Written Answers Nos. 331-351
331. Deputy Michael Cahill asked the Minister for Education and Youth the supports available to student teachers who are on placement given the cost of these placements has risen substantially; and if she will make a statement on the matter. [50372/25]
View answerThe Teaching Council, as the professional regulatory body for teaching, has statutory responsibility for the accreditation of initial teacher education (ITE) programmes and for the registration of primary and post-primary teachers.
Revised standards for the accreditation of programmes of ITE, Céim – Standards for Initial Teacher Education, were published by the Teaching Council in November 2020. Céim sets out the requirements that all ITE programmes in Ireland must meet in order to gain accreditation from the Teaching Council. It is also a benchmark for anybody seeking to register as a teacher in Ireland. In line with these revised standards, primary and post primary student teachers must spend between 24 and 30 weeks on school placement as part of their ITE programme.
School placement is a central feature of ITE, where student teachers are welcomed and supported by HEI tutors, school principals, class teachers and the school community. Student teachers’ rich contribution to pupil learning and school life is recognised and celebrated. Student teachers must successfully complete this element of the programme. It provides student teachers with an opportunity to reflect on their identity as teachers, to develop it and become socialised into the profession. It is underpinned by a shared professional understanding that collaborative engagement with school placement provides professional learning opportunities for all involved.
Student teachers are not paid while on school placement as this element is viewed as training rather than employment. The principal aim and function of teaching practice being:
1) help the student teacher develop practical skills through observing and reflecting on the professional teacher working with pupils in the classroom and
2) with support and supervision, enable him/her to bring together the theoretical and practical elements of the course work with the aim of acquiring practical skills in classroom management, curriculum planning, and the organisation of pupils learning activities.
As school placement is a mandatory element of ITE programmes, state grants such as Susi continue to be paid during school placement periods.
Link to Financial Supports for students: www.citizensinformation.ie/en/education/third-level-education/fees-and-supports-for-third-level-education/financial-supports-for-students/.
Also, for many student teachers who have successfully completed two years of an ITE programme and who choose to register with the Teaching Council, there are many opportunities during the academic year, outside of their school placement period, to earn while working in schools by providing substitution cover when they have availability outside of their ITE programme requirements.
Students providing substitution cover, outside of their ITE programme requirements, will be paid at their appropriate personal rate.
332. Deputy Michael Cahill asked the Minister for Education and Youth if she will consider reducing primary school class sizes as outlined in the pre-Budget 2026 submission by an organisation (details supplied), specifically the proposal for a two-point reduction, to ensure more individual attention for students, particularly those with diverse educational needs; and if she will make a statement on the matter. [50399/25]
View answer336. Deputy Michael Cahill asked the Minister for Education and Youth the Government’s strategy for addressing the underinvestment in primary and special education, particularly in relation to overcrowded classrooms, insufficient resources, and the increasing demands placed on teaching staff; and if she will make a statement on the matter. [50403/25]
View answer337. Deputy Michael Cahill asked the Minister for Education and Youth the measures being taken to reduce the workload of teachers in primary and special education settings, particularly in schools with large class sizes or those located in rural areas, given concerns raised by an organisation (details supplied); and if she will make a statement on the matter. [50404/25]
View answerI propose to take Questions Nos. 332, 336 and 337 together.
The Government is investing a record €11.8 billion into education and schools through Budget 2025.
This record level of investment has allowed the Government to invest in tackling educational disadvantage and supporting those with special educational needs to achieve their full potential. It has enabled huge investment in the school buildings programme, in curriculum reform, in school leadership and in continuous professional development for teachers.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
This will build on the progress which has been made by the previous Government. The general average of pupils to teachers in the Primary Staffing Schedule improved from 26 : 1 five years ago to 23 : 1 for the current school year, the lowest ever ratio at primary level. More favourable ratios are implemented for DEIS Urban Band 1 schools. Average class sizes in primary schools have improved from 24.1 to 22.2 through the investment we are making in schools.
I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
The Programme for Government provides for a number of measures to support small schools, including introducing a new national small schools' project and trialling new administrative supports. The Government is very aware that small schools are an important part of the life of local communities.
