Written Answers Nos. 1240-1263
1240. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science the number of staff directly responsible for cybersecurity, as distinct from IT, within his Department; if a threat analyst, vulnerability manager and a cyber infrastructure engineer are employed; if not in-house, if this work is outsourced; and if he will make a statement on the matter. [9432/26]
View answerI can confirm that my Department does not have any staff directly responsible for cybersecurity, as distinct from IT, within my Department. Neither is a threat analyst, vulnerability manager or a cyber infrastructure engineer employed in-house or via outsourced work.
My Department has a Memorandum of Understanding in place with the Department of Education & Youth for the provision of IT services.
1241. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department examines third party supply chain vulnerability when it comes to cybersecurity. [9450/26]
View answerA combination of internal resources and external supports, as appropriate, are used to deliver cyber security functions within my department. This approach is informed by guidance from, amongst others, the National Cyber Security Centra (NCSC) and the State’s Computer Security Incident Response Team (CSIRT-IE). For security reasons and in line with previous advice from the NCSC, it is not considered appropriate to disclose detailed information regarding cyber security roles, delivery arrangements or supply chain considerations. The disclosure of such information could compromise the Department’s information security posture by assisting malicious actors to identify potential vulnerabilities. My Department continues to keep its cyber security arrangements under ongoing review, having regard to evolving threats, Government policy and guidance issued by the NCSC and others.
1242. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has identified skills shortages in fields related to cyber security; the measures in place to address these shortages; and if he will make a statement on the matter. [9462/26]
View answerMy Department is closely working with stakeholders across the skills ecosystem to ensure adequate skills supply for all sectors, including digital, AI and cybersecurity needs. In 2024, working closely with the Economic and Social Research Institute (ESRI), we published research on the labour market skills requirements for emerging technologies. This was completed as part of our commitment to evidence-informed policy development. We are delivering several initiatives to enhance our national response to identified AI and digital skills needs. Among these are the development of new programmes to complement the existing broad range of skilling, upskilling and re-skilling initiatives which sit alongside research infrastructure and capability – including funding PhDs in disciplines involving digital technologies and their use.
As with many areas, this involves collaboration right across Government and industry. For example, regarding cybersecurity specifically, through Enterprise Ireland, Cyber Ireland operates as the national cybersecurity cluster organisation. It connects the cybersecurity sector here in Ireland to drive business growth through collaboration, workforce development and innovation. Cyber Ireland are doing significant work on skills, including developing Ireland's first National Cybersecurity Careers Fair at MTU in Cork, which was attended by over 500 people. They have developed Project Atlas, a national cybersecurity competence map, to understand where key cyber skills are concentrated across the country. They have also established the Women4Cyber Ireland chapter, which now provides a community of over 160 members. This is all happening alongside the development of new courses, hosting European partners for Cyber Skills Hubs, and supporting cyber skills initiatives in second-level education. Additionally, Skillnet Ireland works closely with industry and academia to develop demand-led programmes which equip the Irish workforce with advanced digital skills including in response to cyber security skills need. Such skills are essential to building cybersecurity resilience and supporting national competitiveness. Each year, Skillnet Ireland supports over 500 trainees’ participation in cybersecurity programmes. Technology Ireland ICT Skillnet, Law Society Skillnet, and Dundalk Chamber Skillnet recently supported cybersecurity courses. Technology Ireland ICT Skillnet cybersecurity courses include a MSc in Cybersecurity, which is a co-created programme with National College of Ireland. This year, Technology Ireland ICT Skillnet will collaborate with the Irish Management Institute and Cyber Ireland to deliver a leadership development course entitled ‘Leading in Cybersecurity’. Many programmes are accessible through Springboard+, and as micro-credentials. Springboard+ allows learners to access upskilling and reskilling opportunities that are partially funded, in many cases up to 90%, removing some of the financial barriers to upskilling and reskilling opportunities. Micro-credentials are short, stackable accredited courses ranging from 6 to 16 weeks duration and are delivered often in hybrid format or fully online. This enables learners to access opportunities in a way that is flexible to their needs. All of this outlines the significant work underway across the tertiary system to ensure that Ireland has the necessary skills supply to meet cybersecurity needs.
