Written Answers Nos. 771-789
771. Deputy Paul Lawless asked the Minister for Health if Ireland intends to align with other EU member states that recognise long Covid as an occupational illness; and if she will make a statement on the matter. [73848/25]
View answerWhile the EU Advisory Committee on Health and Safety recommended the recognition of COVID-19 (not long-COVID) as an occupational illness in health and social care settings, recognition of COVID-19 nationally as an occupational illness falls under the remit of the Minister for Social Protection. After reviewing the EU recommendation, the Minister for Social Protection found that COVID-19 did not meet the requirements to be recognised as an occupational illness in the context of the Occupational Injuries Benefit Scheme and the Social Welfare Consolidation Act.
775. Deputy John McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science the reason a person (details supplied) is being refused a SUSI grant in view of circumstances (details supplied); and if he will make a statement on the matter. [73417/25]
View answerA 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.
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 Scheme 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.
An official from my Department has advised that the student referred to by the Deputy applied to the awarding authority, SUSI for grant funding and was refused as they did not provide sufficient evidence of estrangement from their parent. The student then appealed this decision on 18 November 2025 and the SUSI appeals officer refused the appeal on 1 December 2025, because the documents submitted were insufficient to support their estrangement from their parent.If an applicant is not satisfied with the outcome of the SUSI appeal, they may submit a further appeal to the independent Student Grants Appeals Board (SGAB).
As of today, I’ve been informed that the Board has not yet received an appeal from the student. If they wish to proceed, please advise the student to ensure their appeal is submitted within 30 days of the SUSI appeal decision, and include any additional documentation that may support their case. An appeal can be lodged online at: www.studentgrantappeals.ie
I hope that this clarifies the situation and I wish the student the very best with their studies.
776. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science the actions that have been taken by his Department in response to the survey of Youthreach employees undertaken by his Department in 2023; and if he will publish the findings of that survey. [73348/25]
View answerMy Department did not conduct a survey of Youthreach employees in 2023. The Deputy may be referring to work currently being undertaken by my officials to examine a claim submitted by the TUI in relation to a standardised calendar year for Youthreach. My Department has been engaging with the TUI on this over a number of years and agreed on a structured approach to consider their claim. As part of this process, officials have undertaken a comprehensive data collection exercise, including a review of all literature on Youthreach since 2019. Officials have also consulted with key stakeholders. Officials are currently finalising a paper, which I expect to receive for consideration in the coming weeks.
Given the significance of the proposed changes to the delivery of this important national programme, I am sure the Deputy will agree that, in considering TUI’s proposal, a thorough and evidence-informed process is essential.
777. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on the decision to place adult education tutors on the Youthreach resource person incremental payscale; the number of persons impacted; and if he will make a statement on the matter. [73349/25]
View answerAdult educators and tutors play an important role in empowering individuals, broadening access to learning, and in strengthening communities in the Further Education and Training sector. Following many years of work through the established industrial relations mechanisms by my Department with the Department of Education and Youth, the Department of Public Expenditure, Education and Training Boards Ireland (ETBI), and SIPTU and TUI, the new grade of Adult Educator was established in April 2024.
I would like to clarify that while the payscale of this new grade is aligned with that of the Youthreach Resource Person payscale, they are different grades.This Adult Educator grade was developed in response to a claim by Adult Education Tutors and within the parameters of a Labour Court recommendation which acknowledged that, because of differences in the roles, qualifications and regulatory frameworks, any adult educator or tutor grade could not involve alignment with teachers’ pay scales and terms of employment. It is optional for tutors whether they convert to the new grade or remain on existing terms. There were approximately 2,800 adult education tutors and it is anticipated that over half of tutors will convert to the new grade.The implementation process is complex.
In May, my officials issued an email to ETB CEOs noting my concern about the delays and instructing them to complete as soon as possible. ETBI have confirmed that all ETBs are continuing to work on the implementation process as a matter of priority. Officials, with SOLAS, ETBI and the ETBs are currently working together to clarify issues as they arise so that the implementation process can be completed as soon as possible. Individual ETBs are the employers and, as such, are responsible for staffing matters with Ministerial consents and approvals as may be determined from time to time. Each ETB will complete the process and award the back pay at different times. Following a sectoral survey, ETBI recently informed my officials that good progress is being made.
778. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science to clarify on contracts of employment for coordinators and resource persons in Youthreach as to what is meant by “closures” with regard to provisions for “Hours of Attendance” and “Annual Leave”; and if he will make a statement on the matter. [73350/25]
View answerFirstly, it is important to note that employers are required to provide statements of terms of employment under the Terms of Employment (Information) Act 1994. These include hours of attendance and terms and conditions relating to paid leave (other than paid sick leave).
