Written Answers Nos. 31-50
31. Deputy Naoise Ó Muirí asked the Minister for Further and Higher Education, Research, Innovation and Science the plans there are to increase the number of apprentices and graduates to enable a greater number of retrofits to take place; and if he will make a statement on the matter. [13982/25]
View answerGreen and sustainability-focused skills are essential for meeting this Government’s ambitious climate targets set out in the Climate Action Plan, in particular the target to retrofit 500,000 homes to BER B2 standard by 2030.
My Department directly supports a broad range of initiatives to ensure that workers are equipped with the skills required to meet these challenges.
Apprenticeship is a key vehicle for this work. Working with SOLAS, we are ensuring that the apprenticeship system meets the evolving and emerging needs of the green economy. Approximately 40% of all apprenticeships, 31 programmes, are construction or construction-related. By the end of 2024, the population on these programmes was 21,895, a 66% increase on the 2019 pre-Covid figure.
In addition, apprenticeship curricula are being updated to include alternative energy and retrofit skills and technologies. Alternative energies have now been included within the Plumbing and Electrical Apprenticeship curricula, while NZEB standards are embedded in the Carpentry & Joinery curriculum.
Complementing this work, upskilling courses for existing construction workers are offered in Nearly Zero Energy Buildings/ retrofit, through a network of six Centres of Excellence operated by ETBs. These centres offer free, fast, and flexible courses to boost the skills and training needs of the sustainable construction sector. Enrolments have been increasing year on year, with 2024 the most successful year to date with 7,166 enrolments, up from 363 in 2020, the first year of operation.
32. Deputy Erin McGreehan asked the Minister for Further and Higher Education, Research, Innovation and Science if he has plans to add more courses in the further education sector specifically designed for people with disability; and if he will make a statement on the matter. [14627/25]
View answerI thank the Deputy for her question.
In line with the Programme for Government commitment to provide a step change in the supports and services required by people with disabilities, making education accessible for everyone is the hallmark of this Government’s approach to the Further and Higher Education sector. My Department is working to make the system more responsive to the needs of learners and breaking down the barriers that previously stopped those with a disability from accessing tertiary education.
Fostering Inclusion is one of the three core pillars of the Further Education and Training (FET) Strategy 2020-2024. Learners with disabilities are one of the key ‘priority groups’ under this Strategy. I can assure the Deputy that inclusion will remain a priority in the new FET strategy for 2025 - 2029 that SOLAS is currently finalising.
There are a range of programmes and initiatives within FET that provide specific support to learners with disabilities. Through Specialist Training Provision, the 16 Education and Training Boards (ETBs) contract providers to offer vocational training programmes, in specific settings, for persons with disabilities, who require more intensive support than would be available in non-specialist provision.
In addition, some of the ETBs collaborate with organisations such as Down Syndrome Ireland to develop programmes. City of Dublin ETB and Down Syndrome Ireland, for example, are currently rolling out the Work Ready programme in Finglas at level 2 of the National Framework for Qualifications in office work, retail/hospitality and hairdressing/barbering. I recently had the pleasure of meeting with Down Syndrome Ireland and some of their learners who shared with me how these programmes have positively impacted their lives.
A key priority of SOLAS and the ETBs is to make all of FET accessible to people with disabilities and to ensure their success, with a range of initiatives being delivered in support of this. FET services are increasingly underpinned by Universal Design for Learning (UDL) – a set of principles for curriculum development that gives all individuals an equal opportunity to learn. UDL approaches aim to reduce obstacles by introducing more flexible methods of teaching, assessment and service provision to cater to all learning styles.
My Department through SOLAS also funds agencies such as AHEAD and the Dyslexia Association of Ireland to deliver programmes for learners with disabilities and/or to support their participation in mainstream FET. Finally, Budget 2025 secured funding for a project that will develop a model of person-centred supports for learners with disabilities in tertiary education, which will inform Departmental policy.