1243. Deputy Ken O'Flynn asked the Minister for Further and Higher Education, Research, Innovation and Science the number of Irish citizens who returned to the State as a direct or indirect result of the “Build Back Home” advertising campaign run by his Department in 2024 and 2025, respectively; the methodology used by his Department to measure campaign outcomes; and if he will make a statement on the matter. [9491/26]
View answer1244. Deputy Ken O'Flynn asked the Minister for Further and Higher Education, Research, Innovation and Science whether his Department carried out any cost-benefit analysis, value-for-money assessment, or post-campaign evaluation in respect of the “Build Back Home” advertising campaign conducted in Canada, Australia, and the United States in 2024 and 2025; whether any key performance indicators were set in advance; and if he will make a statement on the matter. [9492/26]
View answer1245. Deputy Ken O'Flynn asked the Minister for Further and Higher Education, Research, Innovation and Science the procurement process used for the “Build Back Home” advertising campaign in 2024 and 2025; the advertising channels utilised, including digital platforms, recruitment platforms, and media buys; the total expenditure per channel; and if he will make a statement on the matter. [9493/26]
View answerI propose to take Questions Nos. 1243, 1244 and 1245 together.
Ireland needs people with construction skills and experience to deliver ambitious targets for new housing and infrastructure and there are lots of opportunities for Irish construction workers who have moved abroad and are considering returning.
In advance of planning the Build Back Home campaign, my Department carried out market research with Irish construction workers abroad to discover the barriers to returning home.
The research revealed that Irish workers abroad are aware of a pipeline of significant construction opportunities back home and many want to return to work on these projects. However, they are afraid that their overseas experience will not be valued and that too much red tape will make moving back home difficult.
The Build Back Home campaign aims to reassure that experience gained abroad will be valued at home, to dispel many of the myths around the barriers to moving back home, and accelerate the decision to move home.
In relation to the question concerning how many individuals have returned to Ireland as a direct result of the Build Back Home campaign, I can advise that returning migrants are not surveyed or required to state whether an ad campaign influenced their decision to come home.
However we do closely monitor the campaign’s reach and engagement, which provide a strong indication that the target audience has been effectively reached:
• The radio ad reached 1.3 million listeners.
• Campaign videos were viewed 6.2 million times across digital platforms.
• The wider digital and social media campaign generated more than 20 million impressions.
• Importantly, 139,000 people visited the government website to learn more about opportunities to “build back home,” with 95% of those visitors coming from North America, Canada, and Australia, regions where many Irish construction workers currently reside.
These metrics confirm that the campaign achieved substantial visibility and engagement among its target audience. The evidence demonstrates that the campaign successfully delivered its message at scale and provided clear information for those considering a move home.
While definitive causal effects cannot be concluded, the campaign will have had a contributory effect on the following key metrics:
• 18% increase in All Construction Workforce (Source: CSO 2025)
• 31% increase in Housing Construction Workforce (Source: CSO 2025)
The media spend, allocated to my Department under Housing for All funding, by channel is detailed in the following table.
|
|
2024 |
2025 |
|
Media Spend |
€41,766 |
€195,246 |
|
% split by channel - Digital Audio - Social media - Outdoor - Digital Display - Video |
49% 24% 27% - - |
14% 37% - 33% 17% |
The digital platforms where the campaign was displayed included Irish news websites accessed from the US, Canada and Australia, along with programmatic buying which targets myriad sites accessed by Irish people working in construction in the US, Canada and Australia aged 25–35-year-old. The social media platforms used were Facebook, Instagram, TikTok and YouTube.
The key performance metrics set in advance for the campaign are:
|
Metric |
|
|
Awareness and Reach - Impressions (total number of times the ad is displayed) |
30 million |
|
Engagement - Video completion rate: Percentage of viewers who watch the full video |
50% |
|
Behavioural - Visits to campaign website |
100,000 |
The procurement processes for the 2024 and 2025 campaign are those outlined in the “Public Procurement Guidelines for Goods and Services” issued by the Office of Government Procurement.
