Written Answers Nos. 62-81
62. Deputy Cathal Crowe asked the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation the main policy achievements of his Department since 22 January 2025; and if he will make a statement on the matter. [23082/26]
View answerI am pleased to provide the Deputy with an overview of my Department’s main policy achievements since 22 January, 2025. My Department's priorities are set out in its Statement of Strategy 2025-2028, guided by a mission to drive the delivery of better public services, living standards and infrastructure for the people of Ireland. The strategy outlines how my Department will achieve its goals in the context of the Programme for Government and overall Government priorities and overarching policy frameworks. Delivering reform is central to the Programme for Government and to everything we do in my Department and I believe that implementation of the actions under each of the three strategic goals in the Statement of Strategy – Enhancing Governance; Building Capacity; and Delivering Effectively – will ensure that my Department continues to make a major contribution at the centre of government and to the lives of the people of Ireland.
From an expenditure policy perspective, my Department is playing a central role in shaping Ireland’s fiscal and budgetary landscape through the publication of the Summer Economic Statement, the launch of the Medium Term Expenditure Framework and the successful delivery of Budget 2026. I have also instituted a review of Public Financial Procedures to enhance accountability and value for money.
My Department has strengthened its infrastructure mandate by establishing a dedicated Infrastructure Division led by a Deputy Secretary General. The Department published a revised National Development Plan in July 2025, allocating €275.4 billion in capital investment to 2035. This is the largest investment programme in the history of the State. To accelerate the delivery of infrastructure, the Department published an Accelerating Infrastructure Report and Action Plan in December 2025, following a public consultation on barriers to infrastructure delivery. The Plan is designed to address the key barriers to infrastructure development and drive the efficient delivery of infrastructure across Ireland by progressing reforms across four key pillars: Legal Reform; Regulatory Reform and Simplification; Delivery and Coordination Reform; and Public Acceptance. The Division is prioritising the implementation of the Plan within the Department and across Government in line with agreed actions and timelines.
My Department is also working with a broad range of public bodies on the implementation of the Better Public Services Strategy to deliver agreed flagship programmes under the three pillars of Digital and Innovation at Scale, Workforce and Organisation of the Future and Evidence informed policy and services designed for and with our public. This programme is focused on providing inclusive, high quality and integrated service provision that meets the needs and improves the lives of the people of Ireland. I would highlight, in particular, the publication of a new Digital Public Services Plan (2030). This plan commits to the digitalisation of 189 applicable key public services across 17 Life Events (e.g. Birth of a Child, Becoming Employed/Unemployed). The plan also commits to a service design methodology whereby services will be redesigned after extensive user research. The plan sets a pathway to delivering on two key targets for 2030: (i) 100% of key public services available online; and (ii) 90% of key public services consumed online.
My Department launched the Guidelines for the Responsible Use of Artificial Intelligence in the Public Service in May 2025. These guidelines form a practical framework aligned with the EU AI Act to support responsible AI adoption in the public service. My Department is also advancing digital transformation through the completion of the State Data Centre and updates to the Digital Inclusion Roadmap.
Aligned to the delivery of Better Public Services, my Department is well advanced in the process of developing a first ever National Public Procurement Strategy. As part of the work to prepare for the Strategy, Ireland’s Strategic Procurement Roadmap (2025), a joint project with the European Commission, reported on the barriers and challenges that public buyers and suppliers face and was the initial pre-consultation scoping exercise for the strategy. The Roadmap provided the initial evidence base and insight for the public consultation which has resulted in the solutions and actions that will be addressed in the Strategy once finalised. My Department also led on Ireland's first cross-government all-island supplier expo, supporting SME access to public procurement opportunities.
Before concluding, I would like to point to a number of other areas advanced during 2025. For example, Ireland’s position on EU Cohesion Policy post 2027 was articulated through a public consultation, Stakeholder Forum and the finalisation of position paper. Civil service reform continues with new workplace policies and updated guidance on CEO remuneration. The Department supports innovation in public service delivery and is advancing a new digital wallet. Ireland also strengthened its leadership in digital government and open data, placing among the top countries globally in both EU and OECD assessments for 2025. In addition to AI usage guidelines referenced above, my Department introduced new skills development initiatives including the ICT Apprenticeship Scheme and the Commercial Skills Academy Strategic Action Plan. Sustainability and legislative reform were prioritised through the approval of a Green Public Procurement Circular and the enactment of the Statute Law Revision Act 2024. Recognition of excellence was achieved with awards and certifications for ethical procurement and data governance, and public engagement was enhanced through initiatives such as the WhereYourMoneyGoes.gov.ie survey.
