Written Answers Nos. 1064-1084
1066. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which ongoing TrustEd staffing ratios will be verified between inspections; and if he will make a statement on the matter. [4507/26]
View answer1067. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science if TrustEd includes restrictions or checks on employing Stamp 2 English-language students as teachers; and if he will make a statement on the matter. [4510/26]
View answer1068. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the checks that exist to ensure ELT schools employ suitably qualified staff and do not rely on student-visa holders to undercut wages; and if he will make a statement on the matter. [4511/26]
View answerI propose to take Questions Nos. 1066, 1067 and 1068 together. A new international education quality mark, TrustEd Ireland, is being introduced by Quality and Qualifications Ireland (QQI), an agency under the remit of my Department. The TrustEd Ireland Mark will be awarded 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.
To obtain the TrustEd Ireland mark providers will have to demonstrate compliance with requirements on corporate fitness, quality assurance and the protection of enrolled learners, alongside key criteria and practices surrounding the recruitment and admission of international students, information provision, student welfare and academic support provisions.
In addition, providers must also demonstrate compliance with an associated Code of Practice. The Code of Practice for the provision of English language education programmes to international learners sets out requirements relating to staffing ratios and teacher contact hours as well as the qualifications and employment conditions of teaching staff.
As per the requirements of this Code, English language education providers must ensure there is an appropriate learner to teacher ratio across all programmes. Each teacher’s schedule must not exceed thirty sixty-minute contact teaching hours per week at any time during the year.
In relation to teacher qualifications, the Code specifies that all teaching staff must hold a major award at Level 7 on the National Framework of Qualifications (NFQ) or equivalent, and they must also have completed an English language teacher training/education programme leading to an award at a minimum of Level 6 on the NFQ or equivalent and validated by QQI, a national awarding body or an internationally recognised awarding body.
There is no restriction on English language education providers employing qualified teachers of English, provided that they meet the qualifications outlined above.
The Code also contains provisions in relation to the salary and employment conditions of staff employed by English language education providers. These provisions relate to compliance with national employment legislation; ensuring that employment terms and conditions, including remuneration and leave, are commensurate with the qualifications and experience of staff members; and also ensuring that the conditions of employment reflect the mission statement and objectives of the provider and support commitment to staff, learners, and the organisation.
The Code of Practice is available at the following link: www.qqi.ie/sites/default/files/2023-10/iem-02-ele-code-of-practice-october-2023.pdf
All English language education providers authorised to use the TrustEd Ireland mark will be subject to a review of that authorisation at least once every three years. In addition, providers are required to submit a monitoring report every 18 months. QQI may withdraw an provider’s authorisation to use the TrustEd Ireland mark where it considers that the provider no longer complies with the Code of Practice.
1069. Deputy Danny Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on SUSI grant income thresholds (details supplied); and if he will make a statement on the matter. [3597/26]
View answerUnder the Student Grant Scheme, income from employment which represents holiday earnings outside of term time (Easter, summer and Christmas holidays) can be deducted when determining the reckonable income of an applicant. The holiday earnings exemption was increased from €7,925 to €8,424 for the 2025/26 academic year.
The Student Grant Scheme is reviewed on an annual basis and any improvements are subject to the overall estimates and budgetary process undertaken by all Government Departments having regard to overall resource constraints and other competing demands.
My Department in recent years has published an annual options paper on reducing the cost of education. Within the published papers options have costed removing the provision which limits the deduction of holiday earnings to “earnings outside of term time”. In September 2025 this was costed within a range of €17m-€26m.
It is important to note that the paper considers opportunity cost.
For example, if the provision which limits the deduction of holiday earnings to "earnings outside of term time" was removed this may allow an applicant's exemption limit to be increased in circumstances where the applicant themselves earned up to the limit allowable across the year. (In effect this is akin to a very specific income threshold increase for one cohort i.e. students earnings). However, such an option may limit the potential to increase overall SUSI income thresholds which would benefit all applicants, including students who are earning.