Turning to Youthreach, Circular 12/2003 (Contract template for the Employment of Youthreach Co-ordinators and Resource persons) provides contract templates for the employment of Youthreach resource persons and Youthreach co-ordinators. As per these contracts, the hours of attendance are 35 hours per week. Youthreach centres operated on 226 weekdays from the beginning of September to the end of July each year excluding public holidays, and such closures as will be allowed for Christmas and Easter. Since the introduction of the St. Brigid's day bank holiday, this has become 225 days per year. The schedule for the 225 days, including the closure periods for Christmas and Easter, is an operational matter for each Education and Training Board.
779. Deputy Seán Ó Fearghaíl asked the Minister for Further and Higher Education, Research, Innovation and Science the measures taken to support the higher education sector during 2025; his priorities for 2026; and if he will make a statement on the matter. [73564/25]
View answerAs I'm sure the Deputy is aware, the breath and scope of the Higher Education sector across Ireland is significant, as too is the work of my Department in supporting the sector. Consequently I will focus my response on key highlights from 2025 and high level priorities for 2026.
Measures taken in 2025 to support the Higher Education sector. Supporting Students and Families:
• I secured a €500 reduction in the student contribution fee – the first permanent reduction since free fees were introduced in 1995. Apprentices in higher education will also see an up to 17% cut to their contribution, applied on a pro-rata basis.
• More families will qualify for student grants - the income threshold to receive a SUSI student contribution grant will rise to €120,000 – the highest ever. This change could benefit thousands of additional undergraduate students.
• 30,000 students to get more support when living or travelling away from home - from September 2026, SUSI non-adjacent payments will rise by €200–€430, with a pro-rata increase this academic year - helping students who live 30km or more from their college campus with the cost of rent, travel, and day-to-day living.
• Postgraduate support boosted - the SUSI postgraduate fee contribution grant is rising from €4,000 to €4,500, backed by a €1 million investment.
Supporting Teaching and Learning in Higher Education
• I am supporting the enhancement of teaching and learning in Higher Education through the Strategic Alignment of Teaching and Learning Enhancement (SATLE) funding. Higher education institutions collectively received €5 million in SATLE funding in the 2024/25 academic year. This is used to fund initiatives in the areas of digital transformation, Education for Sustainable Development and academic integrity.
• I am also supporting the HEA in their policy work regarding teaching and learning, including the forthcoming national policy framework on generative AI, due to be published in the coming weeks.
• In November, my department held a consultation with the further and higher education sector and other stakeholders which explored the potential for greater embedding of creativity across third level education and research.
Continued Support for the Technological Sector:
• Investment of €65.8m over three years for the Technological sector and specialist colleges.
• On foot of intensive work by my Department, I have now secured the introduction of Professorship grades into the Technological University sector . The grade will see the approval for 50 professors in technological universities and the technology sector, with an initial rollout of 25 across the system through the Targeted Enhancement Fund. My Department will continue to engage with colleagues on this matter and will consult with key stakeholders on the introduction of this new grade to Technological Universities.
Expanding Access to key skills areas - Health Workforce Planning:
• In the area of Health Workforce Planning, a new dentistry programme and two new pharmacy programmes successfully commenced in September.
• An additional pharmacy programme, two veterinary programmes and new medicine programme are on the CAO for 2026, and on track to take in students.
• An expansion of existing nursing programmes has been approved and communicated to HEIs with this expansion due to come on stream in 2026.
• An additional 300 Health and Social Care Professional places commenced in September as planned and further places to be made available in 2026.
Support for learners to upskill in key priority areas through Springboard+
• Springboard+ 2025 launched in May 2025 provides 7,719 places on 249 courses, including 26 micro-credentials providing 752 places for the 2025/2026 academic year. Funding for Springboard+ in the 2025 financial year is secured from the National Training Fund (NTF), with €34.438 million allocated.
• The Micro-Credentials Learner Fee Subsidy was launched in March 2024 to subsidise fees for 13,763 learners across 650 micro-credential courses, with an 80% subsidy rate for key priority areas including artificial intelligence, cyber security and ICT (and 50% for other courses). The scheme is running until the end of the 2025/2026 academic year and learners could avail of the subsidy up until 31 October 2025.
Record investment in Apprenticeships, Skills and Research:
• In budget 2026, I allocated a record €79 million investment in apprenticeships – funding has more than doubled since 2020, rising from €184 million to over €400 million by 2026.
• Increase in the Research and Development Tax Credit from 30% to 35% – demonstrating our commitment to the research sector, promoting collaboration between industry and academia, and positioning ourselves as a competitive destination for innovative companies and startups.
Working towards Funding Reform
• In the area of funding reform, an HEA-led sectoral working group has been established and first two meetings held, with my Department to attend the group in an advisory capacity. The group will meet for two years, delivering an interim report next summer and final recommendations in 2027.
Building Confidence and Trust
• Quality and Qualifications Ireland (QQI), an agency under the remit of my Department, is currently introducing TrustEd Ireland – a new international education quality mark. TrustEd Ireland is a key pillar of the Government’s policy for international education, as set out in Global Citizens 2030: Ireland’s International Talent and Innovation Strategy to 2030. The TrustEd Ireland Mark will be awarded by QQI to higher education and English language education providers who have demonstrated that they meet new national standards to ensure a quality experience for international learners.