1246. Deputy Ken O'Flynn asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated additional cost incurred by students and their families in the 2025 academic year arising from the level of the student contribution fee prior to Budget 2026; whether his Department quantified this cost; and if he will make a statement on the matter. [9494/26]
View answer1247. Deputy Ken O'Flynn asked the Minister for Further and Higher Education, Research, Innovation and Science the projected timeline and fiscal pathway by which his Department intends to meet the Programme for Government commitment to reduce the student contribution fee over the lifetime of the Government; whether further reductions are planned beyond Budget 2026; and if he will make a statement on the matter. [9495/26]
View answerI propose to take Questions Nos. 1246 and 1247 together.
The Deputy may be aware that the Programme for Government contains several commitments which are aimed at reducing the cost of education for students and their families.
Ahead of Budget 2026, I published an Annual Options Paper on Reducing the Cost of Education. This paper presented a range of evidence-based policy options to inform decision making ahead of Budget 2026. The options identified costs and the potential impacts of various measures and was published without prejudice to the decisions subsequently made in Budget 2026. The Deputy can access this paper on-line at: https://assets.gov.ie/static/documents/cf68a0db/Funding_the_Future_-__Annual_Options_Paper_on_Reducing_the_Cost_of_Education2.pdf
Budget 2026 was my first opportunity since taking up office, to deliver on our Programme for Government commitments. It enabled me to deliver a number of important measures that will reduce the cost of education for students and their families. These include:
• A permanent €500 reduction in the student contribution fee. This is 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.
• The income threshold to receive a €500 SUSI student contribution grant will rise to €120,000 – the highest ever. This change will benefit thousands of additional undergraduate students.
• From September 2026, SUSI non-adjacent payments will rise by between €200 and €430, with a pro-rata increase this academic year. This measure will benefit the thousands of students who live 30km or more from their college campus with the cost of rent, travel, and day-to-day living.
• The SUSI postgraduate fee contribution grant is also rising from €4,000 to €4,500.
I have also secured an additional €1m in funding for mental health and healthy campus initiatives and a further €3m for measures to support students with disabilities.
These changes are meaningful steps toward a fairer, more affordable system and were cognisant of the need to support middle income families.
The Programme for Government commits to reducing the student contribution fee in a financially sustainable manner over the lifetime of this Government. The Deputy will appreciate it is not feasible at this time to provide an indication of measures that may be taken in Budget 2027 or subsequent budgets. However, I will continue to consider all options available to me to improve the overall student support framework and deliver on our Programme for Government commitments.
1248. Deputy Roderic O'Gorman asked the Minister for Further and Higher Education, Research, Innovation and Science the number of craft apprentices currently employed within the public service or semi-state companies such as ESB, Bord Na Mona and so on; and if he will make a statement on the matter. [9514/26]
View answerThe apprenticeship system is demand-led and employer-driven, designed to meet evolving workforce and skills requirements. The number of apprentices employed is determined by the needs and decisions of employers within each sector. As a demand-led model, employer participation directly influences apprentice recruitment levels and, consequently, the scale and growth of individual programmes. Information on semi-State bodies and their uptake of apprenticeships is not available. At the end of 2025, there were 31,165 apprentices in total nationally. Within this, a total of 566 apprentices were employed within the civil service and the public sector, of whom 196 were engaged in craft apprenticeships, including areas such as Carpentry and Joinery, Stonecutting and Stonemasonry. Semi-State bodies are not defined as part of the public service for these reporting purposes, and therefore are not counted in the total of 566.
1249. Deputy Albert Dolan asked the Minister for Further and Higher Education, Research, Innovation and Science the measures currently in place and any plans under consideration to reduce the financial burden on parents of students undertaking postgraduate education; and if he will make a statement on the matter. [9683/26]
View answerOne of my priorities as Minister is to ensure that students are put first. I am working hard with the Government to make education more affordable and accessible, and to provide targeted support for those who need it most. The package of measures announced in Budget 2026 are delivering real, lasting change, and I fully intend on continuing to support students further in the future.