Budget 2025 increased all thresholds with all standard rate income thresholds increasing by at least 15% in the current academic year. To put this in context: for a family with fewer than four children, standard rate thresholds increased within a range of €6,135 to €15,000. This threshold increase has provided a universal increase for all household earnings regardless of the source of income (e.g. student earnings and/or income from a parent(s)/spouse(s) where applicable) and benefited families where a parent or spouses income has increased.
I am conscious of reducing the cost of education for students and I was pleased to be in a position in Budget 2026 to permanently reduce the Student Contribution by €500 for free fees eligible students and to increase maintenance grants for non-adjacent grant holders. From September 2026 the income threshold to avail of a €500 Student Contribution Grant will also increase to €120,000.
1070. Deputy Ciarán Ahern asked the Minister for Further and Higher Education, Research, Innovation and Science to list the roles within public or semi-State organisations under his Department that are excluded from the single public service pension scheme; the number of people employed in those roles, in tabular form; and if he will make a statement on the matter. [3619/26]
View answerWithin my Department, all civil servant roles have a pension attached.
The information in respect of Higher Education Institutions, within the scope of the Deputy’s question, is not held by my Department.
Higher Education Institutions, such as the universities and technological institutions, are independent autonomous bodies. In addition to these, there are also seven agencies which operate under the aegis of my Department. These bodies act as the administrators for their staff's pensions on retirement.
Contact details for the pension areas of Higher Education Institutions and the seven agencies are set out in the attached documents, should the Deputy wish to contact them directly with their query.
1071. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science to provide a detailed breakdown of how the €4.55 billion investment in research and innovation will be spent year-by-year; how progress will be measured; and if he will make a statement on the matter. [3717/26]
View answerMy Department secured a total allocation of €4.55bn through the National Development Plan review process. Over half of this allocation - €2.45 billion - will be invested into Ireland's research and innovation system, reaffirming Ireland’s commitment to a knowledge-driven society and an innovation-led economy.
In December, I published the Tertiary Sector Capital Investment Plan 2026–2030 which sets out a strategic roadmap of how this investment package will support higher education, further education and training, apprenticeships, and research and innovation - driving growth, fostering talent, and building world-class infrastructure for the next five years. The overall breakdown of funding on an annual basis is detailed within the plan.
The Tertiary Sector Capital Investment Plan plan includes full details of governance processes and practices around planning, evaluation, delivery and review. These strategic investments reflect Government’s unwavering commitment to talent, innovation, and opportunity, ensuring Ireland thrives in the decades ahead.
1072. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science to provide a detailed breakdown of how the €4.55 billion investment in research and innovation will be spent year-by-year; how progress will be measured; and if he will make a statement on the matter. [3718/26]
View answer1073. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science for a list of all capital projects underway; the campus and the timelines in each case, in tabular form. [3718/26]
View answerPlease find attached a list of all capital infrastructure projects currently under construction in further and higher education institutions that are in receipt of direct exchequer funding.
The Devolved Capital Grant is also allocated to institutions on an annual basis. The purpose of the Devolved Capital Grant is to provide flexible capital funding to support small-scale building works (including energy efficiency and decarbonisation related upgrades, health and safety works, access works, refurbishment etc.) and equipment purchase or renewal, including ICT.
It is a matter for each individual institutions to decide how the Devolved Capital Grant will be used each year to meet minor capital works needs, refurbishment and renewal of equipment.
My Department also provides a Green Devolved Grant to the ETB sector, this funding has been available from 2024 to 2026 inclusive. This grant is flexible funding to support ETBs in enhancing the operational sustainability of ETB-owned buildings within the FET estate, focusing on low energy consumption, high energy efficiency, and reduced carbon impact.
The Deputy will be aware that institutions may also fund projects directly themselves.
1074. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science how transparency, international competitiveness and peer review excellence will be ensured across disciplines in Taighde Éireann and be monitored; and if he will make a statement on the matter. [3719/26]
View answerTaighde Éireann - Research Ireland supports research across all disciplines though a diverse portfolio of funding programmes, providing opportunities for researchers across the spectrum of their career journey. Transparency, international competitiveness and peer review excellence is ensured through the robust, independent and globally leading review processes that inform the agency's decision making.