Higher Education Infrastructure
• My Department works collaboratively, through the HEA and higher education institutions, on the development and delivery of capital infrastructure projects. Almost €255m in capital funding was disbursed to the higher education sector during the course of 2025 to progress existing capital projects and support devolved funding mechanisms.
• As part of the National Development Plan 2025 review, I secured a capital allocation of €4.55bn over the next 5-years 2026 - 2030 for DFHERIS. Over half of this allocation €2.45 billion is targeted at strengthening Ireland’s research and Innovation capacity; this investment will support world-class research facilities, new research centres, advanced equipment and major international collaborations, while also enabling the continued delivery of significant investment in higher and further education.
• In November 2025 I announced INSPIRE, a landmark €750m research infrastructure programme for Ireland’s research and innovation system. It will support Ireland’s High-Performance Computing capacity and Tyndall National Institute. At least €500m will be invested over the lifetime of the NDP in two funding streams:
• Local institutional infrastructure, routine research equipment used within higher education institution for both teaching and research purposes, and
• Shared advanced infrastructures, major equipment that is appropriately shared across a number of institutions and is accessible to external users.
• This programme will be administered by the HEA and Research Ireland, and it will open for applications in Q1 2026.
My Priorities for 2026:Continued support for Technological Universities
• Support the implementation of the Targeted Enhancement Fund and in particular the first phase of Professorships in the Technological University sector.
• Support continued reform of academic staffing in the Technological University sector as recommended in the 2022 OECD report.
Generation investments in Research Infrastructure
• €2.1 billion will be provided for the development and enhancement of higher and further education infrastructure over the period 2026 to 2030. Of this, DFHERIS will have a total capital allocation of €311m in 2026, for further and higher education capital infrastructure investment. A programmatic approach to capital investment ensures strategic delivery of multiple projects as cohesive programmes, aligned with Infrastructure Guidelines. This investment will deliver new and upgraded facilities, modernised campuses with modern equipment and additional capacity to meet growing regional and national demand, focusing on a range of key higher and further education programmes. Specifically on the higher education side, it will focus on key higher education programmes, including, the Higher Education Strategic Infrastructure Programme, the Infrastructure Upgrade and Refurbishment Programme, the Technological Sector Strategic Projects Programme and the Public Private Partnership Programme.
Continued Expansion of places in Healthcare Education
• Over 1,100 additional healthcare course places will be created - backed by a €23.5 million investment, this major expansion includes medicine, nursing, disability therapies and social care - a 27% increase in capacity to train the next generation of healthcare professionals.
Strong focus on Inclusion and Wellbeing on Higher Education Campus
• €1 million in Budget 2026 for student mental health and healthy campus initiatives - supporting wellbeing across higher education institutions.
• €3 million boost for students with disabilities - includes €1 million for higher education and €2 million for further education and training colleges – supporting over 22,000 students and building a more inclusive education system. Included in the additional funding for further education and training is the provision to cover transport costs for learners with intellectual disabilities. This is part of our wider commitment to building a more inclusive and accessible education system.
• Ensuring that students are able to access quality information about their course, attendant qualifications and career prospects.
780. Deputy Seán Ó Fearghaíl asked the Minister for Further and Higher Education, Research, Innovation and Science the measures taken to support the further education sector during 2025; his priorities for 2026; and if he will make a statement on the matter. [73565/25]
View answerMy Department is committed to supporting a Further Education and Training (FET) sector that helps individuals succeed, drives economic growth, and prepares our workforce for future challenges while fostering stronger communities. This commitment is reflected in a significant investment of over €1 billion in 2025. Since 2020, investment in SOLAS has increased by nearly €310 million, excluding capital - a 37% rise. As of mid-November 2025, 339,364 learner places have been supported through FET, highlighting the vital role of FET in workforce upskilling and lifelong learning.
Apprenticeships remain central to Ireland’s skills strategy and key Government priorities in housing and climate action. Programmes have grown from 54 in 2020 to 78 by end-2025, including new areas such as Digital Marketing and Social Work. In October, I launched the first all-island apprenticeship, a Level 8 Accounting Technologist programme addressing digitisation in the profession. In Budget 2026, I secured an additional investment of €79 million, bringing the total apprenticeship budget to over €410 million, more than double the 2020 level. The Action Plan for Apprenticeship 2026–2030, to be published next year, will target an increase in annual registrations to 12,500 by 2030, reflecting our Programme for Government commitment.
This Government continues to invest significantly in workforce development to support housing delivery and climate action through Modern Methods of Construction (MMC) and green skills initiatives. In 2025, €2.7 million was allocated to SOLAS and Skillnet Ireland to advance MMC adoption, enabling new training programmes and the launch of the MMC Skills Pathway Portfolio and Accelerate platform. Budget 2026 builds on this with nearly €1.8 million for MMC skills development, supporting programme expansion, mobile training rigs, and platform enhancements. Green skills remain critical for meeting Climate Action Plan targets. Budget 2025 provided €2.3 million for training in offshore wind, retrofitting, and electro-mobility under Green Skills 2030. Budget 2026 reinforces this with €2.05 million to deliver programmes across seven sectors, launch a FET-version of Springboard+, expand the Offshore Wind Academy to 18 micro-credentials, and develop a dedicated training hub. These investments ensure Ireland’s workforce is equipped for housing and sustainability goals.