From September 2024, student maintenance grants for post-graduates were fully restored for the first time since the financial crash. The annual rates and income thresholds for maintenance grants are now the same for undergraduate and postgraduate students.
There are three types of funding available to eligible postgraduate students.
Postgraduate fee contribution of up to €4,500 and a maintenance grant
This fee has been increased from €4,000 to €4,500 as a result of a permanent uplift announced in Budget 2026. To be eligible for the fee contribution grant of up to €4,500 plus a maintenance grant, the total household income must be within the income thresholds for the SUSI grant, the same as those used at undergraduate level.
Postgraduate tuition fee grant of up to €6,270 plus a maintenance grant.
To receive the postgraduate fee grant you must meet the criteria for the Special Rate of Grant and
• Be eligible for the ordinary rate of grant;
• Your total reckonable household income must not exceed the special rate income thresholds; and
• On 31 December of the previous year to your application, the reckonable household income must include an eligible long-term Department of Social Protection payment as prescribed in the Student Grant Scheme for the relevant year or its equivalence from an EU Member State.
Postgraduate fee contribution grant
• Postgraduate fee contribution grant of up to €4,500.
• To be eligible for the fee contribution grant of up to €4,500 the total household income must be within the income thresholds.
I would encourage students to access the SUSI website www.susi.ie to check if they are eligible for a grant. Postgraduate Income Thresholds and Grant Award Rates | SUSI (www.susi.ie/eligibility-criteria/income/postgraduate-income-thresholds-and-grant-award-rates)
If a student is experiencing exceptional financial need they may be eligible to apply for supports under the Student Assistance Fund (SAF). This Fund assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. SAF is open to both full and part-time registered students on courses of not less than one year's duration including postgraduate qualification and can be accessed through the access officer within the institution. More information on this fund and other supports are also available at www.studentfinance.ie or from the institutions access office.
While it is the Department’s priority to continue to try and make improvements for all student’s you will appreciate that the funding allocation for the Student Grant Scheme is determined in the context of the overall estimates and budgetary process undertaken by all Government Departments.
1250. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the analysis which has been conducted on Indian student enrolments, post-study permission uptake, and student-to-work conversion rates in the context of the EU–India free trade agreement; whether any changes to graduate permission duration, eligibility, or sponsorship requirements are under consideration; the way in which student retention pathways are being aligned with labour-market demand, housing availability, and overall migration capacity; and if he will make a statement on the matter. [9776/26]
View answerMy Department does not undertake any such research.
However, the annual International Graduate Outcomes Survey published by the Higher Education Authority (https://hea.ie/statistics/data-for-download-and-visualisations/research-info-byte-series/) provides some general, rather than country specific data in respect of international students.
International higher education students make a significant contribution to Ireland’s higher education institutions (HEIs), and to society generally, both economically and in terms of the cultural diversity they bring to our campuses. Indian nationals are currently largest cohort of international students and the latest HEA published data show that there are 9,175 Indian nationals enrolled in publicly funded higher educations in Ireland.
The Programme for Government 2025 contains a commitment to publish a National Migration and Integration Strategy detailing how Government intends to meet the demands and the opportunities facing Ireland’s society and economy over the next decade. The Department of Justice, Home Affairs and Migration is leading on the development of this Strategy, in collaboration with a wide range of other Government Departments, including my Department. The strategy will consider a range of migration pathways, including work, study, family and protection to achieve a balanced approach to migration overall.
The Strategy is targeted for completion in June 2026, with consultation expected to take place with key stakeholders in the Spring, when a draft Strategy is available.
1251. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on a project (details supplied); and if he will make a statement on the matter. [9779/26]
View answerI thank the Deputy for her question. My Department works collaboratively with all Higher Education Institutions and Education and Training Boards (ETBs) on the development of capital projects in line with their established masterplans and estates strategies, through established capital programmes.