As the first means of maintaining standards of excellence, any application for funding can only be submitted to Taighde Éireann - Research Ireland by an Eligible Research Body on behalf of a researcher (typically their employer), as per the Research and Innovation Act 2024. This ensures the legitimacy of the application, the researcher’s status, and their affiliations, and moreover, confirms that all parties, if successful, will be willing and able to comply with Taighde Éireann - Research Ireland’s Grant Terms & Conditions, which include certian binding clauses concerning Research Integrity and compliance with the relevant national and European codes.
All applications for funding are subject to peer/merit review by external subject matter experts. As part of their evaluation of a proposal for funding and an applicant’s track record, reviewers can raise concerns, which may be addressed by the applicant and their Eligible Research Body, if required. Where concerns are not satisfactorily addressed, the relevant details will inform the final funding decision.
Research Ireland does not permit use of any generative AI tools in the review of grant applications. Under the Research Ireland Reviewer Code of Conduct and Confidentiality Statement, reviewers must not input any unpublished material from any programme they are asked to review into any generative AI tools. Reviewers must undertake all activities in their personal capacity and must not use generative AI tools to undertake any such activities or parts thereof.
When a grant is awarded, a letter of offer is issued, typically to the President of the Eligible Research Body, copying the successful researcher, and both parties must sign the grant acceptance certificate, denoting their acceptance of the grant, the associated budget, and confirming that they will comply with the Grant Terms & Conditions, which includes clauses concerning both financial and research governance, and a commitment to comply with Taighde Éireann - Research Ireland policies.
1075. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science how effective PATH and other programmes have been in improving participation among under-represented groups; and if he will make a statement on the matter. [3720/26]
View answerThe National Access Plan: A Strategic Action Plan for Equity for Access, Participation and Success in Higher Education 2022-2028 (NAP) at www.hea.ie/assets/uploads/2024/07/National-Access-Plan-2022-2028-FINAL.pdf, which was published in August 2022, is a key priority for my Department.
The Programme for Access to Higher Education (PATH) is a multi-strand initiative that supports programmes and projects with innovative approaches to deliver the ambitions, goals, objectives, actions and targets of the NAP. PATH is delivered through five strands that work together to widen participation and support student success. Together, these interventions are increasing participation, improving student success, and embedding more inclusive practices across the higher education system.
PATH 1 supports access to Initial Teacher Education (ITE). Last year, I announced the transition of PATH 1 from a pilot initiative to a sustainable multi-annual funding stream to support the successful participation of priority group students in ITE.
PATH 2 - 1916 Bursary plays a critical role in enabling students from disadvantaged backgrounds to enter and succeed in higher education, complementing the wider suite of student financial supports. Higher Education Institutions (HEIs) report that the financial support has been transformational for recipients, aiding progression and engagement with higher education. In 2025/26: over 1,500 new bursaries will be allocated.
PATH 3, or the Higher Education Access Fund, was established to support HEIs to develop regional and community partnership strategies for increasing access to higher education by underrepresented groups. I also announced last year that, PATH 3 has also moved from a pilot initiative to a sustainable multi-annual funding stream.
It is estimated that as a result of PATH 3 projects over 1,400 community partners have been engaged with, facilitating access for approximately 22,000 students through outreach, in-reach, and mentorship activities. PATH 3 initiatives have also enhanced collaboration within institutions and with partners, improving awareness and support for access and widening participation.
PATH 4 Phase 1:
HEIs have reported successful embedding of UD and Universal Design for Learning (UDL) principles at the policy level as well as within academic and non-academic environments on campus. Increased awareness of inclusive practices by staff and students has resulted from the Fund, which has greatly benefitted neurodiverse students and students with intellectual disabilities specifically.
PATH 4 Phase 2 (2023-2026) – Enhancement of course provision in Higher Education for students with intellectual disabilities, a three-year pathfinding pilot initiative to support the provision of higher education courses for students with intellectual disabilities and to inform future policy considerations in respect of the successful participation of the students in higher education, including an understanding on how engagement in higher education can support real outcomes, including employment.