Finally, I wish to advise the Deputy that the Department’s Annual Report for 2025 will be published in the next two months and will outline the Department's policy achievements in more detail.
63. Deputy Jen Cummins asked the Minister for Enterprise, Tourism and Employment his plans to protect older people from AI scams online; and if he will make a statement on the matter. [22588/26]
View answerI would like to thank the Deputy for raising this question. Online safety and digital trust are key priorities for this Government and we are committed to fostering a safe digital environment for all of our citizens.
Over the last few years, the Government has put in place a significant body of legislation providing the foundation for Ireland’s online safety framework, including the regulation of social media.
Coimisiún na Meán, as Ireland’s online safety and media regulator, is at the heart of the online safety framework. It was established under the Online Safety and Media Regulation (OSMR) Act, which transposed the EU Audio Visual Media Services Directive, and provides that An Coimisiún is independent in the exercise of its functions.
The OSMR Act, along with the EU Digital Services Act (DSA) and the EU Terrorist Content Online Regulation are the main elements of Ireland's online safety framework.
The DSA is an EU regulation that introduces new obligations on providers of online intermediary services, including online social media platforms, to protect users and consumers of online services. The DSA is designed to provide better protection of fundamental rights; more control and choice over online experiences; stronger protection of children online; and expedited removal of illegal content. The regulation has applied in full since 17 February 2024.
These protections—while often framed around minors—also shield vulnerable adults, including older people, from harmful or deceptive online content.
Under the online safety framework, designated online platforms are legally obliged to maintain systems to minimise the availability of illegal and harmful content, including abusive and fraudulent material, to provide user-friendly reporting and flagging mechanisms, and to ensure harmful or deceptive material is acted upon swiftly. These measures apply to content that may mislead, defraud, or otherwise harm users, thereby offering meaningful protection for elderly persons who are often targeted by sophisticated online scams.
A failure to adequately address these requirements can lead to significant financial sanctions and, under the OSMR Act, continued non-compliance can lead to criminal sanctions for senior management.
In addition to this, Article 22 of the Digital Services Act (DSA) mandates that providers of online platforms shall take the necessary measures to ensure that the notices submitted by Trusted Flaggers (TF) acting within their designated area of expertise, are given priority and processed and decided upon without undue delay.
In Ireland, Coimisiún na Meán, as the national Digital Services Coordinator under the DSA, has awarded Trusted Flagger status to the Central Bank of Ireland with regards to the area of financial fraud and financial scams online. This designation ensures that notices of suspected financial fraud or scam content submitted by the Bank receive expedited priority handling by online platforms. Given the prevalence of financial scams targeting older citizens, this mechanism strengthens the State’s capacity to secure rapid removal of fraudulent advertisements, impersonation attempts, and other deceptive financial content.
The specific use of AI by deployers (which may include social media companies) is subject to the EU Artificial Intelligence (AI) Act, the provisions of which come into effect on phased basis. A key objective of the regulation is to protect against harmful effects of AI systems in the Union in terms of health, safety and fundamental rights, while promoting the uptake of human centric and trustworthy AI.
The EU AI Act complements the protections provided for in the Digital Services Act by introducing stronger governance for AI developed or deployed within the EU. These provisions in particular will introduce transparency requirements, so AI generated contents must be clearly labelled as being made by AI.
My Department has lead responsibility for national implementation of the EU AI Act and is working closely with other departments and regulators to ensure comprehensive and robust implementation of the Act. Government designated its national competent authorities during 2025, and the enforcement powers for competent authorities under the AI Act come into effect on the 2nd of August 2026.
My Department, in collaboration with other relevant Government departments, is currently developing primary legislation to provide for the national implementation and enforcement of the EU AI Act, and the establishment of a central coordinating Office.
The recently published National Digital and AI Strategy 2030 contains measures which further reinforce Government’s commitment to enhancing online safety as a whole-system priority.
The European Commission has a key role to play in this area, and it is important to ensure that we work together with them and Member States to ensure a cohesive and enduring approach to ensuring greater online safety. Ireland will use our upcoming Presidency of the European Union to advocate for greater online safety and the protection of all vulnerable groups, in particular, from the misuse of digital tools.
64. Deputy Eoghan Kenny asked the Minister for Enterprise, Tourism and Employment if consideration is being given to give a minimum wage to all apprenticeships across the country so that no person is underpaid in work; and if he will make a statement on the matter. [22013/26]
View answerThe National Minimum Wage Act prescribes the minimum hourly rate of pay for the majority of employees in Ireland, subject to a small number of exemptions.
Pursuant to section 5 of the National Minimum Wage Act, 2000, exemptions from the statutory minimum wage are in place for, inter alia, statutory apprentices.
