childhood education programme and a further education and training programme. I was puzzled, therefore, when I learned it was not under the aegis of the Minister’s Department. The Minister’s answer would suggest that the college needs to designate itself appropriately to be under the aegis of the Minister’s Department, as opposed to it falling outside its remit. Could the Minister go into a bit more detail about where the lines lie in respect of it falling under his remit? If the college were to decide to take the path referred to, and, again, I have not spoken to the institution about this issue, what sort of timeframe might see it falling under the remit of the Minister?

A number of institutions in the State are perhaps finding they struggle. I am not saying Marino is in this category, but there are some smaller institutions that may find they do not enjoy critical mass and wish to partner with a larger institution. It is one of the reasons the technological universities were created. We had multiple institutes of technology around the country, and joining those together meant the whole was greater than the sum of the parts. That was very much the philosophy that led to the creation of the technological universities. The process was assisted by an OECD report to ensure that the criteria for gaining university status were being met in all cases. To be fair, there have been some excellent examples of research innovation and high-quality education across all the TUs. It is beyond doubt at this stage that they have not only met those targets but surpassed them, and this is why they are technological universities today.

Some of the institutions, however, for whatever reason, were not suitable or did not engage in that process. Earlier, we heard a debate about the Dún Laoghaire Institute of Art, Design and Technology, and I absolutely share its ambitions for university status. It is the aspiration of Dundalk Institute of Technology, along with Queen's University, to become a university college there.

I apologise, but we have run out of time in this section. I am sure we all did not think we would have got through so many questions, but we do need to move on to the next section.

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