33. Deputy Michael Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on the proposed “College of the Future” on the former Kickham Barracks site in Clonmel that will create a college which will host both further and higher education students, being the first co-located and fully integrated further education and training and higher education campus in Ireland. [14218/25]
View answerTipperary Education and Training Board (TETB) submitted a proposal for a development in Clonmel as part of the Further Education and Training (FET) College of the Future Major Projects Fund. The proposal put forward by TETB is one of twelve projects that are currently being progressed under this fund.
In September 2024 following an evaluation process, six proposals including the TETB proposal met the relevant criteria and were approved to move to the next stage of development, the Pre-tender – Project Design, Planning and Procurement Strategy Stage. SOLAS continues to engage with these six ETBs around further developing their proposals and associated schedules of accommodation. Work has also begun on the development of standardised procurement and tender documents as part of this stage of development.
34. Deputy James Geoghegan asked the Minister for Further and Higher Education, Research, Innovation and Science what plans are in place to increase the number of degree courses for occupational therapy and speech and language therapy; and if he will make a statement on the matter. [14527/25]
View answerThis government is prioritising workforce planning across health and disability services, including in Occupational Therapy and Speech and Language Therapy disciplines.
My officials and I are working closely with other Departments to address workforce needs by expanding training places in areas of acute skills shortages, ensuring a strong pipeline of qualified graduates for our health and social care workforce. I recently met with my cabinet colleagues, including the Minister for Health and the Minister for Children, Equality, Disability, Integration, and Youth, to discuss this issue. We are aligned in our commitment to expanding training places in therapy disciplines.
Last July, my Department and the Department of Health prepared a joint memo for Government, committing both Departments to prioritising funding for the expansion of key healthcare disciplines, including therapy professions. As a next step, my officials have requested that the HEA explore increasing places across existing therapy courses. If needed, this will be followed by an assessment of new course provisions.
Significant progress has already been made, with nearly 1,000 additional places created in health and social care programmes at Irish universities in recent years. In September 2024, expansions included:
• 40 additional Occupational Therapy places (20 at the University of Limerick and 20 at the University of Galway).
• 15 additional Speech and Language Therapy places at the University of Galway
In 2023 following engagements between my Department and the Departments of Health (North and South), a joint proposal was agreed to support Republic of Ireland students enrolling in healthcare courses at Northern Irish institutions, with funding shared between my Department and the Department of Health. Many of these places were in therapy disciplines. While this agreement was initially a one-off arrangement, discussions are ongoing about the potential for future intakes.
As part of this initiative in 2023, 80 places in Allied Health Professions (AHP) at Ulster University were funded for Republic of Ireland students, co-financed by DFHERIS and the Department of Health. In 2024, this increased to 83 AHP places, again co-funded by DoH and DFHERIS.
This included:
• 28 Occupational Therapy places in 2023, with a further 27 in 2024.
• 10 Speech and Language Therapy places in 2023, with an additional 8 in 2024.
Engagement with Northern Ireland institutions is ongoing to explore further expansion opportunities beyond 2024.
It is important to note that expanding these programmes is complex and requires strong collaboration between the health and education sectors. Sustainable clinical placements and practice tutors are essential to increasing student capacity and ensuring a steady supply of graduates. I remain committed to working with government colleagues to strengthen workforce planning in healthcare and disability services through the expansion of these vital programmes.
35. Deputy Mattie McGrath asked the Minister for Further and Higher Education, Research, Innovation and Science if he will review the amount a student can earn per week during term time and be exempt from the SUSI means testing (details supplied); and if he will make a statement on the matter. [13539/25]
View answerAs the Deputy is aware the decision on eligibility for a student grant is a matter, in the first instance, for the awarding authority, SUSI to determine.
Under the Student Grant Scheme for approved full-time courses, income of the applicant from employment which represents holiday earnings outside of term time (Easter, Summer and Christmas holidays) can be deducted when determining the reckonable income of an applicant up to a certain limit. The reason for the limit is to mitigate against students working so much during their tertiary education that it negatively impacts on their ability to fully participate in their course. I have recently finalised the Student Grant Scheme for 2025/2026 and the deduction limit is increasing for the 2025/2026 academic year from €7,925 to €8,424. This increase is reflective of the increase in the national minimum wage to €13.50 per hour from 1 January 2025.