The current small schools' action research project established in 2021 is due to conclude at the end of the next school year. The project has brought small schools together in local clusters, enabling them to collaborate, identify common challenges and trial innovative solutions.
Learnings from the evaluation of the current project will be invaluable and form a strong basis to inform the future policy direction in relation to all small schools, including how the Programme for Government commitment can be delivered.
I recognise the key role school leadership in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
Recent improvements in relation to school management and leadership structures include:
• all primary schools with a teaching principal have a minimum of 37 Principal Release Days, that is, one administrative day per week. Schools with one special class have 4 additional release days, a total of 41 in the school year
• schools with two special classes have administrative principal status regardless of enrolment
• the Administrative Principal pupil threshold has been reduced from an enrolment of 178 to 169, with the Deputy Admin Principal threshold reduced from an enrolment of 655 to 573.
• the second teacher in two-teacher schools have Deputy Principal status as opposed to holding Assistant Principal II posts
• the Sectoral Bargaining process under Building Momentum for the primary sector has been used to increase posts of responsibility (POR) in primary and special schools by 1,450 posts. The last two budgets have provided for an additional 1000 posts of responsibility at primary level. 500 AP II posts were allocated to primary schools in the 2024/25 school year. For the 2025/26 school year, the equivalent of 500 AP II posts is being distributed as 110 AP I and 251 AP II for the purposes of fully restoring all POR's in primary schools.
• A review of leadership supports, as committed to in the Programme for Government, is currently in development. This will examine current resourcing, distributed leadership, administrative and advisory supports, and professional learning supports for school leaders. Extensive consultation with stakeholders will inform this work..
• The Programme for Government also commits to a trial of new administrative support for principals and boards of management to assist with the demands faced and support school leaders in rebalancing some of their time to leading teaching and learning. Planning for this trial is now at an advanced stage.
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
A number of special education specific initiatives have been introduced to support schools with not only leadership and management functions but to support learning and parental and community engagement. In 2024, new posts were created for administrative deputy principals to ensure these appointments were available in all 129 special schools, and this year additional resources are being provided to every post-primary school to assist them in the effective planning and support of students transitioning into post-primary settings. Furthermore the Programme for Government commits to the recruitment of additional special education teachers and special needs assistants (SNAs) to provide greater support to students and schools. This will build on the existing 44,000 special education teacher and SNA posts already provided within our education system. My department will continue to engage through the estimates process in this regard.
The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years, including an over €30 million permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs through Budget 2025. This represents an increase of circa 12% on current standard rates and enhanced rates. This has resulted in the standard rates increasing from €200 to €224 for primary schools and from €345 to €386 per student in post-primary schools with effect from September 2025. Over the last two Budgets there has been a circa 22% increase in the level of capitation grant rates paid to schools. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils.
In addition to these grants, €45 million in cost-of-living supports issued in November 2024 to support all recognised primary and post-primary schools in the Free Education Scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity. This funding was paid at a rate of €36 per pupil in primary schools and €55 per student in post-primary schools. Enhanced rates were also paid in respect of pupils with special educational needs and Traveller pupils.
Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.
The Department of Education and Youth is aware that costs and funding can pose a problem for schools, and is constantly working to address this matter, and to enhance the financial and other supports available to schools. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the funding required to meet the ongoing costs of running schools.
333. Deputy Michael Cahill asked the Minister for Education and Youth if she will consider increasing the capitation grant for primary schools, specifically a €75 increase per pupil, as proposed by an organisation (details supplied) in its pre-Budget 2026 submission, to help schools manage rising costs and avoid the need for excessive fundraising; and if she will make a statement on the matter. [50400/25]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years, including an over €30 million permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs through Budget 2025. This represents an increase of circa 12% on current standard rates and enhanced rates. This has resulted in the standard rates increasing from €200 to €224 for primary schools and from €345 to €386 per student in post-primary schools with effect from September 2025. Over the last two Budgets there has been a circa 22% increase in the level of capitation grant rates paid to schools. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils.
