Written Answers Nos. 872-887
872. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated full-year cost of ensuring all postgraduate research students receive a full-year €30,000 stipend; and if he will make a statement on the matter. [35663/25]
View answerIn the region of 10,000 students are enrolled annually in PhD programmes across Ireland. Of these, approximately 4,000 are privately funded, either by their employer or by themselves. The remainder receive public funding from a host of sources including this Department, the research funding agencies of other Government Departments and a small number are funded through the Horizon Europe Marie Curie-Sklodowska Actions programme under Horizon Europe, the EU's umbrella research and innovation funding programme. Based on approximately 6,000 PhD students in receipt of public support, a €30,000 stipend would involve an annual budgetary requirement of €180 million per annum.
In Budget 2025, additional funding was announced for Research Ireland in order to increase the stipend to €25,000 per annum for the roughly 3,000 PhD students that its competitive programmes support, thereby implementing in full the recommendation of the recent independent review of PhD provision. This in turn built on previously announced increases and equates to a cumulative increase of over 31% over a two-year period. This increase has come into effect as of 1 January 2025.
873. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated full-year cost of doubling maintenance grants and restoring the grant adjacency rate to 24 km; and if he will make a statement on the matter. [35664/25]
View answerThe Government recognises third level education can be a significant cost for families and students.
In Budget 2022, the qualifying distance criterion for students to qualify for the non-adjacent rate of grant was reduced from 45 km to 30 km.
In Budgets 2023 and 2024 My Department was able to provide further financial assistance to students most in need by increasing maintenance grant rates.
• Effective from September 2023, all maintenance grant holders received an increase in their grant rate of between 10% and 14% with a pro-rata increase for students in January 2023.
• Effective from September 2024, all non-adjacent maintenance grant rates increased by €615 and all adjacent maintenance grant rates increased by 10% with a pro-rata increase for students in January 2024.
• Also effective from September 2024, maintenance for postgraduate students was restored on a similar basis to undergraduate students with a pro-rata increase for students in January 2024.
As the Student Grant Scheme is a demand led scheme I am unable to provide definitive figures on how many students will apply for and receive a grant in the 2025/2026 academic year. I can confirm however, as of 22nd June 2025, 48,642 students received a maintenance grant in the 2024/2025 academic year. A breakdown of these figures for the different grant levels and rates is included in the table below.
|
2024/2025 * |
Special RateNon-Adjacent |
Special Rate Adjacent |
Band 1 non-adjacent |
Band 1 Adjacent |
Band 2 non-adjacent |
Band 2 Adjacent |
Band 3 non-adjacent |
Band 3 Adjacent |
Band 4 non-adjacent |
Band 4 Adjacent |
|
Students |
9,009 |
7,312 |
12,677 |
8,763 |
823 |
506 |
1,662 |
1,129 |
4,049 |
2,712 |
|
Rates |
€7,586 |
€3,230 |
€4,292 |
€1,774 |
€3,332 |
€1,343 |
€2,502 |
€975 |
€1,666 |
€612 |
* Please note that these figures are likely to change as SUSI continues to process applications for academic year 2024/25
As you may be aware from September 2025, I will be increasing all standard maintenance grant thresholds by 15% along with other measures as announced in Budget 2025.
Ahead of Budget 2026, I will publish an options paper, which will identify costs and potential impacts of various policy options aimed at reducing the cost of higher education. Various options for increasing maintenance grant rates will be included in this paper. This paper will inform decision-making ahead of Budget 2026.
While I cannot confirm specific items that will be included in the next Budget, please be assured that options to support students and reduce financial barriers will be a key consideration as part of the negotiations.
874. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated full-year cost of increasing mental health supports on campuses to ensure one counsellor per 1,000 students; and if he will make a statement on the matter. [35665/25]
View answerAs autonomous bodies the internal disbursement of funding, including the funding of student services and mental health supports, is a matter for the individual institution. As such, it is not possible to provide the Deputy with actual costings to reduce the student to counsellor ratio as all higher education institutions are autonomous bodies and may have different methods of providing counselling services.