Under the Student Part-time Fee Scheme for Specified Undergraduate Courses, if an applicant is pursuing an approved part-time undergraduate course in the academic year 2024/25, income of the applicant from employment can be deducted from their total reckonable income up to €7,925. This is not limited to holidays earnings outside of term time and allows for the potential that students studying part-time may be in full time employment. I expect to finalise the Student Part-Time Fee Scheme for Specified Undergraduate Courses 2025 shortly and will be reviewing the current limit.
In addition to this all income thresholds under the Student Grant Scheme and the Student Part-Time Fee Scheme for Specified Undergraduate Courses will increase from September 2025. The income threshold for the special rate of maintenance grant is increasing in line with Social Welfare increases and all other income thresholds are increasing by at least 15%.
36. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science education the discussions that have been had with the Department of Transport to ensure that students of higher education facilities are able to commute to their place of education; and if he will make a statement on the matter. [14576/25]
View answerThe Department of Transport is responsible for transport policy and overseeing transport services and infrastructure. My Department is engaging with that department to facilitate the alignment of student accommodation policy with climate action requirements. The development of local area demand management schemes in conjunction with the relevant local authorities aims to provide targeted public transport services, aligned to college/university timetables, with support for alternative travel methods to and from college through provision of cycle ways and bike to college schemes.
My officials also formed part of the Department of Transport’s ‘Generators of Demand- People’ expert subgroup given the tertiary sector’s role in generating transport journeys; thereby inputting directly into the draft National Demand Management Strategy (yet to be published).
In addition, under the Public Sector Climate Action Strategy 2023-2025 public bodies are tasked with encouraging the use of sustainable transport modes and acquiring the NTA’s Smarter Travel Mark to demonstrate robust communications, policies, facilities, incentives and supports in favour of sustainable commuting.
Officials continue to progress any opportunities that present to deepen engagement with the Department of Transport and progress commuting options for students of higher education facilities.
37. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on student accommodation. [14516/25]
View answerThrough the new Student Accommodation Strategy, which is in development, my focus will be on increasing the supply of student accommodation to benefit students and also to free up private rental homes.
I will focus on a combination of digs accommodation, examination of vacant property, and the development and leasing of purpose-built student accommodation. I will also examine sustainable transport alternatives to accommodation close to campus.
The outcome of the Standardised Design Study and the Technological University Student Accommodation Programme will provide a framework of delivery models and funding options to inform the new Strategy. The reports from these studies are expected in early 2025. I intend on delivering the Strategy in Q2 2025.
In tandem with the strategy development, additional measures have been progressed to address challenges in the short term. The Government approved €100m in capital funding from the National Development Plan, to activate projects with planning permission that had stalled due to cost and viability challenges. The Maynooth University project is currently onsite with expected delivery for the 2025-26 academic year. Of the 116 beds under construction, a percentage of the beds will be ringfenced for our target group of students. Separately, the DFHERIS ‘digs’ promotional campaigns which ran in 2023 and 2024 led to a signification increase in beds listed by higher education institutions for students. Currently, there are around 4,000 digs beds being advertised by HEIs.
38. Deputy James Geoghegan asked the Minister for Further and Higher Education, Research, Innovation and Science if he can confirm that higher level education funding can continue to be increased while fulfilling the Programme for Government commitment to continue to reduce the student contribution fee; and if he will make a statement on the matter. [14530/25]
View answerThe Funding the Future framework, published in May 2022, outlines the Government’s vision for how higher education will be funded and how it will support students, employers and wider society. The framework identified an amount of €307 million as representing the quantum of increase in core funding required to deliver enhanced performance, strategic reforms and strengthened quality of outcomes.
In the three budgets since the publication of the Funding the Future framework, an additional €164.4m has been secured in core funding for the higher education sector, with a commitment to provide a further €100m in core funding from the National Training Fund surplus by 2029. It is anticipated that further additional exchequer funding will be secured in future estimates processes to deliver on commitments, including on priorities such as healthcare places and tertiary programmes.
The Deputy will be aware of the Programme for Government commitment to reduce the student contribution in a financially sustainable manner. As part of the cost-of-living packages in the last three budgets, the student contribution was reduced by €1,000, at a net cost of circa €99m per annum.