In addition to these grants, €45 million in cost-of-living supports issued in November 2024 to support all recognised primary and post-primary schools in the Free Education Scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity. This funding was paid at a rate of €36 per pupil in primary schools and €55 per student in post-primary schools. Enhanced rates were also paid in respect of pupils with special educational needs and Traveller pupils. Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.
The Department is aware that costs and funding can pose a problem for schools, and is constantly working to address this matter, and to enhance the financial and other supports available to schools. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department will continue to seek and prioritise the funding required to meet the ongoing costs of running schools.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
334. Deputy Michael Cahill asked the Minister for Education and Youth the specific measures her Department will support to enhance inclusive education across primary and special schools, as outlined by organisation (details supplied) in its pre-Budget 2026, in order to ensure every child receives the support they need; and if she will make a statement on the matter. [50401/25]
View answerBy the end of this year there will be close to 21,000 special educational teachers and over 23,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
It is expected principals will allow time, from within this allocation for the special education teacher(s) for information gathering and assessment, reviewing, monitoring and coordinating provision for children with special educational needs. This would include transition planning for the identified students. Children with special educational needs require targeted support with transitions, tailored to their needs identified in Student Support Plans.
In addition, the Programme for Government commits to recruitment of additional special education teachers and special needs assistants (SNAs) to provide greater support to students and schools. We will continue to engage through the estimates process to ensure that no matter where a child is enrolled they are actively supported and nurtured to reach their full potential.
Where primary schools open a number of special classes administrative principal and deputy principal posts are provided. There has also been a significant increase in the number of posts of responsibility allocated to primary schools in recent years.
In acknowledgement of the particular challenges facing special schools, my Department has provided for an administrative deputy principal in all special schools from the beginning of the last school year and additional post-primary teaching hours to reflect the growing number of post-primary aged students in our special schools.
The Government is committed to considering what additional supports and resources are required in the area of special education in the upcoming Budget.
335. Deputy Michael Cahill asked the Minister for Education and Youth if she will consider expanding the small schools pilot project to a national level, as recommended by the INTO, to support rural schools and reduce the administrative burden on principals in these communities; and if she will make a statement on the matter. [50402/25]
View answerThe Programme for Government provides for a number of measures to support small schools, including introducing a new national small schools' project and trialling new administrative supports. The Government is very aware that small schools are an important part of the life of local communities.
The current small schools' action research project established in 2021 is due to conclude at the end of the next school year. The project has brought small schools together in local clusters, enabling them to collaborate, identify common challenges and trial innovative solutions.
It includes six clusters of small schools, two in Galway and one each in Donegal, Kerry, Wicklow and Waterford, consisting of between three and five schools per cluster. The feedback from schools has been extremely positive and this is reflected in the interim evaluation report published by my department. The interim evaluation report identifies potential areas for closer collaboration and an analysis of the scalability of actions already undertaken. As the project progresses a further evaluation will take place.
Learnings from the evaluation of the current project will be invaluable and will form a strong basis to inform the future policy direction in relation to all small schools, including how the Programme for Government Commitment can be delivered.
338. Deputy Michael Cahill asked the Minister for Education and Youth if she will prioritise investment in primary and special education for Budget 2026, in line with the proposals put forward by an organisation (details supplied) to ensure that all pupils have access to the resources and support they need to succeed; and if she will make a statement on the matter. [50405/25]
View answerIn the lead up to the Budget, my Department receives a number of pre-budget submissions from a range of different stakeholders in the education sector and from organisations involved in other areas of public policy including the INTO's pre-Budget submission. As in previous years, relevant submissions continue to be reviewed and they will inform the specific budgetary priorities that I will be seeking to achieve in Budget 2026.
In recent years, the Government has made significant strides in strengthening the education system. This includes increased capitation funding for schools, the allocation of thousands of additional teaching and Special Needs Assistant posts, enhanced supports for school leadership, smaller class sizes, targeted measures to address teacher supply, and the provision of free schoolbooks at both primary and post-primary levels to ease financial pressure on families.
Looking ahead to Budget 2026, my priority remains to continue delivering on the commitments set out in the Programme for Government and to support students, staff, and families across the education sector. As I am sure the Deputy appreciates, it would not be appropriate for me to outline any more specific plans at this stage of the budgetary process.