FET capital funding programmes are continuously monitored to ensure they remain fit for purpose and aligned with national and regional strategic priorities. SOLAS works closely with all ETBs to address provision requirements regionally, including supporting increased utilisation of existing FET infrastructure and more flexible modes of education delivery, in addition to capital investment through existing funding programmes.
SOLAS will continue to work closely with Cavan Monaghan ETB (CMETB) to ensure that appropriate infrastructure is in place to meet the needs of learners and staff across their entire estate. CMETB currently has a project under the FET College Major Capital Programme to build new centralised accommodation on land that is owned by CMETB and is currently occupied by Cavan Institute at Cathedral Road in the town. This proposal is currently at the Pre-tender - Project Design, Planning and Procurement Strategy stage.
While there are no plans to extend the FET College Major Capital Programme beyond the projects already selected for progression under it, 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.
Cavan Monaghan Education and Training Board (CMETB) received the following devolved funding allocations for 2026:
• Devolved Capital Grant € 652,500
• Green Devolved Capital Grant € 652,500
Other funding recently issued to CMETB for facilities in County Monaghan as follows:
|
Year Completed |
Funding Stream |
Facility |
Works |
Value |
|
2023 |
Emergency Health & Safety Works |
Tanagh FET Centre |
Electrical |
€ 315 K |
|
2025 |
Apprenticeship Funding |
Milltown Training Centre |
Building / Equipment for Original Equipment Manufacturer Training |
€ 1.1m |
|
2025 |
Devolved Funding for Specific Purposes |
Cavan / Monaghan ETB |
Innovation through Collaboration |
€ 343 K |
1252. Deputy Michael Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science the Irish Governments plans to facilitate the recruitment of expert US scientists following President Trumps decision to cease funding for several sectors of research including climate change, medicine and diversity (details supplied), as Ireland urgently requires climate experts, especially now, to help us adapt to climate change; and if he will make a statement on the matter. [9795/26]
View answerAs the Deputy may be aware, I have acted swiftly over the past year in response to the international policy developments you have referred to. In particular, they contributed to my decision to develop the Global Talent Ireland initiative, launched in July last year. The programme is designed to build upon our existing research-base by attracting world class research talent to Irish Higher Education Institutions and public research bodies.
Managed by Research Ireland on behalf of my Department, Global Talent Ireland will have an initial annual budget of €8 million (with potential for further scaling), to fund research grants, start-up costs and infrastructure. This will support the recruitment of both mid-career ‘Rising Stars’ and established ‘Research Leaders’, enabling them to conduct globally competitive research, that will benefit the whole Irish research ecosystem. This will attract additional top talent and further strengthen Ireland’s national research skills base, creating a substantial multiplier effect.
Since the programme’s launch, Research Ireland has received strong engagement from a wide range of disciplines, countries, and Irish higher education institutions. The applications represented a variety of subjects, including health and life science, climate and energy, social sciences, ICT, Physics, Chemistry, Materials, Maths, Space, and Arts and Humanities.
I look forward to being able to provide further updates on this programme in the near future.
1253. Deputy Shónagh Ní Raghallaigh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider extending phase 2 PATH 4 pilot funding until the end of the National Access Plan in 2028, which would provide job security for programme staff and ensure a further cohort of learners can benefit from course offerings; and if he will make a statement on the matter. [9803/26]
View answerThe matter that you have raised is under consideration and I would like to reiterate that I am very supportive of the PATH 4 programmes. The learning process from the PATH 4 pilot is still ongoing but I am pleased to say that feedback to date from all stakeholders has been positive. A total of €5.8 million has been allocated to HEIs by the HEA under PATH 4 Phase 1 to support the implementation of the courses since 2022. €3 million was initially allocated in 2022 under the PATH 4 Phase 1 Universal Design Fund, 2022-2024 and I was pleased to announce in 2025 that a further €2.8 million was provided under the PATH 4 Phase 1 Inclusive Environment Fund, 2025-2026. PATH 4, Phase 2 courses for students with intellectual disabilities were announced in February 2024. The courses are specifically designed to meet the needs of students with an intellectual disability. This is a pathfinding programme with a budget of just over €11 million. 193 students are currently enrolled in 11 HEIs across a wide geographic spread. I recently approved funding to hire an expert to develop a common evaluation instrument for PATH 4 Phase 2. The evaluation of the programme presents an invaluable opportunity to gather aggregated data at the national level on the outcomes and lessons emerging. It will also allow us to build a robust evidence-base to inform and guide future policy development. It is expected that the evaluation of the programme will be available in Q3 of 2026. This will be critical in informing the next steps so that we can meet the Programme for Government commitment of expanding PATH 4 courses in a way which best meets the needs of our students.