In relation to the ratio cited (1 counsellor to 1000 students), according to International Accreditation of Counselling Services (IACS) international best practice suggests that higher education institutions should have a ratio of one F.T.E. professional staff member (excluding trainees) to every 1,000 to 1,500 students. However, the IACS Standards for University and College Counselling Services do not suggest that student to counsellor ratios are the optimal way to measure ability to provide adequate levels of mental health supports to students. An ongoing review of the National Student Mental Health and Suicide Prevention Framework by the HEA has identified that in an Irish context there remains a need to develop an appropriate indicator to measure ability to provide adequate levels of mental health supports to students in Irish Higher Education. Following this review, the Framework will be revised in consultation with the HEA Student and Staff Health and Wellbeing Advisory Group. This revision of the Framework will include the identification of robust and meaningful indicators that can measure quality of provision and the ability of HEIs to provide adequate levels of mental health supports to students.
I trust this clarifies the matter for the Deputy.
875. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost to fully fund the provision of 30,000 additional student beds; and if he will make a statement on the matter. [35666/25]
View answerI am developing a new Student Accommodation Strategy, due for completion later this year. As part of this work, evidence has been gathered through the Technological Sector Student Accommodation Programme (TSSAP), to assess opportunities to meet future student accommodation demand. A range of accommodation delivery mechanisms and funding options are now being examined.
The Strategy will be informed by both the TSSAP and the Standardised Design Study, with the aim of providing a clear framework to support increased delivery. I am also conducting a comprehensive analysis to quantify the measures needed to close the existing gap in student accommodation and to ensure that policy responses are based on solid evidence.
Given the diverse needs of each Higher Education Institution, based on region, demand, existing stock, and transport connectivity, a multi-faceted, programmatic response is required. Success will rely on strong public private collaboration to deliver cost effective solutions for students across the country.
876. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the supports in place for societies at third level institutions (details supplied); and if he will make a statement on the matter. [35708/25]
View answerStudent societies are an important part of the third level experience for students, and as such, I support any measures by Higher Education Institutions to expand access to them, and to put them at the heart of campus life. The Deputy will be aware that the Universities Act 1997 confers autonomy on universities in relation to their internal operations, including administrative processes, academic and operational affairs, and the internal allocation of funding. My Department does not play a role in the funding of individual student societies and, accordingly, it would not be best placed to advise on what supports might be available to a particular society.
The University of Galway supports student societies through the student levy. This levy, which was €140 in the 2023/24 academic year, is payable by all students and supports a range of activities including the Students’ Union, sports clubs, and societies.
In 2024, following a request from students, the Higher Education Authority (HEA) convened a working group to examine how students are consulted and engaged in relation to student services and the transparency and visibility of reporting on student services expenditure and the student levy. The HEA report, which reflects key themes and trends based on information provided by 17 HEIs, captures the diverse practices in place across the sector. The report is expected to be published in August 2025.
Good practice ensures that students – often through Students’ Union representation on governance committees – have oversight of student services and student levy expenditure, and that such expenditure is made visible through mechanisms such as annual reporting.
877. Deputy Erin McGreehan asked the Minister for Further and Higher Education, Research, Innovation and Science for details of SUSI grant eligibility conditions for a person (details supplied); and if he will make a statement on the matter. [35723/25]
View answerIn general, for student grant purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students.
A student may be assessed as an independent student (i.e. assessed without reference to parental income and address) if they have attained the age of 23 on the 1st of January of the year of first entry or re-entry (following a break in study of at least 3 years) to an approved further or higher education course, and is not ordinarily resident with their parents from the previous 1st October. This status continues for the duration of their study.
The decision on eligibility for student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland).
Applicants who do not meet the criteria to be assessed as an independent student for grant purposes, or who cannot supply the necessary documentation to establish independent living for the required period, may still apply to SUSI to have their grant eligibility assessed as a dependent student. The relevant information, including details of parental income, would be required by SUSI to determine grant eligibility as a dependent student.
Further information regarding class of applicant (independent or dependent) and the types of documentation accepted as evidence of living independently from parents is available from SUSI’s website: www.susi.ie/eligibility/applicant-class/
Only in exceptional cases, where compelling evidence of estrangement from parents/guardians is provided, can candidates who are under 23 be assessed without reference to their parents/guardians income or address, Article 21(3) (b) of the Student Grant Scheme 2025 refers.