339. Deputy Michael Cahill asked the Minister for Education and Youth if there are plans to address the growing teacher shortages and improve retention rates, particularly in primary and special education settings, where the workload is often particularly challenging due to under-resourcing; and if she will make a statement on the matter. [50406/25]
View answerThis Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
While the rate of unfilled teaching posts remains low, I recognise that as with other sectors, recruitment challenges exist in some schools. To support schools to address such issues, the Government has implemented several measures that have led to:
• an increase of 20% in initial teacher education graduates (student teachers)between 2018 and 2023,
• a record number of registered teachers; the Teaching Council reported 94,928 teachers registered in the 2016/17 school year increasing to 122,743 teachers registered in 2023/24. Currently, the Teacher Council have reported that there are over 126,000 on the register representing a 33% increase in the number of teachers registered between 2017 and now.
• the highest number of teachers employed. Recent data showed there were over 79,000 qualified teachers employed in Ireland with over 43,000 at primary level including special schools.
• The rate of resignation and retirement is very low by any standard and is consistent with previous years.
I am committed to addressing teacher supply and recently announced new teacher supply measures including a measure to assist teachers to gain permanent roles more quickly. Additionally, the Teaching Council is to streamline the registration process for eligible teachers who qualified outside of Ireland, allowing them to apply for registration and complete their induction requirements within the country.
In addition, other key initiatives introduced include:
• Commencement of workforce planning for teachers and SNAs. A new project, supported by UNESCO and the EU Commission, will create a strategic plan for managing Ireland’s teaching workforce. The project aims to consider the sustainability of the teaching profession in Ireland, with a focus on the factors that impact teacher supply.This two-year project will involve consultations with key stakeholders to develop recommendations.
• Development of the Teaching Transforms campaign, which promotes the teaching profession and encourage students to follow a career in teaching. The campaigns use digital, radio and video media, and have been developed to coincide with the CAO closing date and change of mind deadline in recent years, and
• Reducing restrictions on jobsharers and those on a career break from working as substitutes in primary schools have been extended to the current school year.
The Department recognises the importance of providing well-timed and appropriate support to pupils with identified learning needs.
• The Special Education Teaching allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
• Schools are frontloaded with ring-fenced SET resources for the purpose of supporting pupils with an identified and recorded special education learning need. This allocation allows schools to provide additional teaching support for pupils who require such support in their schools based on each pupil’s individual learning needs.
• It is a matter for schools to deploy SET resources effectively to meet the needs identified in the Student Support Plans, which should be based on the continuum of support framework. Once the Department allocates SET hours to a school it is the responsibility of the school and the board management to utilise the allocation to meet the needs of those students with special educational needs.
My Department has been steadily building on the number of special education teacher posts in our education system. At the end of the 2024 school year there were just over 20,000 special education teachers in schools.
Budget 2025 provided for an additional 768 special education teachers nationwide. By the end of the year, there will be close to 21,000 special educational teachers in our mainstream classes, special classes and special schools who are committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. The allocation of Special Education Teachers was issued to all mainstream schools in February 2025 for the 2025/26 school year.
These measures reflect the commitment to ongoing investment in the education systemto address teacher supply and are designed to ensure a steady flow of qualified teachers into the profession.
The teaching profession is highly attractive, with strong demand for teacher education programmes with 1,846 newly qualified primary teachers registered with the Teaching Council in 2024. Salaries are competitive, starting at €44,879 (primary) and rising to €85,000 under the current pay deal.
Around 6% of first-choice CAO applications from 2017–2024 were for teaching, showing steady demand. In 2025, first preferences rose by 9% for primary teaching. 85% of newly appointed primary teachers in 2024/25 are on full-time, mostly fixed-term contracts. 93% of teachers with 5+ years’ experience hold permanent full-time or pro-rata contracts.