My Department remains committed to improving the lives of people with disabilities in line with the Programme for Government. The Fund for Students with Disabilities is a key fund that ensures students with disabilities have the necessary support and equipment to participate in Post-Leaving Certificate courses on an equal basis with their peers. SOLAS have advised my Department that €5.7 million was allocated for this initiative in 2025. In Budget 2026, I secured €2 million in additional funding for the Fund in FET. Included in this increase is funding to cover transport costs for students with intellectual disabilities on a range of FET courses. Budget 2026 ensures the continuation of a range of specialist supports for students with disabilities in FET. For example, through Specialist Training Provision the ETBs contract the National Learning Networks and other providers to offer training to learners who require more intensive support than is available in mainstream settings.
Making mainstream FET more accessible to all learners, irrespective of their specific needs, will remain a key priority for the ETBs in 2026. With support from SOLAS, Education and Training Boards Ireland and AHEAD, ETBs will continue to increase their capacity to enact Universal Design for Learning and to make Reasonable Accommodations.
The new FET Strategy for 2026–2030, launching next year, will focus on economic prosperity and social inclusion, setting out a roadmap to meet future skills needs, widen adult participation, and deliver a consistent learner experience. SOLAS is developing five-year performance agreements with all 16 Education and Training Boards to drive this ambition. Work is also progressing on a blueprint for the new FET College model, ensuring provision that is accessible, offers simplified pathways, and has a clear identity. Twelve major capital projects are advancing under the FET College of the Future Fund, addressing infrastructure deficits and supporting modern, integrated facilities. Eight projects have reached the pre-tender stage, while four remain at preliminary business case stage, with site acquisition planned for 2026.
Finally, the Tertiary Education Strategy 2026–2031 will align FET, higher education, and research to tackle challenges such as climate change and digital transformation. Built around four pillars—Competitiveness, Equality, System Performance, and Lifelong Learning—it will ensure Ireland harnesses the full potential of its further and higher education and research systems.
These measures will ensure the FET sector remains agile, inclusive, and aligned with Ireland’s future workforce needs.
781. Deputy Seán Ó Fearghaíl asked the Minister for Further and Higher Education, Research, Innovation and Science the measures taken to support and expand student accommodation during 2025; his priorities for 2026; and if he will make a statement on the matter. [73566/25]
View answerA key achievement in 2025 was the delivery of additional purpose-built student accommodation under the Short-Term Activation Programme. Through robust due diligence and value-for-money assessments, investment decisions were refined to ensure sustainability, resulting in 967 additional student beds either delivered or actively progressing by year-end.
Significant institutional milestones were achieved, with Maynooth University completing a 116-bed project, University College Dublin advancing a 493-bed development with approval to proceed to construction in September 2025, and Trinity College Dublin progressing its project. Together, these projects will deliver meaningful short-term accommodation capacity in high-demand locations.
The decision not to proceed with the Dublin City University 405-bed project further demonstrated strong governance and a commitment to ensuring all developments meet cost and value-for-money standards. Parallel progress was achieved through the Technological Sector Student Accommodation Programme (TSSAP), which is laying the foundations for longer-term, regionally balanced delivery. Phase 1 of the programme, completed in 2025, generated 53 strategic proposals from Technological Universities nationwide. These proposals now inform Phase 2, which is developing preliminary business cases, including financial and operational models, to ensure future projects are evidence-based, financially viable, and aligned with local student demand. 2025 also saw positive outcomes from targeted student supports.
The Student Accommodation Assistance Scheme, funded through Dormant Accounts, continued to support Traveller, Roma, and care-experienced students to access and remain in higher education. In the 2024/25 academic year, 29 students graduated, including two who progressed to Master’s programmes, while 47 students continued on their courses. These outcomes underline the tangible impact of targeted accommodation support on student retention, progression, and success.
The Student Accommodation Strategy (2025- 2035) will be brought to Government in the coming weeks, The strategy sets out a clear vision to improve access to higher education by addressing accommodation affordability and viability. Through targeted student supports and accelerated delivery of purpose-built student accommodation, it removes barriers to participation, supports student aspirations, and strengthens Ireland’s knowledge economy. Collaboration with higher education institutions, developers, and Government partners will enable a sustainable, inclusive approach that supports long-term economic growth.
782. Deputy Seán Ó Fearghaíl asked the Minister for Further and Higher Education, Research, Innovation and Science the measures taken to enhance and expand apprenticeships during 2025; his priorities for 2026; and if he will make a statement on the matter. [73567/25]
View answerMy Department remains firmly committed to expanding apprenticeship opportunities as a central part of Ireland’s skills strategy. The Government invested €79 million through Budget 2026, bringing the total apprenticeship budget to over €410 million, more than double the level in 2020. In addition, I recently announced €20.5 million to fund the delivery of 99 craft training blocks and 8 consortium-led equipment projects, creating almost 1,600 additional apprenticeship places, many in construction-related trades.