Under PATH 4 Phase 2, over €11m has been allocated to 11 HEIs to provide courses. The programme offerings vary in NFQ level, subject matter and duration; however, all include a core component of career planning and work preparedness, and all HEIs are offering work placement opportunities.
In total, 193 students have enrolled in PATH 4 Phase 2 funded programmes and positive outcomes to date for institutions extend beyond the sphere of teaching and learning, to enhancing the accessibility of the built and digital environments. There has been a high demand for these programmes, with many prospective students querying the availability of places in the 2026/2027 academic year.
The latest figures available to the Department show that new entrants with a Disability to Higher Education have increased to 14.7% for the 2023/2024 academic year, up from 12.4% at the start of the NAP.
PATH 5 was originally announced as a three-year (2023 – 2025) ring-fenced fund of €450,000 per annum which builds on funding provided through the Dormant Accounts Fund to support Traveller and Roma students in higher education during 2021 and 2022. Building on this initiative, PATH 5 was announced as a key component of the new NAP.
According to HEI reporting, approx. 1,108 students from the Traveller community and 199 students from Roma communities engaged with PATH 5 activities in year one of the fund. Furthermore, 1,675 students from the Traveller community and 149 students from Roma communities engaged with year two activities. Partnerships were built and strengthened with approximately 157 local and national partners, including schools, NGOs, and community groups in year one. This compares to 317 reported partnerships in year two of the fund.
In December 2025, I confirmed that the PATH 5 pilot will be extended by one year to allow for the finalisation of the Mid-term Progress Review of the NAP and shape future funding accordingly.
MIDTERM PROGRESS REVIEW
A Mid-Term Progress Review on the National Access Plan (NAP) 2022-2028 is currently on-going and will be finalised in Q1 of 2026.
It will review and evaluate the extent of progress against the actions underpinning each NAP objective and provide a clear set of evidence-based recommendations in relation to priority actions, targets, and KPIs for the second phase of NAP implementation with the parties responsible for leading implementation of each recommendation clearly identified.
1076. Deputy Ken O'Flynn asked the Minister for Further and Higher Education, Research, Innovation and Science the amount his Department has spent on advertising abroad aimed at encouraging Irish citizens to return home, broken down by year for 2024, 2025, and to date; and if he will make a statement on the matter. [3791/26]
View answerIreland needs people with construction skills and experience to help deliver on ambitious targets for new housing and infrastructure. The National Development Plan outlines a record €275.4 billion in public capital investment, aiming to secure Ireland's future, to transform the country, unlock housing, upgrade water and energy infrastructure, deliver more roads, and provide better public transport.
Construction workers are in demand, and there are lots of opportunities for Irish construction workers who have moved abroad and are considering returning. Between now and 2030, Ireland needs between 69,000 -79,000 additional construction sector workers to help deliver on ambitious targets for residential construction and retrofitting targets alone.
My Department is leading on a number of communication initiatives to address the skills gap in construction, including a campaign aimed at Irish construction workers abroad who are considering returning home.
The campaign was developed following research including feedback from Irish construction workers abroad, that skills they developed abroad may not be valued at home.
The campaign ran for two weeks in October 2024 in Canada and Australia, total campaign spend in 2024 was €166,889.
The campaign also ran for seven weeks from October 2025, across Canada, Australia and the US, with planned campaign spend of €277,055.
|
Build Back Home Campaign |
2024 |
2025 |
|
Total spend |
€166,889 |
€277,055 |
1077. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science whether he will legislate to ensure that personal assistants in third level institutes and education training boards are given permanent contracts for their services to disabled students. [3818/26]
View answerThere are differing arrangements in place with regard to personal assistants within higher education institutions (HEI's). These arrangements reflect the differing needs profiles of students within HEIs, with some directly employing personal assistants and others utilising third party providers. As autonomous institutions, HEIs are afforded the flexibility to identify the most appropriate arrangements to best support the identified needs of students.
The Fund for Students with Disabilities (FSD) for HEI's is managed by the Higher Education Authority (HEA) on behalf my Department. A single allocation of FSD funding is provided to HEIs each year, and the use of this allocation within HEIs is informed by needs assessments conducted in collaboration with individual students, and in accordance with the guidelines of the funding. These supports and services include assistive technology equipment and software, academic/learning support, and personal assistants.