My Department frequently consults and engages closely with stakeholders on teacher supply issues through industrial relations forums, sectoral meetings, and direct discussions. I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
340. Deputy Michael Cahill asked the Minister for Education and Youth if her Department has consulted with education stakeholders, including teachers' unions, school principals, and rural school representatives, on the way to effectively allocate resources and investment in Budget 2026, particularly given concerns in relation overcrowded classrooms and insufficient funding; and if she will make a statement on the matter. [50407/25]
View answerIn the lead up to the Budget, my Department receives a number of pre-budget submissions from a range of different stakeholders in the education sector and from organisations involved in other areas of public policy. As in previous years, relevant submissions continue to be reviewed and they will inform the specific budgetary priorities that I will be seeking to achieve in Budget 2026.
In recent years, the Government has made significant strides in strengthening the education system. This includes increased capitation funding for schools, the allocation of thousands of additional teaching and Special Needs Assistant posts, enhanced supports for school leadership, smaller class sizes, targeted measures to address teacher supply, and the provision of free schoolbooks at both primary and post-primary levels to ease financial pressure on families.
Looking ahead to Budget 2026, my priority remains to continue delivering on the commitments set out in the Programme for Government and to support students, staff, and families across the education sector. As I am sure the Deputy appreciates, it would not be appropriate for me to outline any more specific plans at this stage of the budgetary process.
341. Deputy Peadar Tóibín asked the Minister for Education and Youth the number of school bus tickets issued to children nationwide for the 2025/2026 school year for which no corresponding bus service was available. [50428/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Over 148,000 mainstream tickets have issued to date for the 2025/26 school year, which is already almost 5% more than the total tickets issued for the full 2024/25 school year.
Unfortunately, difficulties have arisen in a number of locations, particularly in the east of the country, with a small number of contracted services, where it has not yet been possible to provide vehicles / drivers. Less than 0.5% of ticket holders on mainstream services nationwide have been affected. This number continues to decrease as services are put in place on a daily basis.
These difficulties have arisen in some cases due to lack of driver or contractor availability, or where either zero bids were received for a service, despite repeated efforts to procure one. The Bus Éireann School Transport team is working intensively to ensure that transport arrangements are put in place as soon as possible.
342. Deputy Peadar Tóibín asked the Minister for Education and Youth the number of school bus tickets issued to children in County Meath for the 2025/2026 school year for which no corresponding bus service was available. [50429/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Over 148,000 mainstream tickets have issued for the 2025/26 school year to date, which is already almost 5% more than the total tickets issued for the full 2024/25 school year. Over 6,300 mainstream tickets have issued for pupils attending schools in county Meath.
Unfortunately, difficulties have arisen in a number of locations, particularly in the east of the country, with a small number of contracted services, where it has not yet been possible to provide vehicles / drivers. Less than 0.5% of ticket holders on mainstream services nationwide have been affected. This number continues to decrease as services are put in place on a daily basis.
These difficulties have arisen in some cases due to lack of driver or contractor availability, or where either zero bids were received for a service, despite repeated efforts to procure one. The Bus Éireann School Transport team is working intensively to ensure that transport arrangements are put in place as soon as possible.
343. Deputy John Lahart asked the Minister for Education and Youth if there is a formal protocol or process in place to facilitate home-schooled students, particularly those with additional educational needs such as ADHD, to sit the Leaving Certificate examinations; and if she will make a statement on the matter. [50442/25]
View answerThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
344. Deputy Niall Collins asked the Minister for Education and Youth if she will consider a proposal (details supplied) which could help alleviate the shortage of NEPS psychologists; and if she will make a statement on the matter. [50475/25]
View answerI want to thank the Deputy for raising this matter. Officials in my Department are aware of this programme and the proposal as outlined in the details supplied and are currently considering the possibility of establishing a programme to utilise the expertise of the graduates. I will revert to the Deputy following these considerations.
345. Deputy Aidan Farrelly asked the Minister for Education and Youth the amount of expenditure on off-site storage solutions for the past five years to date; if she will provide a breakdown of items (details supplied) not stored in her Department on annual basis. [50490/25]
View answerMy Department uses external storage facilities to store non-current records and a limited stock of publications. The contract details and the costs involved in renting off site storage for my Department is a matter for the Property Management Section of the Office of Public Works (OPW), who act on behalf of my Department in relation to the rental of off-site storage.
