Tuesday, 3 Mar 2026

Departmental Expenditure

Questions (449)

Albert Dolan

Question:

449. Deputy Albert Dolan asked the Minister for Education and Youth to confirm, in respect of her Department’s published quarterly reports of procurement-related payments or purchase orders over €20,000 (details supplied), where such reports are published in PDF format but originate from an Excel or similar spreadsheet file, that the underlying data was fully expanded and validated prior to conversion so that all columns including supplier names and descriptions are fully visible and readable in the published document; to clarify whether any quality assurance process is applied to ensure that data is not truncated or partially obscured in the PDF version; and where the source file exists in machine-readable format, whether her Department will make the original Excel or CSV file available alongside the PDF in the interest of transparency, accessibility and data re-use. [16583/26]

View answer

Written answers

Minister for Education and Youth

When publishing our quarterly reports on purchase orders over €20,000, my department makes every effort to ensure that the data published is fully visible and readable to the user.

My department currently publishes these reports in PDF format but, with effect from the Quarter 4, 2025 report, will also publish these reports in Excel format.

Question No. 450 answered with Question No. 445.

School Staff

Questions (451, 452, 453)

Pat Buckley

Question:

451. Deputy Pat Buckley asked the Minister for Education and Youth the total number of special needs assistant posts that were identified for reduction nationally arising from the recent NCSE allocation reviews; the number of schools affected by these proposed reductions; and if she will make a statement on the matter. [16602/26]

View answer

Pat Buckley

Question:

452. Deputy Pat Buckley asked the Minister for Education and Youth whether individualised risk assessments were carried out in respect of children with additional needs prior to decisions being made regarding the proposed reduction or removal of SNA supports; if so, the nature of these assessments; and if she will make a statement on the matter. [16603/26]

View answer

Pat Buckley

Question:

453. Deputy Pat Buckley asked the Minister for Education and Youth the decision-making framework used by the NCSE in determining proposed changes to SNA allocations in schools; whether schools, parents or SNAs were consulted as part of this process; and if she will make a statement on the matter. [16604/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 451, 452 and 453 together.

This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.

The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.

SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.

It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.

I have listened carefully to all of the issues raised by parents and school communities.

It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.

All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.

It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.

The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.

After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.

The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Question No. 452 answered with Question No. 451.

Question No. 453 answered with Question No. 451.

School Staff

Questions (454)

Pat Buckley

Question:

454. Deputy Pat Buckley asked the Minister for Education and Youth whether special needs assistants whose posts were proposed for reduction under recent NCSE reviews will now be subject to redeployment notwithstanding the pause announced by Government; and if she will make a statement on the matter. [16605/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

I would like to thank the Deputy for his question.

I have listened carefully to all of the issues raised by parents and school communities.

It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.

All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.

It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.

The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.

After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Updates and final details of the SNA Redeployment Scheme, including a comprehensive circular and guidelines, will be published on the NCSE website and the SNA Information Hub on www.gov.ie as work progresses.

School Staff

Questions (455)

Pat Buckley

Question:

455. Deputy Pat Buckley asked the Minister for Education and Youth if she is aware of the concerns being raised by special needs assistants (SNAs) in relation to their terms and conditions of employment, including the lack of job security, pension provision, and access to allowances such as clothing allowances; if her Department has undertaken any review of pay disparities between SNAs and teachers participating in schemes such as the July provision programme; and if she will outline any plans to improve the employment conditions, pay and career sustainability of SNAs; and if she will make a statement on the matter. [16607/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

My department recognises the value of the SNA role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.

The SNA salary scale is determined by the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation (DPER). The current salary scales for SNAs are set out in DE Circular 0007/2026. Under the Public Service Agreement 2024–2026 (PSA), which has been approved by Government and applies to all public servants, including SNAs, pay increases totalling 9.25% are provided for up to June 2026. These terms were collectively agreed with the Irish Congress of Trade Unions. To date, SNAs have received pay increases amounting to 8.25%, with the remaining 1% scheduled for implementation on 1 June 2026. This PSA also contains a local bargaining provision under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. The PSA concludes on 30 June 2026.

Payment Arrangements for SNAs during July and August are set out in https://assets.gov.ie/14645/e93bd4fb0c5e4c33b07404bb6bf4cdc2.pdfwhich advises that standard SNA post holders are paid annually including for these summer periods. This circular also sets out information regarding situations where entitlement to benefits from the Department of Social Protection applies.

Pension arrangements for special needs assistants are set out in Circular 0063/2008. Further details of the Pension Scheme for Special Needs Assistants who are employed by a recognised primary, secondary or community & comprehensive schools is available in the member’s handbook, and details can be found on the following link sna-pension-scheme-handbook.pdf.