My Department is planning to hold the annual cost of education event next month which will be attended by a wide stakeholder group. After the event, I intend to publish an annual options paper which will identify costs and potential impacts of various policy options, aimed at reducing the cost of higher education. This will inform decisions ahead of Budget 2026.
I remain committed to easing the financial burden on students and families in a financially sustainable way.
39. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science with reference to the education and training boards where adult education classes were reduced in this academic year, his proposals to ensure that the issues that led to the withdrawal of such classes are resolved; and if he will make a statement on the matter. [13716/25]
View answerI would like to assure the Deputy that I fully understand the importance of adult education and its ability to empower individuals, enhance their learning and provide new opportunities. Ensuring access to education for adults is essential for personal development, career progression and community enrichment.
As the state agency responsible for the further education and training sector, SOLAS allocates funding to the 16 Education and Training Boards (ETBs) and other agencies to deliver Further Education and Training (FET) programmes. I am sure that the Deputy will appreciate, as Minister, I have no role in the operational day-to-day running of ETBs as the scheduling and programming of courses is a matter for individual ETBs, subject to their available budget and local needs.
My Department has significantly increased its investment in FET by nearly €250 million in the years from 2020 to 2025. In 2025, my Department has allocated €1.152 billion to SOLAS, excluding capital expenditure, for the delivery of FET programmes by the 16 ETBs and other agencies to deliver FET programmes at a local level. This is an increase from €1.055 billion in 2024.
It is the responsibility of each ETB to ensure that they align their activities and provision throughout the year within this funding envelope.
40. Deputy Tony McCormack asked the Minister for Further and Higher Education, Research, Innovation and Science the provisions in place to support students who must commute long distances to college and university, particularly in terms of financial assistance, transport infrastructure, and flexible learning options; and if he will make a statement on the matter. [14550/25]
View answerThe main form of financial assistance available to higher education students is the Student Grant Scheme administered by SUSI. Maintenance grants under the Student Grant Scheme are awarded either at a higher non-adjacent rate or an adjacent rate, depending on the distance between the applicant’s normal residence and the college attended.
As the Deputy may be aware I recently finalised the Student Grant Scheme and Student Support Regulations 2025. The current qualifying distance of 30km for the higher non-adjacent rate of maintenance grant is intended to provide additional support to those students who may be living away from home and takes into account a reasonable radius within which students may commute on a daily basis.
My Department does recognise the need to offer support for more flexible forms of learning and last year, for the first time, a new Part-Time Fee Scheme for Specified Undergraduate Courses was introduced to provide fee support to eligible part-time students attending specified undergraduate courses leading to a major award. This includes specified in person and blended/hybrid courses. Its aim is to provide additional flexibility in respect of course provision to students who are socio-economically disadvantaged. The new scheme does not extend to fully online courses.
I am conscious that not all students are eligible for free fees or other supports such as SUSI grants. Students experiencing exceptional financial need may be eligible to apply for supports under the Student Assistance Fund (SAF) which has been supplemented by a further €10m under the cost of education supports in Budget 2025. This fund assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Students in need of support should contact the Access Office in the higher education institution they attend to check what supports may be available.
Students may be eligible for reduced travel with the TFI (Transport for Ireland) Leap card, more information can be found at https://about.leapcard.ie/young-adult-and-student-card-launch#eligible. However, this falls under the remit of the Department of Transport as does transport infrastructure.
41. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made on policy measure 2.10 of ‘Our Living Islands Action Plan 2023-2026’ to work with partners to actively promote apprenticeships and skilled trades as a valuable career path and ensure appropriate responses are in place to enhance capacity of the education and training system to meet green skills and construction skills needs of the islands; and if he will make a statement on the matter. [14547/25]
View answerGreen and sustainability-focused skills in construction are essential for meeting this Government’s ambitious climate targets set out in the Climate Action Plan as well as to meet needs of the islands.