In terms of the Further Education and Training sector, in 2024, FÓRSA submitted a claim to the Workplace Relations Committee (WRC) regarding personal assistants employed by Education and Training Boards. Several key aspects of the claim have been resolved, including the confirmation that qualifying personal assistants should be awarded Contracts of Indefinite Duration, in line with current employment law, as well as clarifications around entitlements to sick leave and holiday pay. However, as the WRC conciliation process is ongoing, the Deputy will appreciate it would not be appropriate for me as Minister, or indeed my officials, to comment further at this time.
1078. Deputy Ken O'Flynn asked the Minister for Further and Higher Education, Research, Innovation and Science his views on commitments made in advance of the 2024 General Election regarding the abolition of third-level student fees; if he will clarify comments made on 14 November 2024 during an engagement with a student at Dublin City University in which he stated that he would abolish such fees; and the actions, if any, he now proposes to take in light of the additional cost of approximately €500 incurred by students and parents in the 2025 academic year. [3838/26]
View answerI regret that I am unable to comment on any engagement in November 2024 given that I was not serving in this Department at that time. If the Deputy's questions relate to previous incumbents in this office, he may wish to raise his queries in another format or forum.
However, I am happy to outline the actions I’ve taken to reduce the student contribution fee since I was honoured to be appointed to this role in January 2025.
The Programme for Government contains several commitments which are intended to reduce the financial burden on students and families. One of these commitments is to reduce the Student Contribution Fee over the lifetime of the Government in a financially sustainable manner.
I have engaged extensively with student representatives, and key stakeholders in the tertiary education sector, to help me understand what changes to our student support framework mattered most to students and their families. Budget 2026 was my first budget since taking up office. As such, it represented my first opportunity to introduce measures that can reduce the financial burden on students and their families.
As part of Budget 2026, I introduced a permanent reduction of €500 in the Student Contribution charge. This flat rate reduction will reduce the rate from €3,000 to €2,500. This is the first permanent cut since free fees were introduced in 1995. It will benefit around 108,000 undergraduate students and circa 14,000 apprentices who will see up to a 17% pro-rata reduction.
At Budget time difficult decisions must be made on how best to utilise available resources. It was important for me to make permanent reductions that are sustainable and that offer certainty to students, as well as making other permanent targeted interventions, such as increasing SUSI rates for those travelling longer distances to college, increasing the Fund for Students with Disabilities and increasing funding for mental health supports.
The Programme for Government commits to reducing the student contribution in a financially sustainable manner over the lifetime of this Government. These changes are meaningful steps toward a fairer, more affordable system and were cognisant of the need to support middle income families.
Looking ahead I will continue to consider all options available to me to improve the overall student support framework and meet our Programme for Government commitments.
1079. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the average time it took from phase one to completion for each apprenticeship, by trade in Cavan in each of the years 2024 and 2025, in tabular form; and if he will make a statement on the matter. [3843/26]
View answer1082. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the average time it took from phase one to completion for each apprenticeship, by trade in Sligo in each of the years 2024 and 2025, in tabular form; and if he will make a statement on the matter. [3846/26]
View answerI propose to take Questions Nos. 1079 and 1082 together.
The mandatory duration for a craft apprenticeship, from commencement of training to completion, is a minimum of 208 weeks, with a further period of up to 12 weeks required to process the apprenticeship certificate. The median time to certification across the craft apprenticeship system was 239 weeks in 2024. This decreased to 227 weeks in 2025.
Apprenticeships are national programmes. Apprentices are registered by their employers with Education and Training Boards (ETBs) in the region in which their employers are located. There are 16 ETBs, and many ETBs cover broader geographical areas rather than being specific to a single county. Consequently, SOLAS has advised that the requested data cannot be provided for apprentices in Cavan and Sligo specifically.
As Minister, I have prioritised investment for apprenticeship, and I secured €79 million investment for apprenticeship delivery in Budget 2026. This brings total annual funding for apprenticeship delivery to over €410 million in 2026, more than double the €184 million invested in 2020, the year which my department was established. This continued investment and commitment to apprenticeship delivery has delivered clear results. Annual apprenticeship registrations have grown by 78% in recent years, rising from 5,326 in 2020 to 9,461 in 2025.