If an applicant is irreconcilably estranged from their parents or legal guardians they can declare this on their SUSI application. Such applications are reviewed on a case-by-case basis by a specialist assessment team who are dedicated to giving them the care and thorough consideration required around such a sensitive issue.
Applicants are requested to provide documentary evidence of estrangement to confirm their situation. The type of documentary evidence required is dependent on the applicant’s individual circumstances and may vary widely from case to case.
The requirement to provide sufficient evidence is necessary, due to the fact that, where estrangement is confirmed, applicants may be exempted from having their parent’s or legal guardian’s income taken into account for grant assessment purposes.
An official from my Department has advised that the student referred to by the Deputy applied as a dependent student for academic year 2024/2025 and declared on this application that he was estranged from his parents. SUSI received documents from the applicant on 17 September 2024 in support of estrangement, but these were deemed to be insufficient to confirm their estrangement, and his application was refused. The applicant appealed this decision. The SUSI Appeals Officer reviewed and upheld the original decision and an appeal refusal letter was issued to the applicant on 25 October 2025.
This letter advised that if a student is dissatisfied with the determination of the SUSI Appeals Officer, they can further appeal to the independent Student Grants Appeals Board (SGAB). The applicant did not exercise that right.
To be classed as an independent student an applicant must have attained the age of 23 on the 1st of January of the year of first entry or re-entry (following a break in study of at least 3 years) to an approved further or higher education course. In addition they must not be ordinarily resident with their parents/legal guardians from the October in the year prior to their first point of entry/re-entry to an approved further or higher education course.
The applicant was under 23 years of age at his first point of entry into higher education in 2020/2021 and does not have a three-year break in studies to meet re-entry criteria. In addition to this, he was not 23 years of age on the 1 January 2025. He does not meet the criteria to be classed as an independent student.
In line with the above, if he chooses to make an application for student grant funding for his course in the 2025/26 academic year, he will be required to do so as a dependent student and should declare estrangement on this application form. When assessed by the awarding authority, a letter will be sent to him requesting documents to support his estrangement.
When the requested documents are received, they will be reviewed by a member of the assessment team and the applicant will be notified of the outcome of this review in writing once complete.
If his application is refused due to insufficient documents, the applicant may exercise his right to appeal this decision to SUSI’s Appeals Officer. If this appeal is unsuccessful, he can then further appeal to the independent Student Grants Appeals Board.
Should the Deputy require, SUSI are more than happy to arrange a call with their office or with the applicant to explain the above in more detail.
I recognise the significant financial pressures faced by students due to various expenses and the rising cost of living. It remains a top priority for me and my Department to continually explore the most effective ways to support students in managing these costs, ensuring they receive the necessary assistance to succeed.
Apart from the Student Grant Scheme, students in higher education institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. 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. Details of this fund are available from the Access Office in the third level institution attended.
In addition, the applicant may be eligible to claim tax relief at the standard rate of tax in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website www.revenue.ie.
I trust this clarifies the situation.
878. Deputy Conor D. McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science to detail all business cases received for capital works in each technological university, including the date received, the current status of each and the timeline for progression, in tabular form. [35964/25]
View answerTechnological Universities (TU's) were created under the Technological Universities Act 2018 and came into being from the period January 2019-May 2022. Following their creation, the new TU's were eligible for capital funding under the National Development Plan (NDP), enabling them to access dedicated investment streams to support campus development, research facilities and regional innovation.
Under the Infrastructure Guidelines, a Preliminary Business Case (PBC) is a structured document that assesses the strategic, economic, financial, commercial and management rationale for a proposed public investment project. The primary purpose of a PBC is to demonstrate the clear need for a project, its alignment with government policy and its value for money potential. Similar procedures were in place under the previous governance system, the Public Spending Code.