The range of programmes has grown significantly, increasing from 54 in 2020 to 78 by the end of 2025. These now include areas such as Digital Marketing, Wind Turbine Maintenance, and Advanced Manufacturing Engineering. In October, I launched the Level 8 Accounting Technologist apprenticeship alongside the Taoiseach, the Tánaiste, Minister Lawless, and the Minister for the Economy in Northern Ireland. This is the first apprenticeship developed on an all-island basis, and it was designed specifically to respond to the impact of digitisation on the accounting profession. Building on this progress, next year I will launch the Action Plan for Apprenticeship 2026–2030, setting a target to increase annual apprentice registrations from 9,352 in 2024 to 12,500 by 2030, with two-thirds in craft and construction-related areas. My department will also continue to promote the value and visibility of apprenticeships through initiatives such as WorldSkills Ireland and the annual Apprentice of the Year and Apprentice Employer of the Year awards.
783. Deputy Seán Ó Fearghaíl asked the Minister for Further and Higher Education, Research, Innovation and Science the measures taken to boost Ireland’s research capacity during 2025; his priorities for 2026; and if he will make a statement on the matter. [73568/25]
View answerIn 2025, I continued to realise the ambitions laid out in the Programme for Government and the Impact 2030 Strategy, with a view to securing Ireland’s future prosperity, our wellbeing and our ability to compete globally as a small, advanced knowledge-based economy. This year we made significant progress towards acquiring a new national high-performance supercomputer, CASPIr, to be hosted by the University of Galway. 2026 will see the acquisition of this new national research resource. Once operational, CASPIr will benefit stakeholders across the broad spectrum of Ireland’s research and innovation ecosystem. In June, I signed the European Quantum Pact, joining other EU Member States in committing to the development of a world-class quantum technology ecosystem. This complements Ireland’s existing national strategy, Quantum 2030, which recognises the importance of fundamental research in quantum science and technology, talent development, international engagement and industry developments. An expert group, drawn from academia, industry, and the public sector has been established to implement Ireland’s quantum strategy.
In 2026, my Department will coordinate and support Ireland’s quantum technology initiatives in alignment with Europe’s growing quantum technology ecosystem. October saw the finalisation of a significant piece of work which saw Ireland join CERN as an Associate Member State, providing opportunity for our research community and Irish enterprises to access contracts and engage in knowledge transfer activity with this world leading research and engineering site. In November, I announced funding of over €3.5 million for 16 research projects under Research Ireland’s COALESCE (Collaborative Alliances for Societal Challenges) programme. This supports excellent, interdisciplinary research that addresses national and global societal challenges by fostering collaboration between researchers and policymakers, civil society, and enterprise. Also in November, I announced €34.5 million in funding for Research Ireland’s Frontiers for the Future Programme. This supports 39 cutting-edge research projects spanning 12 research institutions, investing in cutting-edge, curiosity-driven research and empowering individual researchers in the exploration of high-risk, high-reward ideas.
This year the programme was co-funded by the Children’s Health Foundation, Breakthrough Cancer Research, and the Sustainable Energy Authority of Ireland and will be supporting 66 PhD students, 47 postdoctoral researchers, and 13 other research positions.Three new Research Ireland Accelerating Research to Commercialisation (ARC) Hubs were launched this year – the ARC Hub for Therapeutics (led by TCD), the ARC Hub for ICT (led by TUD) and the ARC Hub for HealthTech (led by University of Galway). These are supported by €98m co-funded by the Government of Ireland and the European Union under two European Regional Development Fund (ERDF) Programmes - the Southern, Eastern and Midland Regional Programme 2021-2027 and the Northern and Western Regional Programme 2021-2027. The ARC Hubs drive regional development by accelerating novel, cutting-edge research, towards commercial impact readiness, in areas aligned with Ireland’s Smart Specialisation Strategy for Innovation 2022-2027 and respective regional strategic priorities.
In December, I was proud to launch INSPIRE, a transformative €750 million investment in research infrastructure equipment – the largest in the history of the State. This programme will deliver cutting-edge equipment to our universities and attract world-class talent, cementing Ireland’s position as a global leader in research and innovation. Backed by the recent €4.55 billion capital allocation to my Department under the National Development Plan, INSPIRE will invest €750 million between 2026 and 2031, starting with €100 million in 2026, aligned with priorities such as competitiveness, digitalisation, and decarbonisation. Launched in September, the Action Plan for Competitiveness and Productivity recognises the centrality of research and innovation to Ireland's future economic performance.