This Government remains committed to growing and reforming apprenticeship training. The Government will launch the Action Plan for Apprenticeship 2026 - 2030 this year, targeting 12,500 annual registrations by 2030. On 19 December, Minister of State Harkin and I launched a public consultation on the new Action Plan, which will remain open until 16 February. I invite all interested parties to participate - the consultation is available on the Gov.ie website in the Consultations section.
1080. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for capital investment in further education facilities in Kildare in each of the years 2026 and 2027, in tabular form; and if he will make a statement on the matter. [3844/26]
View answerMy Department works collaboratively with all Higher Education Institutions and Education and Training Boards on the development of capital projects in line with their established masterplans.
My Department provides devolved funding to the ETB sector with full autonomy on decisions relating to the deployment of the grant resting with the individual ETBs. Devolved funding is provided in 2026 under the Devolved Capital Grant for small-scale capital projects, such as ongoing maintenance, planned preventative maintenance works and health and safety needs across the FET estate, and under the Green Devolved Grant, to support ETBs in enhancing the operational sustainability of ETB-owned buildings within the FET estate, focusing on low energy consumption, high energy efficiency, and reduced carbon impact.
Kildare Wicklow Education and Training Board (KWETB) received the following devolved funding allocations for 2026:
• Devolved Capital Grant €761,250
• Green Devolved Capital Grant €761,250
Devolved grant allocations for 2027 will be considered in the context of available funding in 2027.
Furthermore, KWETB has applied under the Minor Capital Works expression of interest for refurbishment of the Athy FET Centre. Capital funding has been allocated for associated investigative works, and these are scheduled to commence shortly.
1081. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for new apprenticeships to be offered in County Wicklow; the timeframe to have them up and running; and if he will make a statement on the matter. [3845/26]
View answerMy Department is committed to expanding apprenticeship opportunities nationally, supported by a significant investment of €79 million in Budget 2026, bringing the total apprenticeship budget to over €410 million in 2026, more than double the level in 2020.
The choice of apprenticeships is expanding and range from skilled trades to ICT or social work. Most recently, I launched apprenticeship number 78, the first ever all-island apprenticeship, the Accounting Technologist.
New apprenticeship programmes are developed through a national approval process involving industry, education and training providers, and relevant agencies. Proposals must demonstrate clear labour-market demand, employer commitment and sustainable delivery capacity.
Apprenticeships in Ireland are developed and approved as national programmes to address identified skills needs across the economy, rather than on a county-by-county basis.
There are currently five different apprenticeship programmes available at Kildare and Wicklow Education and Training Board. In 2025 76 apprentices were registered on these programmes.
I will continue to support the expansion and accessibility of apprenticeship provision nationwide and will make further announcements as new programmes are approved.
1083. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of applicants for SUSI who were refused; the reasons for refusal; the number of applicants approved, in each of the years 2020 to 2025, in tabular form; and if he will make a statement on the matter. [3883/26]
View answerThe main support available to assist students with the cost of attending higher education is the Student Grant Scheme. Under the Scheme, grant assistance is awarded to eligible students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means. A Part-Time Fee Scheme for Specified Undergraduate Courses provides fee support to eligible part-time students attending specified publicly funded undergraduate courses leading to a major award. This includes specified in person and blended/hybrid courses and its aim is to provide additional flexibility in respect of course provision to students who are socio-economically disadvantaged. The decision on eligibility for a student grant is a matter, in the first instance, for SUSI to determine.