The figures shown below were supplied by the OPW in September 2025.
|
Company: |
Name: |
Expenditure 2020-2025 (€): |
|
Mid Freight Shipping LTD |
Mullingar Warehouse 1 |
10,409.96 |
|
Mid Freight Shipping LTD |
Mullingar Warehouse 2 |
63,055.15 |
|
Mid Freight Shipping LTD |
Tullamore Warehouse 1-7 |
84,197.57 |
|
Landlord |
Athlone Garda Water Unit Combined |
82,008.81 |
|
Landlord |
Waterford Education Store |
180,557.04 |
|
|
|
|
|
|
Total expenditure over 5 years: |
420,228.53 |
346. Deputy Barry Ward asked the Minister for Culture, Communications and Sport the position regarding any product or service purchased from Israel or the Occupied Territories by his Department in the past two years, by description and amount paid; and if he will make a statement on the matter. [49603/25]
View answer347. Deputy Barry Ward asked the Minister for Culture, Communications and Sport the position regarding any product or service that has been acquired by his Department from an Occupied Palestinian Territory; and if he will make a statement on the matter. [49621/25]
View answerI propose to take Questions Nos. 346 and 347 together.
It should be noted that my Department was re-configured as the Department of Culture, Communications and Sport at the beginning of June 2025. Regarding the current functions under the remit of my Department, I am informed that there was no product or service purchased or acquired from Israel or an Occupied Palestinian Territory in the past two years.
348. Deputy Barry Ward asked the Minister for Culture, Communications and Sport the position regarding any regulatory restrictions in place related to advertising on digital platforms; the role Coimisiún na Meán has on advertising on these platforms including advertisements coming from outside the State; and if he will make a statement on the matter. [49639/25]
View answerIn Ireland, the Competition and Consumer Protection Commission, which is under the remit of the Minister for Enterprise, Trade and Employment, and the Advertising Standards Authority, are the main bodies involved in the regulation of advertising.
Coimisiún na Meán is Ireland's online safety and media regulator. It is independent in the exercise of its functions. It is not a general advertising regulator and does not regulate advertisers directly.
In October 2024, Coimisiún na Meán adopted Ireland's first online safety code. The code applies to designated video-sharing platform services established in the State. The code sets out a range of obligations for designated platforms to minimise the availability of harmful online content.
The code also requires that audio-visual commercial communications displayed on a designated platform, irrespective of their origin, are readily recognisable as such and that they not include content that is harmful to the general public, in particular children.
Coimisiún na Meán has powers to enforce obligations under the online safety code on designated platforms, including the power to impose significant financial sanctions or in cases of continued non-compliance, lead to criminal sanctions for senior management.
349. Deputy Conor Sheehan asked the Minister for Culture, Communications and Sport if consideration is being given to adjusting or increasing the grant allocated to players (details supplied) to bring it in line with inflation; and if he will make a statement on the matter. [49695/25]
View answer356. Deputy Emer Currie asked the Minister for Culture, Communications and Sport if his Department will consider increasing the player welfare grants available to inter-county GAA players; and if he will make a statement on the matter. [50278/25]
View answer357. Deputy Emer Currie asked the Minister for Culture, Communications and Sport the available supports to inter-county GAA players; if he intends increasing the supports available; and if he will make a statement on the matter. [50279/25]
View answer359. Deputy Seán Ó Fearghaíl asked the Minister for Culture, Communications and Sport if he supports the findings of a report (details supplied); the steps he can take to implement the recommendations; and if he will make a statement on the matter. [50373/25]
View answerI propose to take Question Nos 349, 356, 357, and 359 together.
Sport Ireland distributed €5.6 million in 2024 in respect of the Government's support for intercounty Gaelic Games in addition to the annual investment in Games Development. This funding is payable to the GAA which, in collaboration with the LGFA, the Camogie Association and the Gaelic Players Association (GPA), is responsible for its distribution to teams and players along with its reporting and oversight.
I wish to advise the Deputy that the GPA has sent copies of its pre-Budget Submission for 2026 to me and to my officials. In line with other pre-budget submissions, it will be given due consideration in the context of Budget discussions.