In keeping with policy measure 2.10 of the ‘Our Living Islands Action Plan 2023-2026’, which aims to actively promote apprenticeships and skilled trades as a valuable career path and ensure appropriate responses are in place, my Department directly supports a broad range of initiatives to ensure that workers are equipped with the skills required to meet these challenges through national initiatives that would also meet the green skills and construction skills needs of the islands.
Apprenticeship is a key vehicle for this work. Working with SOLAS, we are ensuring that the apprenticeship system meets the evolving and emerging needs of the green economy. Approximately 40% of all apprenticeships, 31 programmes, are construction or construction-related. By the end of 2024, the population on these programmes was 21,895, a 66% increase on the 2019 pre-Covid figure.
In addition, apprenticeship curricula are being updated to include alternative energy and retrofit skills and technologies. Alternative energies have now been included within the Plumbing and Electrical Apprenticeship curricula, while Nearly Zero Energy Buildings (NZEB) standards are embedded in the Carpentry & Joinery curriculum.
Complementing this work, upskilling courses for existing construction workers are offered in NZEB/retrofit, through a network of six Centres of Excellence operated by Education and Training Boards (ETBs). This includes ETBs which include island and coastal communities within their remit, namely, Cork ETB, Mayo, Sligo & Leitrim ETB and Limerick Clare ETB. These centres offer free, fast, and flexible courses, to boost the skills and training needs of the sustainable construction sector. Enrolments have been increasing year on year, with 2024 the most successful year to date with 7,166 enrolments, up from 363 in 2020, the first year of operation.
My Department has also published the Careers in Construction Action Plan in August 2023. This plan aims to minimise barriers to construction careers, including apprenticeships, promote opportunities, and attract more people to the sector.
To assist in the promotional goals of the action plan, funding was granted for a range of initiatives under the 2024 Housing for All Implementation Fund, with a further €550,000 granted to allow for the continuation of communications initiatives throughout 2025.
Many of these communication campaign activities specifically focused on promoting construction apprenticeships in highlighting the available opportunities.
These campaigns include the “Building Heroes” social media campaign and the National Apprenticeship Office’s “Facts, Faces, Futures" campaign, these campaigns specifically focus on promoting construction apprenticeships and highlighting the available opportunities.
Additionally, the Future Building initiative involves a dedicated team from Intreo, SOLAS, and the ETBs supporting recruitment and training for the construction industry, including apprenticeships, through regional events.
These national efforts to promote apprenticeships and enhance green and construction skills capacity, supported by my Department and implemented through ETBs and other partners, contribute directly to the objectives of policy measure 2.10 by providing opportunities to acquire these valuable green and construction skills to meet the needs of the islands.
42. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the current the position in respect of the number of new medical students registering at each third level education institution from 2020 to 2024; the number of new Irish students in each institution and the number of international students in each institution in these years; the progress that has been made with the Higher Education Authority with a view to increasing the number of training places for Irish students; and if he will make a statement on the matter. [14521/25]
View answerMy Department and I committed to expanding the number of places available on Medicine Programmes in a sustainable way in collaboration with my cabinet colleague Minister Carroll McNeill and her officials in the Department of Health.
In July 2022, along with the Minister for Health, an agreement was announced to increase the number of annual intake places available for Irish and EU students by 200. This increase has been on a phased basis each academic year from September 2022 to the final increase in September 2026. To date, 160 additional EU places have been added to the Medicine programmes in the Republic of Ireland.
In addition to increased places in Irish Universities, an agreement was reached with Queens University Belfast in September 2023 to have additional ringfenced places on their undergraduate Medicine programme for Irish Students who wish to study in Northern Ireland, 50 places in total in 2023 and 2024. Students who take up these places will commit to applying to take up a position in the HSE as an intern at the end of their studies.
The Higher Education Authority Expression of Interest process has recommended two new Medicine programmes to be progressed in the medium term. A Graduate Entry Rural and Remote Medicine Programme in the University of Galway and a direct entry Medicine programme in the University of Limerick. At full roll out it is anticipated this will provide a further 78 student places per annum between both Universities.
Regarding international students, it is important to note that the entry criteria for Medicine programmes is managed by the individual Higher Education Institutions in line with their autonomy. The data requested by the Deputy is contained in the attached file for new entrants to Medicine programmes by HEI. This data was sourced from the student records system of the HEA and is the most recent which is currently available.
43. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science if it has been brought to his attention that a president has not been appointed to the University of Galway; how long the position has been vacant; if the process to recruit a president has started; when it is expected that the process will conclude; what engagement the Minister has had with the university in this regard; and if he will make a statement on the matter. [14548/25]
View answerIn line with Section 24 of the Universities Act, 1997, the Governing Authority is responsible for the appointment of a person to be the chief officer (President) of its university. The Minister has no role in this process.
The position of President in the University of Galway has been vacant since Professor Ciarán Ó hÓgartaigh resigned from his position on September 6th 2024. Professor Peter McHugh was appointed Interim President of the University of Galway by the Governing Authority; his term commenced on 7th September 2024.
The Department has been informed that the process to recruit the next President, being led by the University Governing Authority, Údarás na hOllscoile, is well underway, having commenced in July 2024 upon receipt of notice from the former President. The relevant committees of the Governing Authority have been established to run the process (a Presidency Working Group - Meitheal Uachtaránachta, Search and Selection Committees), and an Executive Search Agency has been procured to assist with the recruitment process.
It is planned that the campaign to recruit a new President will be publicly advertised in the next week and will remain open for a six week period. It is intended that an appointment will be made by the end of July 2025, following a selection process.
44. Deputy Barry Heneghan asked the Minister for Further and Higher Education, Research, Innovation and Science what will be done to address the annual funding gap of €307 million for higher education which had been identified by the previous Government in May 2022; and if he will make a statement on the matter. [14625/25]
View answerThe Funding the Future Framework published in May 2022, outlines the vision for how higher education will be funded and how this will support students, employers and wider society. The Framework identified an amount of €307 million as representing the quantum of increase in core funding required to deliver enhanced performance, strategic reforms and strengthened quality of outcomes.
Over a number of years, additional core funding is being prioritised through the Estimates process in order to deliver on the increased level of funding identified in this framework and to provide enhanced system capacity to respond to national priorities.
The enhanced higher education system performance to be delivered in return for increased investment under Funding the Future is to be aligned to strategic priorities defined in the framework, alongside parallel efforts to address the cost of education as a barrier to participation.
Over the three budgets since the publication of Funding the Future, an additional €164.4 million has been secured in exchequer and employer funding with a commitment to deliver a further €100 million by 2030 from the National Training Fund (NTF). The €164.4 million figure includes €58.7 million that was secured in Budget 2025 for Funding the Future.
The €58.7m in additional core funding secured in Budget 2025 will create space for higher education institutions to increase staffing levels and capacity, enable a greater alignment of provision with priority skills needs and facilitate the further development of tertiary programmes.
It is anticipated that further additional exchequer funding will be secured in future estimates processes to deliver on commitments, including on priorities such as healthcare places and tertiary programmes.
45. Deputy Barry Heneghan asked the Minister for Further and Higher Education, Research, Innovation and Science the plans in place to incentivise apprenticeship schemes, especially for post-Secondary school students who want to pursue a trade or grow skills rather than entering the route of 3rd level education. [6742/25]
View answerMy Department's Action Plan for Apprenticeship 2021-2025 aims to make apprenticeship visible and recognised by learners, employers, family and career guidance professionals by promoting and incentivising uptake on apprenticeship programmes as an attractive route to qualifications and a career.
Targeted financial supports are offered to apprentices through the Access to Apprenticeship Initiative which supports socio-economically disadvantaged young people into an apprenticeship scheme and the Traveller Apprenticeship Incentivisation Programme.
A grant of €2,000 per year per apprentice is available to employers of apprentices on one of the 50+ consortia led apprenticeships.
This Department also raises the profile and promotes the recognition of skills based careers and apprenticeships directly to learners and schools through competitions such as the annual Generation Apprenticeship Competition for Second Level and WorldSkills.
My department developed and launched the Careers in Construction Action Plan in August 2023. Many of the campaign activities specifically focused on promoting construction apprenticeships:
• The National Apprenticeship Office’s “Facts, Faces, Futures" campaign uses female role models to highlight all the positive aspects of apprenticeship and the full range of opportunities available.