The following table provides the number of awarded and paid applications for the academic years 2020/21, 2021/22, 2022/23, 2023/24, 2024/25 and 2025/26.
|
Application Year |
2020/21 |
2021/22 |
2022/23 |
2023/24 |
2024/25 |
2025/26* |
|
Awarded |
79,273 |
76,459 |
66,374 |
83,538 |
81,723 |
89,701 |
|
Paid |
74,789 |
70,575 |
60,944 |
78,532 |
77,023 |
52,931 |
Please see below the number of refused applications and the reason for the refusal for the academic years 2020/21, 2021/22, 2022/23, 2023/24, 2024/25 and 2025/26.
|
Reason |
2020/21 |
2021/22 |
2022/23 |
2023/24 |
2024/25 |
2025/26* |
|
Ineligible as applicant is in receipt of Back to Education Allowance |
344 |
292 |
226 |
207 |
211 |
299 |
|
Ineligible as applicant is not progressing in their education - course is at a lower level |
994 |
1,030 |
1,046 |
1,335 |
2,878 |
2,938 |
|
Ineligible as applicant not progressing - course is at the same level as a previous course |
1,139 |
1,011 |
812 |
1,071 |
1,153 |
1,358 |
|
Ineligible as course not approved for funding |
852 |
925 |
973 |
1,106 |
1,135 |
1,073 |
|
Ineligible as total household income over the maximum threshold for funding |
10,037 |
8,891 |
9,626 |
5,495 |
5,298 |
4,924 |
|
Ineligible as applicant did not submit sufficient documents to confirm eligibility |
3,474 |
3,203 |
3,062 |
4,734 |
5,064 |
5,373 |
|
Ineligible as applicant has exceeded the maximum period of study allowable at PLC, Undergraduate or Postgraduate level |
Less than 20** |
Less than 20** |
Less than 20** |
Less than 20** |
44 |
47 |
|
Ineligible as applicant does not have an eligible permission to remain in the State for funding |
140 |
179 |
256 |
286 |
211 |
239 |
|
Ineligible as applicant not progressing – repeating same year of course |
75 |
69 |
32 |
36 |
Less than 20** |
Less than 20** |
|
Ineligible as applicant does not meet the residency requirements |
39 |
50 |
88 |
172 |
149 |
229 |
|
Ineligible as applicant is in receipt of a scholarship or bursary from public funds |
Less than 20** |
Less than 20** |
Less than 20** |
Less than 20** |
54 |
49 |
|
Ineligible due to reasons other than those listed above |
1,478 |
2,201 |
2,583 |
2,761 |
550 |
261 |
|
Grand Total |
18,572 |
17,851 |
18,704 |
17,203 |
16,747 |
16,790 |
Data is as of 9 January 2026.
* Please note that these figures are likely to change as SUSI continues to process applications for academic year 2025/26.
Please note that fee only awards have not yet been paid as reconciliation of fees occurs in April/May each year. Once reconciliation is complete in Spring 2026, SUSI will pay awarded fees for the 2025/26 academic year directly to the institutions.
** The Deputy will notice on the above table that some values of 20 or less are not specified. To ensure compliance with data protection regulations and to safeguard the privacy of grant applicants, SUSI redacts any datasets where the number of values is 20 or less. This measure is taken out of an abundance of caution to prevent the potential identification of individuals, even in anonymised data.
1084. Deputy John Paul O'Shea asked the Minister for Further and Higher Education, Research, Innovation and Science whether his Department’s current systems can identify the number of students enrolled in each individual English language education provider at present; if so, whether it can be published in an anonymised format (details supplied) to avoid identifying individual organisations and to ensure that no commercially sensitive information is disclosed; and if he will make a statement on the matter. [4166/26]
View answerThe provision of English language education in Ireland is a broad and diverse sector with the vast majority of activity undertaken by privately owned education providers. These providers recruit international students from both within and outside the EU. My Department does not collate data on the number of English language schools or the number of students studying English language courses in Ireland. It is estimated that there are over 100 English language schools operating in the state.A new international education quality mark, TrustEd Ireland, is being introduced by Quality and Qualifications Ireland (QQI), an agency under the remit of my Department. The TrustEd Ireland Mark will be awarded 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. The new TrustEd Ireland scheme will establish, for the first time, a formal quality assurance process for the English language education sector in Ireland and will provide QQI with statutory powers to regulate this sector.As part of the application process for authorisation to use the TrustEd Ireland mark, education institutions are required to submit information on the number of students enrolled on English language education programmes to QQI. There are currently no plans for my Department to collate this data directly.