Technological Universities typically submit PBC's in response to Higher Education Authority (HEA) programme calls for capital investment. These submissions form part of a competitive process and are subject to evaluation by a panel made up of personnel from the HEA and DFHERIS. Decisions made on PBC's take into account issues such as available capital funding, sectoral priorities and individual project viability. Any decision to allow a project proceed through PBC stage is not considered a guarantee of capital investment.
Technological Universities individual PBC's are integral to the HEA and the Department's deliberative process in evaluating capital investment proposals and generally contain commercially sensitive information. PBCs may be integrated into wider proposals over time making it impractical to track progress of individual business cases.
879. Deputy Conor D. McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science to detail all options papers received from technological universities in relation to the development of student accommodation, including the date received, the current status of each, in tabular form, and the timeline for progression. [35965/25]
View answerThe Technological Sector Student Accommodation Programme (TSSAP) is currently progressing through the Infrastructure Guidelines Process, which includes a strategic assessment and preliminary business case.
Stage 1 of the TSSAP included the development of a supply and demand model and a programmatic approach for Higher Education Institutions (HEIs) to submit preliminary business cases for student accommodation.
As part of the first stage, HEIs submitted strategic assessment documents outlining proposed student accommodation projects last year. The Higher Education Authority (HEA) undertook an evaluation of this long-list and provided a report to my Department. Initial proposals included purpose-built student accommodation both on and off campus, leasing, joint ventures, and repurposing of vacant or derelict properties.
The second stage of the TSSAP will involve the development and assessment of the initial preliminary business cases (PBC) comprising of a PBC narrative, financial model, economic model and a multi-criteria analysis model.
The TSSAP will align with all criteria outlined within the Infrastructure Guidelines Process with regards evaluation, planning and management of public investment projects. Projects for progression under Stage 2 will align with this process, ensuring that locations are chosen based on strategic fit, feasibility, and alignment with national policy objectives.
I can confirm that the HEA, on behalf of my Department, is actively progressing the TSSAP, definitive timeline are not available at this stage of the process.
880. Deputy Conor D. McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science his Department’s plans to address the shortage of affordable student accommodation in Waterford; and if he will make a statement on the matter. [35966/25]
View answerA new Student Accommodation Strategy is currently in development and is due for completion later this year. The strategy is informed by comprehensive evidence gathered through the Technological Sector Student Accommodation Programme (TSSAP), a national initiative aimed at increasing the supply of student accommodation across Technological Universities (TUs). I recognise that TUs play a vital role in enhancing regional access to higher education and supporting balanced national development.
Stage 1 of TSSAP focused on strategic assessment, including a national supply and demand model. Institutions including South-East Technological University (SETU) Waterford submitted proposals exploring a range of delivery models, from purpose built accommodation and joint ventures to leasing and repurposing existing properties. These proposals were evaluated by the HEA and submitted to the Department for review.
The programme is now progressing through Stage 2, which involves the development of Preliminary Business Cases (PBCs). These include narratives, financial and economic models, and a multi-criteria analysis, in line with the Infrastructure Guidelines to ensure strategic alignment, feasibility, and value for money.
The Strategy will be underpinned by the findings of both the TSSAP and the Standardised Design Study, with the goal of establishing a clear and practical framework to support increased delivery of student accommodation.
Achieving long-term success will depend on strong public-private collaboration, leveraging innovative delivery models and financing mechanisms to provide cost-effective, high-quality accommodation for students across the country.
881. Deputy Conor D. McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science the legislative basis by which technological universities, including SETU, may borrow to fund capital expenditure; if the relevant provisions have been commenced; and if not, the timeline for giving effect to them. [35967/25]
View answerFor institutions other than traditional universities to borrow, a consultation process with the Higher Education Authority (HEA) is required. This would necessitate the establishment of an appropriate framework setting out the criteria, financial and non-financial, including governance, oversight and reporting to define the operational process through which such consent would be sought and obtained. Having passed those primary screening tests, the prospective borrowing entity would then be required to pass the relevant tests, procedures and requirements of the relevant financing agency before accessing borrowing funds.
The impacts, risks and responsibilities arising from such borrowing are key considerations in this context. In addition to accessing borrowing on commercially viable and appropriate terms such as would not adversely impact the financial position of the Technological Universities (TUs) themselves or the wider public finances, requisite oversight, risk evaluation, project management and attendant governance and regulatory processes would also need to be established.