• My department's Building Heroes social media campaign took a peer-to-peer approach to dispel the myths surrounding careers in construction including for women and girls. The campaign reached more than 3.5 million people in 2024.
At the end of February 2025 there were 2,603 female apprentices, approximately 10% of the overall apprentice population. This has doubled since 2021, when there were just over 1,300 female apprentices.
A bursary of €2,666 per apprentice is available to businesses who employ apprentices from the minority gender on programmes which have greater than 80% representation of either women or men.
46. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science to provide funding for Irish-language conversation classes in third level institutions to support those wishing to learn Irish and also provide an opportunity for those who speak Irish, especially those who attended Gaelscoileanna, to continue to use their Irish within the educational system [14514/25]
View answerOur higher education system plays an important role in supporting and promoting the use of the Irish language. I am determined to see that students who wish to learn and continue to use Irish at third level be given opportunities to do so. To this end, officials from my Department sit on the Steering Committee for the new policy on Irish-medium education outside of the Gaeltacht. It should be noted that higher education institutions are autonomous in their Irish language strategies, including the provision and expansion of university courses offered through the Irish language.However, ring-fenced funding of €900,000 is provided annually by my Department to support greater use of the Irish language by students and staff in our higher education institutions. This funding is allocated through the HEA as block grants, allowing institutions fund their own Irish-language initiatives.The HEA also distributes funding of €1.8 million annually from my Department for the development of Acadamh na hOllscolaíochta Gaeilge at the University of Galway, with additional funding coming from the Department of the Gaeltacht. Additionally, the HEA sponsors the Gníomhaí Gaeilge initiative and has provided €150,000 in funding over the last three years to develop Irish language skills among students in Irish language clubs and societies through mentorship and training, in partnership with the Union of Students in Ireland and Conradh na Gaeilge. These supports are in addition to any initiatives which are independently sponsored by third level institutions themselves, in order to support students who wish to learn or improve their Irish language skills.
47. Deputy John Clendennen asked the Minister for Further and Higher Education, Research, Innovation and Science to report on the preparation of the long-term student accommodation strategy; and if he will make a statement on the matter. [14609/25]
View answerThe new Student Accommodation Strategy is currently at development stage. In this strategy, my focus will be on increasing the supply of student accommodation to benefit students and to free up private rental homes.
I will focus on a combination of digs accommodation, examination of vacant properties, and the development and leasing of purpose-built student accommodation.
I will also examine sustainable transport alternatives to accommodation close to campus.
The objectives of the Strategy are to:
• Increase the supply of state supported student accommodation
• Reduce the cost of delivery through development of standardised design guidance
• Promote efficient use of existing building stock through refurbishment and an examination of vacancy
• Support balanced regional development through a Technological University (TU) Student Accommodation Programme
• Promote digs accommodation
The outcome of the Standardised Design Study and a Technological University Student Accommodation Programme will provide a framework of delivery models and funding options to inform the new Strategy.
The report from these studies is expected early this year and it is my intention to deliver the Strategy in Q2 2025.
48. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science if he will seek to abolish the pro-rata fee for apprentices and ensure that apprentices are paid a living wage; and if he will make a statement on the matter. [14568/25]
View answer61. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he will take action to ensure that no apprentice is paid less than the national minimum wage; and if he will make a statement on the matter. [14351/25]
View answerI propose to take Questions Nos. 48 and 61 together.
I remain committed to easing the financial burden on students and families in accessing education and training. In advance of Budget 2026, and as my Department did last year, I will be publishing an options paper which will set out the various possible measures to address the costs of education. This will include options in relation to potential adjustments to the apprentice student contribution when attending higher education institutions. I will have regard to the various options considered in the paper when making proposals in the context of budget discussions.
Minimum wage legislation, which falls under the Department of Enterprise, Tourism and Employment, does not apply to the remuneration of a person who is an apprentice within the meaning of or under the Industrial Training Act, 1967, or the Labour Services Act, 1987.