1254. Deputy Michael Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science to expedite a site in Killarney, County Kerry as a centre for training and education to service the hospitality sector, (details supplied); and if he will make a statement on the matter. [10016/26]
View answerKerry ETB are currently progressing their proposal for a purpose-built FET college in Killarney under my department’s FET College Major Capital Programme. At the end of last year, I gave my approval for Kerry ETB to proceed and agree a price with Kerry County Council on the former Pretty Polly site and to commence the relevant site and legal due diligence, this is ongoing. In parallel to the work on the site, SOLAS are also supporting KETB in developing their Preliminary Business Case for the proposed infrastructure they would like delivered on the site. Once KETB have completed this business case, it will be submitted to SOLAS for evaluation. The proposal put forward by KETB under the FET College Major Capital programme aims to transform FET provision in Killarney into a state-of-the-art campus primarily focusing on skills development in Hospitality Training. My department officials recently met with all 12 of the Chief Executives who have projects under this programme last month, including Kerry ETB. At this meeting ETBs were informed that they need to prioritise the work on these proposals in 2026. My department and I remain committed to ensuring there is appropriate infrastructure in place to meet the needs of FET learners and teaching staff in Kerry and the wider region.
1255. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the amount held in the learner protection fund for English language schools in each of the past ten years, in tabular form; and if he will make a statement on the matter. [10039/26]
View answer1256. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the amount paid out to students from the learner protection fund for English language schools in each of the past ten years; the average paid out per student in each of those years, in tabular form; and if he will make a statement on the matter. [10040/26]
View answer1257. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of English language schools that suddenly collapsed in each of the past ten years; the number of students impacted in each year, in tabular form; and if he will make a statement on the matter. [10041/26]
View answer1258. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of English language schools paying into the learner protection fund in each of the past ten years, in tabular form; and if he will make a statement on the matter. [10042/26]
View answerI propose to take Questions Nos. 1255, 1256, 1257 and 1258 together.
The Learner Protection Fund (LPF) underpins a new statutory scheme for the protection of enrolled learners (PEL) which has been provided for under amendments to the Qualifications and Quality Assurance (Education and Training) Act 2012.
On 1st September 2024, all outstanding provisions of this Act were commenced alongside the necessary Ministerial Regulations to enable and empower Quality and Qualifications Ireland (QQI) to establish the LPF. The implementation of this new scheme and the LPF is at an advanced stage.
This new scheme will provide stronger protections for Irish, EU/EEA and non-EU/EEA learners. It will supersede existing PEL arrangements in the Higher Education and Further Education and Training sectors as well as introduce such statutory protections in the English language education sector for the first time as this sector comes under QQI’s quality assurance regulatory ambit via the TrustEd Ireland - International Education Mark.
Unless specifically exempted under the Act of 2012, the Protection of Enrolled Learners will apply to private and independent providers offering:
• programmes of education and training of three months or longer duration included in the National Framework of Qualifications, and
• English language programmes authorised to use the TrustEd Ireland - International Education Mark.
To date no monies have been paid into the LPF nor have any payments been made from it.