Additional information on the Pension Schemes can be accessed on www.gov.ie website at: gov.ie - Pensions: teachers and non-teaching staff (www.gov.ie).

The Summer Programme is an educational programme for children with complex special educational needs which is run during the summer months. Similar to teachers, contracted SNAs are paid their personable rate of pay for each day that they participate on the School-based Summer Programme. Where a school-based programme is not being run or a place is unavailable, a Home-based Summer Programme is available for children with complex special education needs.

Under the home-based programme, grant funding is made available so that parents/legal guardians can determine the most appropriate provision required for their child during the summer months. The role of the teacher and SNA are distinct where a teacher is to provide tuition, and a SNA provides care support as appropriate. Teachers and SNAs are paid per hour for tuition/care support delivered in line with agreed terms and public service pay agreements.

As is standard practice, discussions with public service unions continue on all matters relating to pay agreements. Any review of terms and conditions including pay and pensions for SNAs will follow these established processes and be considered in detail by the Department of Education and Youth, the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation, and the relevant trade unions.

Taxation policy such as in relation tot the Flat Rate Expenses allowance is the responsibility of the Minister for Finance.

The SNA Workforce Development Unit (SNAWDU) is progressing the first Special Needs Workforce Development Plan (the plan) scheduled for delivery in Q2 2026.

The plan will introduce policy developments which will bring clarity and direction to the SNA service.

Proposals for the plan have been developed in consultation with stakeholders including parents, children, SNAs, school management bodies, unions and other key contacts.

The plan comprises five main pillars:

1. Review and Development of the SNA role

2. Establishment of a Quality Framework

3. Establishment of a SNA Learning and Development Programme

4. Supporting SNA Recruitment, Retention and Diversity

5. Development of a Communications Strategy

The publication of the plan later in 2026 will be followed by an implementation period.

The work in progress under Pillar 4 Supporting SNA Recruitment, Retention and Diversity includes a review of the SNA contract of employment and development of the SNA Redeployment Scheme.

The redeployment scheme will retain knowledge and experience in the sector and ensure that the SNA workforce is agile, and in a position to respond to emerging needs.

A commitment to undertake a review of the Special Needs Assistant (SNA) employment contract was included in the previous public service pay agreement, which preceded the current agreement. In line with this commitment, my department initiated a review of the existing contract arrangements, as set out in Circulars 12/05 and 15/05. This commitment has been extended to allow for work under the plan to be concluded.

I am aware of the concerns referred to by the Deputy and I have listened carefully to all of the issues raised by parents and school communities. It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27. All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.

It was agreed that the SNA redeployment scheme, the SNA workforce development plan and a review of Circular 2014 outlining the role of a SNA will be advanced before any further decisions are taken.

The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.

After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.

Updates and final details of the SNA Redeployment Scheme, including a comprehensive circular and guidelines, will be published on the NCSE website and the SNA Information Hub on [www.gov.ie] as work progresses.

The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Special Educational Needs

Questions (456)

David Cullinane

Question:

456. Deputy David Cullinane asked the Minister for Education and Youth if her attention has been drawn to the fact that there are only two ASD early intervention classes in Waterford schools (details supplied); if these ASD early intervention classes will be funded in the 2026-2027 school year given the NCSE has not yet published a full list of all classes for 2026-2027, only a list of new classes for 2026-2027 which do not include any new early intervention classes in Waterford; if not, if any other such classes in Waterford will be funded; if not, her views on whether there are no children with ASD in Waterford in need of early intervention classes; and if so, the data which was used to determine this; and if she will make a statement on the matter. [16609/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs.

Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.

Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.

The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.

The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.

Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 351 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Staff

Questions (457)

Donna McGettigan

Question:

457. Deputy Donna McGettigan asked the Minister for Education and Youth the number of schools in Clare and in each county which appealed their allocation of SNAs in the past five years; the number of appeals which resulted in an increase in SNAs allocated; the number which resulted in a reduction; the number which resulted in no change, in tabular form; and if she will make a statement on the matter. [16614/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Transport

Questions (458)

Aengus Ó Snodaigh

Question:

458. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth when school transport will be provided for a child (details supplied). [16630/26]

View answer

Written answers

Minister of State at the Department of Education and Youth (Deputy Michael Moynihan)

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by contractors under the School Transport Scheme.

The pupil referred to by the Deputy is eligible under the Special Educational Needs Transport Scheme.

Bus Eireann has reported that the local office has confirmed that the pupil's service commenced on 03 March 2026.

Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for children with special educational needs. Families of children who are eligible for these services may therefore receive an interim Special Transport Grant. This is a once off payment, paid retrospectively to families once the School Transport service is in place and is intended to assist with the cost of private transport arrangements the family had to put in place until the service commenced. The family have been contacted directly by officials in the School Transport Section and provided with details of the grant.