Notwithstanding the absence of a borrowing framework, my Department has disbursed just over €223m in capital funding to the Technological University Sector since 2020 under a number of capital programmes including the Higher Education Strategic and Infrastructural Fund (HESIF), the Infrastructure and Refurbishment Fund (IURF), the Energy Efficiency Decarbonisation Pathway Programme (EEDPP), the Devolved Capital Grant etc.
In addition, significant capital investment is ongoing in relation to operational Public Private Partnership (PPP) projects delivered for Technological University Dublin at Grangegorman, the National Maritime College of Ireland, and Cork School of Music at Munster Technological University.
Under Bundle 1 of the Higher Education PPP programme, TU Dublin Blanchardstown Teaching Building, TU Dublin Tallaght Culinary Arts, Engineering and Science building, TUS Athlone STEM Facility and MTU Cork Learning Resource Centre and MTU Kerry STEM Facility have commenced service in recent months and days. Under Bundle 2 of the Higher Education PPP Programme, contracts have been signed for the commencement of the construction of five new buildings across multiple TU campuses.
As projects are evaluated through the Technological Sector Student Accommodation Programme funding requirements for the sector will become clearer. The need for a borrowing framework will be informed by this and by the outcome of the National Development Plan (NDP) negotiations which are currently ongoing.
882. Deputy Conor D. McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science to detail his engagement to date under the National Development Plan in relation to capital works at SETU; and if he will make a statement on the matter. [35968/25]
View answerUnder the National Development Plan (NDP), my Department allocates capital investment to Higher Education Institutions (HEI’s) through programmatic funding calls managed by the Higher Education Authority (HEA). These funding calls invite applications from universities and technological universities to bid for infrastructure and equipment funding. The HEA evaluates submissions based on strategic fit, value-for-money and alignment with national priorities before making recommendations to my Department for funding.
Under the NDP, my Department disbursed €4.24m in capital funding between Carlow and Waterford ITs from 1st January 2021 to 30th April 2022. Since the establishment of SETU (Carlow and Waterford Campuses) from 1st May 2022, over €27m has been disbursed to the Technological University in question.
883. Deputy Conor D. McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science to detail the capital funding allocated to each technological university in each year from the date of their establishment to date, in tabular form. [35969/25]
View answerMy Department has disbursed just over €223m in capital funding to the Technological University Sector since 2020 under a number of capital programmes including the Higher Education Strategic and Infrastructural Fund (HESIF), the Infrastructure and Refurbishment Fund (IURF), the Energy Efficiency Decarbonisation Pathway Programme (EEDPP), the Devolved Capital Grant, the Apprenticeship Programme Grant, the Higher Education Research and Equipment Grant (HEREG) etc.
Details of amounts disbursed to each Technological University since its establishment (with various establishment dates between 01/01/2020 and 01/05/2022) to date in 2025 are provided in the table at the link below.
In addition, significant capital investment is ongoing in relation to operational Public Private Partnership (PPP) projects delivered for Technological University Dublin at Grangegorman, the National Maritime College of Ireland, and Cork School of Music at Munster Technological University.
Under Bundle 1 of the Higher Education PPP programme, TU Dublin Blanchardstown Teaching Building, TU Dublin Tallaght Culinary Arts, Engineering and Science building, TUS Athlone STEM Facility and MTU Cork Learning Resource Centre and MTU Kerry STEM Facility have commenced service in recent months and days. Under Bundle 2 of the Higher Education PPP Programme, contracts have been signed for the commencement of the construction of five new buildings across multiple campuses. The new buildings once completed will be located in Atlantic Technological University (ATU) Galway and Letterkenny Campuses, South East Technological University (SETU) Waterford and Carlow Campuses and in the Technological University of the Shannon (TUS) Limerick Campus.
884. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science the completion percentages in apprenticeship courses at third level, in tabular form. [35974/25]
View answer885. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science the apprenticeship courses available at third level; and the number of apprentices enrolled, in tabular form. [35975/25]
View answerI propose to take Questions Nos. 884 and 885 together.