My Department together with its agencies, Taighde Éireann – Research Ireland and the Higher Education Authority (HEA), are working with the higher education institutions and Enterprise Ireland to ensure that commercialisation opportunities for researchers are valued and incentivised in terms of academic progression. Ireland’s competitiveness depends on our ability to adapt. In 2026 I will continue to strengthen tertiary education, training, and research to build a sustainable, vibrant society. We want our citizens to be provided with the education that they need to succeed in today's world, and that is why we are aligning our skills offering with modern needs to ensure Ireland remains competitive in a rapidly evolving world.
The National Training Fund is central to this mission and enables us to invest in upskilling, reskilling, and lifelong learning to meet the demands of digitalisation, technological change, and the green transition. Through the Further Education and Training sector, we deliver flexible, industry-aligned micro-qualifications that respond quickly to emerging needs. The legislation to unlock the National Training Fund to enable this provision is nearing completion, and this work will continue across next year.Technology and labour markets are evolving rapidly. Government, through partnerships like the National Skills Council and Regional Skills Fora, is committed to ensuring access to high-quality learning for all. Guided by real-time insights from enterprise, we will continue driving this agenda because skills are the foundation of growth.
Through the continued implementation of Impact 2030: Ireland's Research and Innovation Strategy, we are strengthening our national research system to drive excellence and foster innovation. This whole-of-government approach is enhancing Ireland’s capacity at both researcher and institutional levels, through targeted actions on infrastructure, skills development and career pathways. These measures will assist researchers to conduct, manage, disseminate and apply their work more effectively. Impact 2030 also emphasises the vital role of talent and diversity in building and sustaining a dynamic Irish research and innovation ecosystem.
Earlier this year, through Taighde Éireann – Research Ireland, I was pleased to launch the Global Talent Ireland initiative. This capacity building measure is designed to bring the brightest minds from around the world to our universities and public research bodies. The programme will begin with a preliminary budget of €8 million per year and will be complementary to our broader commitment under Impact 2030 to strengthen and support Irish research and innovation, in this increasingly competitive global landscape.These strategic investments reflect Government’s unwavering commitment to talent, innovation, and opportunity, ensuring Ireland thrives in the decades ahead.
784. Deputy Seán Ó Fearghaíl asked the Minister for Further and Higher Education, Research, Innovation and Science the measures taken to make higher education more affordable during 2025; his priorities for 2026; and if he will make a statement on the matter. [73569/25]
View answerI am conscious of financial challenges facing students and the need for the progressive implementation of measures to address costs as a barrier to education. It is a priority for me to explore the most effective and sustainable ways to support students in managing the cost of education. I also recognise that costs are not limited to fees. Students encounter additional expenses such as fuel, food, and accommodation, as well as specific course-related costs like books and materials.
Financial supports, such as the Free Fees Initiative and the SUSI student grant scheme are critical to supporting learners. In recent Budgets we have made significant improvements to the support framework. This has included restoration of SUSI Postgraduate supports and a new Part-Time Fee Scheme for Specified Undergraduate Courses. Students this academic year are also benefiting from the Budget 2025 decision to increase all income thresholds to avail of a student grant including increasing all standard rate thresholds by at least 15%.We have made further improvements in Budget 2026. For this academic year I have permanently reduced the Student Contribution charge by €500. This is the first such reduction since the scheme's introduction in 1995. It is expected to benefit around 108,000 undergraduate students with a further 14,000 apprentices benefitting from a 17% pro-rata reduction in their fees.
Other Budget 2026 SUSI measures include:
• An increase in the income threshold for the €500 student contribution grant form €115,000 to €120,000 from next year;
• Increases of €200–€430 in the maintenance grant rates; and
• A €500 increase in the postgraduate fee grant.
These changes are meaningful steps toward a fairer, more affordable system.I am conscious that not all students may avail of fee or grant supports. Last week, I announced that there will be €19.35m available under the Student Assistance Fund in the 2025/26 academic year. The funding includes €9.1m in core funding and additional funding of over €10.2m. This funding will benefit the most vulnerable students, who may be struggling with financial costs associated with attending college. Looking ahead to future Budget decisions, I will continue to consider all options available to me to reduce the cost of education for students and their families.
785. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the proposals there are to increase the availability of places in further and higher education to provide training and skills for people in cybersecurity for both the private and public sectors; and if he will make a statement on the matter. [73594/25]
View answerThe Level 6 Cybersecurity Apprenticeship leads to a Level 6 Advanced Certificate on the National Framework of Qualifications (NFQ). It combines workplace training with college learning to develop skills for protecting systems against threats.
Since its launch, the apprenticeship population for this programme has grown from 12 at the end of 2019 to 62 as of 15 December 2025. These apprentices are hired by SOLAS approved employers to undertake the apprenticeship.Under the Skills to Advance initiative, numerous micro-qualifications are in development for the Smart Factory by the Advanced Manufacturing Training Centre of Excellence (AMTCE).