350. Deputy Aindrias Moynihan asked the Minister for Culture, Communications and Sport given threats to EU critical infrastructure arising from geopolitical developments and the subsequent attacks on pipelines in European jurisdictions, if up-to-date mapping information is available on Ireland’s undersea communications infrastructure; and if he will make a statement on the matter. [49676/25]
View answerThe threats to EU critical infrastructure arising from geopolitical developments and the subsequent attacks on the Nord Stream pipelines in 2022 resulted in my Department engaging with the owners of subsea telecommunications cables to obtain up-to-date mapping information. This information was made available to the appropriate authorities.
My Department understands that large volume users have a policy of using a number of subsea cables to transmit their data bound for international destinations. This is to ensure route diversity for international connectivity and to avoid an over reliance on individual cables, therefore delivering high resilience and reliability. Cable owners have designed their systems so that they will still be able to continue to provide international communications services, even in the event that one of the cables is taken out of service due to damage.
At EU level, officials from my Department are engaging in the Expert Group delivering on the objectives of Recommendation (EU) 2024/779 on Secure and Resilient Submarine Cable Infrastructures, notably: cable infrastructure mapping, risk assessments, stress tests, development of a Cables Security Toolbox and identification of Cable Projects of European Interest. An EU-wide mapping and coordinated risk assessment of submarine cable infrastructures has been agreed by the Expert Group and will be published in Autumn 2025.
In February 2025, the EU Action Plan on Cable Security was published which presented a range of measures to bolster the resilience of this critical infrastructure, addressing prevention, detection, response, recovery and deterrence. Agreeing on the infrastructure mapping and coordinated risk assessment is the first key building block in implementing the EU Action Plan on Cable Security. This EU-wide guidance will help ensure that these infrastructures that we all depend on are secure and resilient.
351. Deputy Sinéad Gibney asked the Minister for Culture, Communications and Sport whether he will commit to expanding and extending basic income for the arts in Budget 2026, in light of the publication of the two-year report which has confirmed previous findings around the sustained positive impact on recipients’ lives, sectoral retention, and time committed to artistic practice; and if he will make a statement on the matter. [49975/25]
View answer352. Deputy Sinéad Gibney asked the Minister for Culture, Communications and Sport whether he has engaged with the Department of Social Protection on barriers to artists in receipt of disability allowance participating in the basic income for the arts scheme; the means by which this may be rectified; and if he will make a statement on the matter. [49976/25]
View answerI propose to take Questions Nos. 351 and 352 together.
The Programme for Government commits to assessing the Basic Income for the Arts pilot research scheme to maximise its impact, which is why I announced an extension of six months to February 2026 allow for further assessment of the pilot data and to engage in stakeholder consultation to provide the evidence base for Government to make decisions on the next steps.
I have begun to undertake consultations. This has included the convening of a Consultative Committee which draws from across government including the Department of Social Protection and online public consultation closed on 5 September with over 17,000 submissions received, 90% of which were in favour of BIA being continued. A sectoral stakeholder forum also took place on 10 September.
The pilot is underpinned by a comprehensive research programme. I recently published a report examining the first 24 months of the scheme which found that BIA recipients compared to those not in receipt of the BIA:
- are 6 percentage points more likely to have worked in the arts
- spend on average 11 weekly hours more on their creative practice
- are 14 percentage points more likely to have completed new works in the previous six months
- invest more financially in their practice
- are better able to afford basic necessities and have higher life satisfaction
- are 15 percentage points less likely to have felt downhearted or depressed
- are 16 percentage points less likely to have experienced anxiety
A cost-benefit analysis paper has also just been published. It compares the benefits and costs arising from the BIA in order to determine its net value. It shows that the BIA produced over €100m in social benefits and for every €1 invested in the pilot society received a return of €1.39.
No decisions on a successor scheme have yet been made. A Government decision will be required on a successor scheme to the pilot, and I intend to bring forward proposals for a permanent intervention in the context of Budget 2026 discussions, based on the ongoing evidence arising from the research programme and stakeholder engagement.