Currently, there are 77 national apprenticeship programmes available spanning from level 5 to level 10 on the National Framework of Qualifications (NFQ).
The programmes cover an extensive variety of areas that feed into the development of the growing Irish economy. This ranges from construction and engineering to health, hospitality, finance, information technology and agriculture, among others. A full list of the programmes is set out below, grouped by apprenticeship family and indicating NFQ level as well as including population figures for each programme.
|
- |
Apprenticeship |
NFQ Level |
Population at end-May 2025 |
|
AGRICULTURE & HORTICULTURE |
|||
|
1 |
Arboriculture |
Level 6 |
48 |
|
2 |
Farm Manager |
Level 7 |
18 |
|
3 |
Farm Technician |
Level 6 |
22 |
|
4 |
Horticulture |
Level 6 |
36 |
|
5 |
Sportsturf Management |
Level 6 |
60 |
|
BIOPHARMA |
|||
|
6 |
Laboratory Analyst |
Level 7 |
94 |
|
7 |
Laboratory Technician |
Level 6 |
41 |
|
CONSTRUCTION |
|||
|
8 |
Advanced Quantity Surveying |
Level 9 |
3 |
|
9 |
Brick and Stonelaying |
Level 6 |
275 |
|
10 |
Carpentry and Joinery |
Level 6 |
2,652 |
|
11 |
Geo-Driller |
Level 6 |
8 |
|
12 |
Painting and Decorating |
Level 6 |
74 |
|
13 |
Plastering |
Level 6 |
112 |
|
14 |
Plumbing |
Level 6 |
3,093 |
|
15 |
Stonecutting and Stonemasonry |
Level 6 |
28 |
|
16 |
Wood Manufacturing and Finishing (c) |
Level 6 |
411 |
|
ELECTRICAL |
|||
|
17 |
Aircraft Mechanics |
Level 6 |
248 |
|
18 |
Electrical |
Level 6 |
10,997 |
|
19 |
Electrical Instrumentation |
Level 6 |
469 |
|
20 |
Electronic Security Systems |
Level 6 |
228 |
|
21 |
Industrial Electrical Engineer |
Level 7 |
79 |
|
22 |
Instrumentation |
Level 6 |
44 |
|
23 |
Refrigeration and Air Conditioning |
Level 6 |
561 |
|
ENGINEERING |
|||
|
24 |
Civil Engineering Technician |
Level 6 |
30 |
|
25 |
Civil Engineering |
Level 7 |
103 |
|
26 |
Engineering Services Management |
Level 7 |
64 |
|
27 |
Equipment Systems Engineer |
Level 9 |
12 |
|
28 |
Farriery |
Level 6 |
32 |
|
29 |
Industrial Insulation |
Level 6 |
40 |
|
30 |
Lean Sigma Manager |
Level 9 |
122 |
|
31 |
Advanced Manufacturing Engineering |
Level 8 |
36 |
|
32 |
Manufacturing Engineer |
Level 7 |
125 |
|
33 |
Manufacturing Technology |
Level 6 |
131 |
|
34 |
Mechanical Automation and Maintenance Fitting |
Level 6 |
722 |
|
35 |
Metal Fabrication |
Level 6 |
895 |
|
36 |
OEM Engineer |
Level 6 |
90 |
|
37 |
Pipeftting |
Level 6 |
406 |
|
38 |
Polymer Processing Technology |
Level 7 |
40 |
|
39 |
Principal Engineer – Professional Doctorate |
Level 10 |
42 |
|
40 |
Sheet Metalworking |
Level 6 |
117 |
|
41 |
Toolmaking |
Level 6 |
168 |
|
42 |
Wind Turbine Maintenance |
Level 6 |
27 |
|
FINANCE |
|||
|
43 |
Accounting Technician |
Level 6 |
403 |
|
44 |
International Financial Services Associate |
Level 6 |
73 |
|
45 |
International Financial Services Specialist |
Level 8 |
34 |
|
HAIR |
|||
|
46 |
Hairdressing |
Level 6 |
548 |
|
HEALTHCARE |
|||
|
47 |
Advanced Healthcare Assistant Practitioner |
Level 6 |
35 |
|
48 |
Social Work |
Level 9 |
44 |
|
HOSPITALITY & FOOD |
|||
|
49 |
Bar Manager |
Level 7 |
92 |
|
50 |
Chef de Partie |
Level 7 |
30 |
|
51 |
Commis Chef |
Level 6 |
166 |
|
52 |
Sous Chef |
Level 8 |
0 |
|
ICT |
|||
|
53 |
CGI Technical Artist (Animation, Games, VFX) |
Level 8 |
0 |
|
54 |
Computer Networking Associate |
Level 6 |
82 |
|
55 |
Cybersecurity |
Level 6 |
72 |
|