The first cohort of providers that will be required to pay an annual charge into the Fund will be those engaging with QQI for the first time. This will include English language education providers who are successfully authorised to use the TrustEd Ireland - International Education Mark and come within QQI’s statutory framework.
Higher Education and Further Education and Training providers with relationships to QQI that pre-date 1 September 2024 are currently within a transition period provided for under the amended Act of 2012. This provision enables these providers to retain their pre-existing PEL arrangement until 31 August 2027 at the latest. This period enables QQI to engage with these providers to actively manage their transition to the LPF.
The introduction of the TrustEd Ireland - International Education Mark will see the regulation of English language education providers on a statutory basis for the first time. In the absence of such regulation and as this activity is substantially undertaken by privately owned businesses, this is no comprehensive data available on the number of such providers that have failed or suddenly closed over the last decade.
Noting the above and to ensure the robustness of providers engaging with QQI, the agency has been further empowered to undertake Due Diligence assessments. This new function enables QQI to assess a provider's capacity and capability to deliver programmes of education and training consistent with the quality assurance processes and procedures required by the Act of 2012. This function has been introduced on a phased basis with the first cohort to undergo assessment including those English language education providers that are applying for the TrustEd Ireland mark.
1259. Deputy Paula Butterly asked the Minister for Further and Higher Education, Research, Innovation and Science the reason SUSI grant benefits are not offered to Irish students studying in the UK; whether the rent tax credit is available to Irish students/guardians paying student accommodation rent in a UK institution; the plans his Department have to support Irish students studying in UK institutions; and if he will make a statement on the matter. [10112/26]
View answerUnder the terms of the Student Grant 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.
In relation to support available for students studying abroad, the Student Grant Scheme provides maintenance grants to eligible undergraduate students pursuing approved courses in the United Kingdom and EU Member States. In general, an approved undergraduate course in this context is defined as a full-time undergraduate course of not less than two years duration pursued in a university or third level institution, which is maintained or assisted by recurrent grants from public funds in another EU Member State or the UK.
The Scheme does not extend maintenance supports to PLC courses or postgraduate study pursued outside of the State nor does it extend to the payment of tuition fees to institutions outside the State, other than for exceptional provision in respect of postgraduate courses in Northern Ireland.
The rental tax credit is not available where the residential property concerned is located outside the State.
The Deputy may wish to note that tax relief may be available at the standard rate of tax in respect of tuition fees paid for approved courses at approved colleges of higher education including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries.
Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie.
For students wishing to study outside of the EU or UK, many private scholarships exist, and I would encourage students to research these opportunities, whether they be through universities or separate privately sponsored scholarships.
1260. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science to provide details of all active interdepartmental, interagency, and department-agency working groups organised under his remit. [10156/26]
View answerAttached for the information of the Deputy is a table detailing the details of the interdepartmental and inter-agency working groups and committees under the aegis of my Department, and which are currently active.
DFHERIS Interdepartmental and inter agency committees and working groups
February 2026
|
Committees and Working Group |
External Membership Organisation |
|
DFHERIS/SEAI Sectoral Decarbonisation Steering Group – Climate Action and Capital Planning Unit |
SEAI, SOLAS, HEA |
|
Interdepartmental Group on Student Accommodation – Student Accommodation Unit |
D/Finance, D/Transport, NTMA, D/Housing, HEA, D/Finance |
|
Industry Advisory Expert Group on Student Accommodation - Student Accommodation Unit |
E&Y, The Housing Agency, Irish Institutional Property Association, UCD, ISIF, HEA |
|
ESRI Behavioural Research Project – Communications Unit |
ESRI |
|
LEEF subcommittee on apprenticeship – Apprenticeship Unit |
SIPTU, ICTU, Connect Union, TUI, CIF, IBEC, Chambers Ireland), Dept Taoiseach, DPER |
|
Apprenticeship Capacity Oversight Group – Apprenticeship Unit |
NAO, SOLAS, ETBI, SIPTU, TUI, HEA, IUA/TUD, HEA |
|