Apprentices are employees and party to a contract of employment with their employers. For the 25 craft apprenticeship programmes, the minimum rates of pay applying under the contract of employment are either agreed within the relevant sector or are set out in legally binding Sectoral Employment Orders recommended by the Labour Court. Any review of those rates currently payable is a matter for negotiation between staff representatives and their employers under the appropriate industrial relations structures in place. The majority of minimum craft apprentice wage rates agreed under collective bargaining exceed €13.50 per hour by year three.
In the case of the 52 consortia-led apprenticeship programmes wages are agreed between the apprentice and the employer in the contract of employment.
The National Apprenticeship Office has commissioned an independent economic assessment of the mechanisms that the State has, to incentivise participation in national apprenticeships by both employers and apprentices, drawing on international practice. The study will help inform the work underway on growing participation in apprenticeship.
49. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science his Department's plans to keep the reduction in student capitation. [14648/25]
View answerAs the Deputy will be aware, students eligible for the Free Fees Initiative have their tuition fees paid by the State, exclusive of the student contribution. Over 143,000 undergraduate students benefit from the scheme each year, at a cost of over €368 million. This universal scheme is paid as a grant on behalf of students without any means testing. Students pay a student contribution of €3,000 per academic year. However, the State pays this contribution, fully or partially, for a significant number of students who qualify for SUSI grant support.
The Programme for Government commits to reducing the student contribution in a financially sustainable manner, over the lifetime of this Government. As part of the cost-of-living packages in the last three budgets, the student contribution was reduced by €1,000, at a net cost of circa €99 million per annum.
My Department is planning to hold the annual cost of education event next month. This event will be attended by students, representatives of the student population, access officers, student services employees, people who work with students on a day-to-day basis, organisations who advocate for underrepresented students in education and policy makers. It will serve as an opportunity for all to have their say on the key cost of education issues.
After the event, I intend to publish an annual options paper, which will identify costs and potential impacts of various policy options aimed at reducing the cost of higher education. This will inform decisions ahead of Budget 2026.
I remain committed to easing the financial burden on students and families in a financially sustainable way.
50. Deputy William Aird asked the Minister for Further and Higher Education, Research, Innovation and Science the third level fee supports that exist for graduate medicine students attending third level college in Ireland; if none are in place, to outline plans for this area; and if he will make a statement on the matter. [14503/25]
View answerGraduate Entry Medicine (GEM) is a pathway for degree holders who want to pursue a medical career on an accelerated four-year programme.
Students pursuing GEM programmes do so as second degree courses and consequently are not eligible for free fees funding. They are also not eligible for funding under the Student Grant Scheme as they do not meet the progression criteria of the Scheme.
Higher Education Institutions are autonomous bodies and are responsible for their own day-to-day management and operational affairs, including the management of academic affairs. They retain the right to determine their own policies and procedures. The total level of fees to be charged in the case of GEM fees are therefore solely a matter for the relevant institution to determine in line with its own criteria.
The State currently provides a subsidy, via the HEA, to HEIs towards the cost of GEM provision for EU student places. The subsidy provides support for broadening access to GEM programmes by assisting HEIs in providing the courses at lower fee rates for EU students than would otherwise be required for the HEIs to offer the courses on a sustainable basis. In this regard EU GEM students benefit under the arrangements as institutions determine the appropriate tuition fee taking the availability of the State subsidy into account.
In terms of student supports, there is provision, through my Department of Further and Higher Education, Research, Innovation and Science, of bursaries to students who have been identified by their higher education institution as being the most socio-economically disadvantaged students under the National Access Plan.
Students who avail of certain bursaries will now be allowed to retain them, if they choose to enter GEM programmes. This is a welcome development and will also help diversify the profession.
Students on GEM programmes may be eligible to apply to the Student Assistance Fund (SAF) for financial support. This Fund provides financial support to full and part-time students who are experiencing financial difficulties while attending college and can provide assistance towards their rent, childcare costs, transport costs and books/class materials. Applications can be made to this Fund through the Access Office in a student’s higher education institution.
In addition, tax relief at the standard rate of tax may also be available in respect of tuition fees paid for approved courses at approved colleges of higher education.