Schools Building Projects

Questions (459)

Martin Kenny

Question:

459. Deputy Martin Kenny asked the Minister for Education and Youth if she will provide an update on the application for replacing a classroom SET room and UAWC at a school (details supplied); and if she will make a statement on the matter. [16640/26]

View answer

Written answers

Minister for Education and Youth

The school to which the deputy refers was originally approved to enter the Department’s school building programme under the Additional School Accommodation scheme for a project that includes the provision of one Mainstream Classroom and one Special Education Tuition room (SET) and ancillary. The project was devolved to the school authority for delivery.

The Stage 1/2A Report was recently received by my department and is currently being reviewed from both a technical and cost perspective in accordance with Infrastructure Guidelines. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.

As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.

Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.

My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.

The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.

Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.

I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.

As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.

Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.

Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.

The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.

Schools Building Projects

Questions (460)

Mark Wall

Question:

460. Deputy Mark Wall asked the Minister for Education and Youth if a special needs class and extension is under consideration at a school in County Kildare (details supplied); and if she will make a statement on the matter. [16658/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.

When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 351 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.

Details of the new special classes are available on the NCSE website.

Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Staff

Questions (461)

Mark Wall

Question:

461. Deputy Mark Wall asked the Minister for Education and Youth her plans to improve the working entitlements of SNAs; if she will consider a minimum hours of employment for such a role; if she will consider pension entitlements for SNAs; and if she will make a statement on the matter. [16662/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

My department recognises the value of the SNA role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.

In general, the contractual position in respect of the working hours of SNAs is as outlined in their agreed contracts of employment. The standard SNA contracts of employment, set out in Circular 0012/2005 and 0015/2005, have been designed to be flexible to cater for the different spectrum of working hours across all the various schools including primary, post-primary and special schools. Full-time SNAs are expected to work for the normal school hours in the school that they are working in, as well as being available for a period of time before and after school in order to help with reception and dispersal of children and preparation and tidying up of classrooms etc. These times are set locally by the school management and will vary from school to school depending on the requirements of the school.

Pension arrangements for SNAs are set out in Circular 0063/2008. Further details of the Pension Scheme for SNAs who are employed by a recognised primary, secondary or community and comprehensive schools is available in the member’s handbook, and details can be found on the following link sna-pension-scheme-handbook.pdf.

Additional information on the Pension Schemes can be accessed on www.gov.ie website at: gov.ie - Pensions: teachers and non-teaching staff.

As is standard practice, discussions with public service unions continue and any review of terms and conditions including pensions for SNAs will follow these established processes and be considered in detail by my department, the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation, and the relevant trade unions.

You may be aware that my department is progressing the first Special Needs Workforce Development Plan (the plan) scheduled for delivery later this year. This plan provides a comprehensive framework for understanding and supporting the SNA role and will introduce a series of policy developments to strengthen clarity, direction and consistency within the workforce.

The plan will introduce policy developments which will bring clarity and direction to the SNA service.

Proposals for the plan have been developed in consultation with stakeholders including parents, children, SNAs, school management bodies and the relevant trade unions.

The plan comprises five main pillars:

1. Review and Development of the SNA role

2. Establishment of a Quality Framework

3. Establishment of a SNA Learning and Development Programme

4. Supporting SNA Recruitment, Retention and Diversity

5. Development of a Communications Strategy

The publication of the plan later this year will be followed by an implementation period.

A commitment to undertake a review of the SNA employment contract was included in the previous public service pay agreement, which preceded the current agreement. In line with this commitment, my department initiated a review of the existing contract arrangements, as set out in Circulars 12/05 and 15/05. This commitment has been extended to allow for work under the plan to be concluded.

A comprehensive review of Circular 15/2005 and Circular 12/2005 which currently set out the contract of employment for SNAs employed in primary and post-primary schools is at an advanced stage under Pillar 4 of the plan. The contract review involves a full reconsideration of all contract provisions and arrangements to comply with current employment legislation and to align with work on the SNA Workforce Development Plan.

Further updates, including information on the revised circular, will be published on the SNA Information Hub on www.gov.ie in due course as work progresses.

Schools Building Projects

Questions (462)

John McGuinness

Question:

462. Deputy John McGuinness asked the Minister for Education and Youth the status of a school extension (details supplied); and if she will make a statement on the matter. [16670/26]

View answer

Written answers

Minister for Education and Youth

The school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide two mainstream classrooms, two SET rooms, and a two-classroom special educational needs (SEN) base - one of which will be located on the junior campus and the other on the senior campus.

The project is devolved for delivery to the school authority.

A Stage 2B (post planning) report has been submitted to my Department and is currently undergoing a comprehensive technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.