Assessing the impact of the tertiary system on innovation in the workplace - Steering Board – Research Policy Programme Unit |
UCD, Maynooth University |
|
Impact 2030 Implementation Forum – Research Policy Programme Unit |
D/Defence, D/Education, D/Finance, D/Health, HRB, HSE, D/Justice, D/Taoiseach, D/Transport, DAFM, MI, Teagasc, DCEIDY, National Disability Authority, Tusla, DECC, EPA, DECC/GSI, SEAI, DETE, EI, EI/KTI/DTIF, IDA, DFAT, HEA, Research Ireland, DHLGH, DPER, ESRI, DRCD, DSP, DTCAGSM |
|
Impact 2030 Steering Group – Research Policy Programme Unit |
D/Health, D/Taoiseach, DAFM, DCEIDY, DECC, DETE |
1261. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science his views that the 225-day calendar poses serious industrial relations risks due to long standing disparities in contracts, entitlements and workload between Youthreach staff and their post primary counterparts. [10169/26]
View answer1262. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on discussions regarding the alignment of the Youthreach calendar year with the post-primary level calendar year; and if he will make a statement on the matter. [10170/26]
View answer1263. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the measures he is taking to provide a guaranteed routine for neurodivergent learners in Youthreach, particularly when routine is looser during the summer months. [10171/26]
View answer1264. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science if rather than enforcing the full programme during the summer months, he would consider if this time could be used more strategically to allocate resources where they have the greatest impact, such as optional targeted supports for high-needs learners in Youthreach centres. [10172/26]
View answer1265. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the reason some Youthreach centres remain open during midterm breaks and summer, while others close; and the measures he is taking to ensure that all Youthreach centres have a uniformed approach to opening and closing days. [10173/26]
View answer1266. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science if there is an update on the matter raised by the Workplace Relations Commission regarding the alignment of the Youthreach calendar with that of post primary schools; and if he will make a statement on the matter. [10174/26]
View answerI propose to take Questions Nos. 1261, 1262, 1263, 1264, 1265 and 1266 together.
Youthreach was originally established as a training initiative delivered in out-of-school settings for young people who have left mainstream education with limited qualifications. Its hours and working conditions were designed to align more closely with those of the industrial and commercial sectors than with formal education, to support learners’ transition into employment following periods of school absence.
Youthreach currently operates under the 2015 Guidelines issued by the then Department of Education. These Guidelines set out the core operational parameters for the programme to ensure national consistency, whilst also allowing flexibility for local management to tailor provision to the specific needs of learners, including neuro-divergent learners, and to local contexts.
Under the Guidelines, Youthreach is a full-time, two-year programme comprising 226 operational days per year. Learners are expected to attend for 209 days on a 28-hour timetable over five days each week. Youthreach Coordinators and Resource Persons are required to be onsite on all days when learners are present.
Youthreach centres operate from the beginning of September to the end of July, excluding public holidays and closures permitted for Christmas and Easter. Following the introduction of the St Brigid’s Day public holiday, the annual operational requirement amounts to 225 days. At local level, Education and Training Boards (ETBs) are responsible for day-to-day management in line with the Operator Guidelines, including determining Easter and summer closure periods and allocating resources to achieve the greatest impact. Accordingly, the precise scheduling of the 225 days, including Christmas and Easter closures, is an operational matter for each ETB.
By way of background for the Deputies, in 2023 the Teachers’ Union of Ireland (TUI) requested that the Workplace Relations Commission (WRC) reconvene conciliation on a previous claim that sought alignment of the 225-day Youthreach calendar with the post-primary school calendar.
My Department agreed to a structured process to examine the proposal with TUI. As part of this, officials have undertaken a comprehensive data-gathering exercise, consulted with key stakeholders, and analysed the findings. I expect to receive a paper for consideration in the coming weeks. This paper will assess the TUI proposal, including potential industrial relations implications, impacts on learners, value-for-money considerations, and other relevant factors.
Given the significance of any proposed changes to the delivery of this important national programme, I am sure Deputies will agree that a thorough, evidence-informed assessment is essential.