Included in these is an “IT, Cloud and Cybersecurity” micro-qualification. SOLAS’s eCollege had dedicated cybersecurity courses which include CompTIA Security+, CompTIA PenTest+, CompTIA CYSA+, Pearson IT Specialist in Network Security, ICDL Cybersecurity and Cisco Certified Support Technician (CCST) Cybersecurity. eCollege also offers courses aimed at end users to help boost resilience to cyber threats such as uncertified offerings in understanding cyber threats. SOLAS reports that from January to start of December 2025 there were circa 3,000 enrolments on cybersecurity related courses, representing circa 9% of the total eCollege intake.
Springboard+ is a key measure to increase the availability of higher education upskilling and reskilling places, including in cybersecurity. ICT is a critical focus area, with over 1,450 places on 50 ICT courses in 2025/26 academic year. This represents approximately 20% of all Springboard+ places. There are eight cybersecurity-specific courses providing 204 places. These are delivered across multiple regions, including the Northwest, Dublin, Southwest, Southwest and West and span NFQ Levels 7 to 9. Skillnet Ireland also plays an important role, supporting over 500 trainees’ participation in cybersecurity programmes each year. These courses include, for example, a Masters of Science programme in cybersecurity, certified cyber risk specialist courses, a cybersecurity analyst bootcamp, a certificate in emerging digital technologies and more. In 2026, Technology Ireland ICT Skillnet will collaborate with the Irish Management Institute and Cyber Ireland to deliver a leadership development course entitled ‘Leading in Cybersecurity’.
I am sure the Deputy will agree that there is a lot happening in this space, reflecting the importance of cybersecurity skills for Ireland’s economy and digital resilience.
786. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the reason ETB tutors have been told they cannot work more than 20 hours per week (details supplied); and if he will make a statement on the matter. [73608/25]
View answerI appreciate that there has been some confusion regarding the introduction of the new Adult Educator grade and how whole-time equivalent (WTE) hours are calculated for pay purposes. I want to take this opportunity to clarify the position.
Under the contractual framework for this new grade outlined in Information Note ESR ETB 0001/2024 issued to the Education and Training Boards (ETBs) in April 2024, a WTE post is calculated as follows:
• 20 hours of learner delivery per week; 15 hours of non-contact time per week.
This equates to the contractual obligations of an Adult Educator to deliver 1,044 contact hours and an associated 782 non-contact hours for a WTE post per year, equating to a total of 1,826 hours for a WTE. The WTE equivalent of 1,044 contact hours represents the maximum annual contact hours for a full-time Adult Educator, ensuring compliance with the Haddington Road Agreement. The non-contact time, equivalent to 782 non-contact hours, is not formally timetabled but is expected to be used for essential professional activities such as programme development, lesson preparation, learner assessment, and continuing professional development.
Flexibility remains for part-time arrangements and additional hours where appropriate, subject to compliance with the Organisation of Working Time Act and other relevant agreements.The Deputy may recall that in 2024 a new grade of Adult Educator was created following a Labour Court recommendation. This was the culmination of many years of work by my Department, in close collaboration with the Department of Education and Youth, the Department of Public Expenditure, Education and Training Boards Ireland (ETBI), and with the strong support of the unions SIPTU and TUI. This new grade provides a standardised pay scale aligned to the Youthreach Resource Person grade, delivering incremental progression for Adult Educators.
These arrangements were formally communicated to ETBs by the Department of Education and Youth in April 2024. Tutors who choose to assimilate onto the new contract will benefit from these standardised terms. Those who do not will remain on their existing contractual arrangements. Finally, it should be noted that individual ETBs are the employers and, as such, are responsible for staffing matters such as contracts, subject to Ministerial consents and approvals as may be determined from time to time.
787. Deputy Alan Kelly asked the Minister for Further and Higher Education, Research, Innovation and Science the number of meetings that have taken place between the Higher Education Authority and University College Cork (UCC) subsequent to the submission by UCC of its report of a matter under Section 64 of the Higher Education Authority Act 2022; if the Higher Education Authority is still monitoring UCC; and if any specific controls related to capital spending were or are currently in place. [73621/25]
View answerThe Higher Education Authority (HEA) have advised that subsequent to University College Cork's (UCC) submission of its Section 64 report on 2 May 2024, the HEA established a series of meetings with the UCC Chair and senior executives. Through this mechanism, the HEA and UCC met on four occasions between June 2024 and June 2025, as part of the process following on from the Section 64 request and the initiation of the remedial measure under Section 66 of the Higher Education Authority Act 2022. These meetings were in addition to the normal engagements between the HEA and UCC.
Following on from a meeting on 3 June 2025, in view of the established plan, progress to date and the independent validation provided by Internal Audit, the HEA-UCC engagement moved to the regular regime of oversight and reporting with assurance provided by the UCC Governing Authority. The HEA re-affirmed its expectation that the plan is monitored appropriately and reported accordingly.
UCC continue to progress the implementation of their Section 64 plan (Governance Ireland Action Plan). This is overseen by the UCC Audit and Risk Committee, and the most recent confirmation, as at 9 December, continues to provide assurance that progress has been reviewed and endorsed by the UCC Governing Authority. In January 2024, capital spending was paused pending the outcome of a review of the University’s Capital Development Programme by UCC.
