Dáil Éireann Debate, Tuesday - 8 July 2025
925. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware the leaving certificate class of 2025 will compete for college places against applicants from previous years who benefitted from inflated grades, putting this year's class at a disadvantage; if he will increase university capacity to offset this anomaly; and if he will make a statement on the matter. [30787/25]
View answer926. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science following the move to reduce grade inflation, the measures he will introduce to mitigate against the class of 2025 being disadvantaged when competing for college places against applicants with inflated results from previous years; and if he will make a statement on the matter. [30788/25]
View answerI propose to take Questions Nos. 925 and 926 together.
I support the Minister for Education and Youth and her officials in their planned, phased approach to unwinding the temporary, Covid-era Leaving Certificate grade adjustments. It is widely accepted that a phased return to normal Leaving Certificate outcomes is appropriate. I support a return to pre-pandemic Leaving Certificate outcomes through a phased, multi-annual approach, ensuring no “cliff edge” for students. For the 2025 Leaving Certificate a post-marking adjustment will again be applied. In this instance, the aggregate grades are expected to be above 2019 levels by at least 5.5% on average compared to a 7% increase applied in recent years. This forms part of a carefully managed transition that balances fairness for the current cohort while addressing the legacy of the pandemic-era grading system.
While there have been suggestions for different approaches regarding CAO applicants with prior years' results, the principle remains that each year's Leaving Certificate stands on its own merits. This ensures fairness and consistency for all students. The Government is fully committed to ensuring fairness in the transition from second-level to higher education.
While most CAO applications will be made based on this year’s Leaving Certificate some applicants will present results from 2021 to 2024, where aggregate grades were slightly higher. However, each year’s Leaving Certificate stands on its own merits which remains the fairest and most consistent approach for all students.
It is also important to note that approximately 25% of CAO applicants each year hold previous Leaving Certificate results but not all rely solely on these results in their applications. Many applicants use alternative qualifications such as Post Leaving Certificate (PLC) results, access courses or apply as mature students. In addition, students who deferred a place in a Higher Education Institution do not compete with new CAO applicants for available places.
The CAO process remains fair, efficient and adaptable. Over 80% of applicants each year receive an offer within their top three preferences. I am confident that the system continues to respond to demographic shifts and evolving student needs.
To support students further, my Department has:
• Created nearly 1,000 permanent higher education places since 2022;
• Introduced new programmes in high-demand fields, including Dentistry and Pharmacy launching in 2025 and 2026.
• Expanded Tertiary Degree Programmes, part-time supports and apprenticeships, all aimed at diversifying access pathways and easing pressure on the traditional CAO system.
Returning to the standard timeline for the release of Leaving Certificate results also helps alleviate pressure on students, allowing for more timely decisions regarding accommodation and transport ahead of the academic year.
Finally, a review of the adjustments will take place after 2025 to guide the next phase of the transition back to normal pre-pandemic grading standards. Officials from my Department are working closely with the Department of Education and Youth to ensure this process remains student centred, equitable and evidence-based.
This approach is intended to provide reassurance to students and families across the country.