56 |
Cybersecurity Practitioner |
Level 8 |
0 |
|
57 |
Digital Marketing |
Level 6 |
26 |
|
58 |
Software Development Associate |
Level 6 |
176 |
|
59 |
Software Solutions Architect |
Level 9 |
0 |
|
60 |
Telecommunications and Data Network Engineering Technician |
Level 6 |
143 |
|
INSURANCE |
|||
|
61 |
Insurance Practitioner |
Level 8 |
276 |
|
LOGISTICS |
|||
|
62 |
Logistics Associate |
Level 6 |
139 |
|
63 |
Supply Chain Associate |
Level 7 |
57 |
|
64 |
Supply Chain Manager |
Level 9 |
59 |
|
65 |
Supply Chain Specialist |
Level 8 |
49 |
|
66 |
Transport Operations and Commercial Driver |
Level 6 |
26 |
|
MOTOR |
|||
|
67 |
Agricultural Mechanics |
Level 6 |
226 |
|
68 |
Construction Plant Fitting |
Level 6 |
289 |
|
69 |
Heavy Vehicle Mechanics |
Level 6 |
712 |
|
70 |
Motor Mechanics |
Level 6 |
1620 |
|
71 |
Vehicle Body Repairs |
Level 6 |
166 |
|
PROPERTY SERVICES |
|||
|
72 |
Auctioneering and Property Services |
Level 6 |
333 |
|
RECRUITMENT |
|||
|
73 |
Recruitment Executive |
Level 8 |
61 |
|
SALES |
|||
|
74 |
Retail Supervision |
Level 6 |
237 |
|
75 |
Sales |
Level 6 |
161 |
|
Total: |
29,138 |
Between 2019 and 2024 there have been 19,317 completions in apprenticeship programmes.
The complexities of the demand led apprenticeship system, with continuous intake and multiple course durations, compounded by previous delays for craft apprentices at phase two, mean that commencement data is not currently divided into cohorts to enable calculation of completion percentage. Initial SOLAS analysis suggests that completion rates are broadly comparable to those in the higher education system.
886. Deputy John Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science if any consideration has been given towards increasing the grant available to companies for the employment of an apprentice as part of an apprenticeship programme. [35990/25]
View answer887. Deputy John Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science if any consideration has been given towards increasing the grant available to companies for the employment of an apprentice as part of an apprenticeship programme. [35991/25]
View answerI propose to take Questions Nos. 886 and 887 together.
The Government is committed to ensuring that employers continue to value apprenticeships and are incentivised to participate in apprenticeship programmes across all sectors of the economy.
The department’s Action Plan for Apprenticeship 2021-2025 recognised that the cost of training is a potential barrier to employer participation in apprenticeships. To support employers with training costs, a €2,000 employer grant was launched in 2022 for employers of consortia-led apprentices. Since the introduction of this grant, yearly registrations on consortia-led apprenticeships have risen from 1,652 in 2021 to 2,239 in 2024.
This grant is intended to contribute to the cost of employing apprentices in order to improve the cost-benefit argument for the apprenticeship option when businesses are making recruitment decisions.
Targeted financial supports are also available to supplement employer grants to encourage the employment of underrepresented groups into apprenticeship programmes.
In line with commitments within the Programme for Government, the Department will be developing and launching a new 5-year Apprenticeship Action Plan to set a strategic vision for the apprenticeship system from 2026 to 2030.