In June 2024, following consideration of this review and information provided by UCC, the capital pause was released on strategic projects on the basis that UCC’s standard governance procedures for such capital projects would apply. In June 2025, following the move to a regular regime of oversight and reporting, the HEA notified UCC of the lifting of the capital pause and that normal UCC Governance Procedures and Oversight would apply in respect of all capital projects going forward.
788. Deputy Alan Kelly asked the Minister for Further and Higher Education, Research, Innovation and Science the current status of a €50 million loan provided by the European Investment Bank (EIB) to University College Cork for the development of a new business school; whether his Department or the Higher Education Authority has received correspondence from the EIB regarding the loan; the amount of the loan drawn down to date; the amount of interest paid on the loan; the potential amount of future interest costs; and if he will make a statement on the matter. [73622/25]
View answerUniversity College Cork is an autonomous institution responsible for the oversight, planning and management of its capital development plan, including the development of a new business school. In that regard, any engagement UCC has with lenders, such as European Investment Bank, is a matter for the institute and its governing authority.
789. Deputy John Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department funds drug addiction prevention initiatives in further and higher education institutes; and if he will make a statement on the matter. [73685/25]
View answerThe mental health and wellbeing of students is a priority for my Department, especially in light of the increased stress and anxiety levels students are experiencing in Third Level Education. My Department has progressed a number of initiatives, in partnership with the Higher Education Authority (HEA) and Higher Education Institutions (HEIs), over the last few years to address the broad spectrum of mental health and wellbeing issues faced by students.As autonomous bodies, the internal disbursement of this funding, including the funding of their student services, the employment of counselling staff, and the procurement of counselling and mental health services are a matter for the individual institutions.
As part of its broader sectoral objective of supporting students on their journey to success, in and through higher education, my Department has provided €31.9 million in additional funding through the HEA to HEIs since 2020. This funding is to further support HEIs in meeting the mental health and wellbeing needs of their student population and in implementing the National Student Mental Health and Suicide Prevention Framework and the Healthy Campus Charter and Framework. The additional funding was also used to augment coordination of capacity building on a national level through a number of National Projects.The HEA National Student Mental Health and Suicide Prevention Framework has been providing guidance to institutions on supporting student mental health and suicide prevention since 2020. It includes nine themes including actions that relate to drug and alcohol use.
Specifically, under the theme, ‘Lead’ institutions are asked to ‘audit the campus environment with a view to restricting access to lethal means’, other actions relate to students in higher risks groups which can include those with a history of drug or alcohol misuse and addressing risky behaviours. Based on the findings of a review report of the Framework published in July 2025, the HEA, in consultation with the HEA Student and Staff Health and Wellbeing Advisory Group, will oversee the revision of this Framework.The HEA Healthy Campus Charter and Framework is a framework through which institutions can address locally identified student needs and national health priorities using a whole campus approach.
Several national policies and strategies have been developed to support Ireland’s health and wellbeing in the keys areas of physical activity, obesity, tobacco, sexual health, mental health and drugs and alcohol. The HEA Healthy Campus Self-Evaluation Tool was developed to support institutions to self-assess their work in relation to student and staff health and wellbeing. It works across five pillars which are aligned to the Healthy Campus whole campus approach, an additional pillar ‘Health focus areas’ includes health topics such as alcohol use, illicit drug use and tobacco use and vaping. In each of these sections, HEIs can self-assess their work in relation to these topics, for example asking if they provide information, have policies, provide services, participate in national campaigns, or include information in any wellbeing curriculum. These self-assessed benchmarks support institutions to consider how they can improve their work in relation to drug use education, awareness and addiction prevention.
Some of the HEI Drug and Alcohol Use Initiatives and Programmes include: • UCC - Enabling Students and Higher Education Institution to Lead the Response on Drugs (E-SHEILD) Project
• University of Limerick - ‘#DrugDrivingAware A regional collaborative third level initiative: Developed by students for students’
• MTU - ‘A Healthy MTU’: An Investigation into the Dietary Behaviours and Alcohol Consumption Patterns of First Year Undergraduate Students During the Transition to Higher Education’
• Trinity College Dublin - Addiction Recovery and Wellbeing Group
Each Education and Training Board (ETB) has an overarching drug use policy, which individual FET centres adapt to meet their specific needs, supported by detailed procedures. Many centres partner with local drug task forces and other specialist agencies to deliver workshops and counselling. Youthreach Centres, for example, facilitate access to a range of supports for their learners, including personal counselling and drugs awareness initiatives.
SOLAS’ Reach and ALL Collaboration and Innovation Funds, provide significant funding to the Further Education and Training sector (FET) for a wide range of programmes that aim to raise awareness and reduce harm for individuals, families, and communities, including young people. Since 2020, over €2.5 million has been allocated for Community Education projects to provide targeted projects for people impacted by addiction, with many of these projects focusing on drug education and preventative education.Addiction studies courses are available across FET, from Level 5 modules in community development to programmes delivered in prison education units.