Apprentices are excluded from the National Minimum Wage Act in recognition of the unique nature of apprenticeships and the fact that a long-established practice for determining rates exists.
Apprenticeships offer a unique combination of education and work experience. When the National Minimum Wage was first introduced it was recognised that providing an exemption for apprentices would promote and encourage employers to focus on training apprentices, and offering opportunities to them, while at the same time recognising the cost to employers in terms of time invested and productivity forgone.
Apprentices are employees and all 78 apprenticeship programmes are undertaken under a contract of employment. For the majority of apprenticeships, the rate of pay is agreed between the apprentice and the employer, with the employer paying the apprentice during both on-the-job and off-the-job training elements. For the 25 craft apprenticeship programmes, the minimum rates of pay applying under the employment contract are either agreed within the relevant sector, or are set out in legally binding Sectoral Employment Orders recommended by the Labour Court.
The Department of Further and Higher Education, Research, Innovation and Science recently held a public consultation on the development of a new Action Plan for Apprenticeship 2026-2030. The public consultation sought the views of all stakeholders on how the apprenticeship system can be improved, made more inclusive, and better aligned with national skills needs.
The deadline for submissions to the public consultation on the development of the new Apprenticeship Action Plan was last month. Any evidence submitted as part of the consultation will inform the development of evidence-based policy on the exemption of apprentices from the National Minimum Wage.
Finally, it is important to note that while the Deputy’s question refers only to apprentices, the CSO has reported that over 90% of apprentices qualified in 2020 were in employment two years later, with median weekly earnings of €935, or €48,600 annually.
65. Deputy Barry Ward asked the Minister for Enterprise, Tourism and Employment the position regarding the number of employees that were employed in his Department at the end of December 2025, broken down by grade, in tabular form; and if he will make a statement on the matter. [22872/26]
View answerThe table below sets out the number of staff employed in my Department and its Offices at the end of December 2025, broken down by grade.
|
Grade |
Number of Staff |
|
Secretary General |
1 |
|
Deputy Secretary |
2 |
|
Assistant Secretary |
11 |
|
Principal Officer |
68 |
|
Assistant Principal |
202 |
|
Higher Executive Officer |
166 |
|
Administrative Officer |
69 |
|
Executive Officer |
258 |
|
Clerical Officer |
292 |
|
Head Services Officer |
1 |
|
Deputy Head Services Officer |
3 |
|
Services Officer |
17 |
|
Services Attendant |
4 |
|
Supervisor of Cleaners |
1 |
|
Cleaner |
11 |
|
Total |
1106 |
66. Deputy Barry Ward asked the Minister for Enterprise, Tourism and Employment the number of employees in each of the agencies under his Department's remit at the end of December 2025, broken down by grade, in tabular form; and if he will make a statement on the matter. [22894/26]
View answerMy Department actively monitors the staffing levels of our agencies. Under Delegated Sanction, agencies must request sanction from my Department to hire new staff, up to and including, Principal Officer Higher grade. Agencies must request sanction from the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation to recruit at Assistant Secretary grade or higher. The total number of staff an agency may recruit is outlined in the Revised Estimate in the year prior.
Agencies under the aegis of my Department are required to report their staffing numbers on a quarterly basis. Data is collected, broken down by grade, and reported quarterly to the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.
I have attached the number of employees in each of the agencies under my Department's remit at the end of December 2025, broken down by grade, in tabular form in Appendix 1.
67. Deputy Cathal Crowe asked the Minister for Enterprise, Tourism and Employment the main policy achievements of his Department since 22 January 2025; and if he will make a statement on the matter. [23075/26]
View answerSince January 2025, my Department has made significant progress delivering on our Programme for Government priorities and on my ambition to support businesses, especially SMEs, to grow, thrive and deliver high quality jobs across Ireland.
Key policy achievements include:
Enterprise and Economic Growth
• Published the Action Plan on Competitiveness and Productivity, a whole-of-government strategic response to the economic challenges Ireland is facing.
• Announced the Department’s Sectoral Capital Plan for 2026-2030, investing €4.7 billion in Ireland's enterprise and innovation ecosystem.
• Secured a €1 billion package of enterprise tax relief in Budget 2026, including an increase in the R&D Tax Credit from 30% to 35% and enhancements to Capital Gains Tax Entrepreneur Relief.
• Successfully completed the implementation phase of the White Paper on Enterprise and commenced development of the new Enterprise 2035 strategy.
• IDA Ireland announced a record 323 approved investments in 2025, a 38% increase on 2024. These investments are expected to create over 15,300 additional jobs in the coming years, across the country. 57% of all new investments are going into regional locations.
• Established a Small Business Unit fulfilling a key commitment in the Programme for Government. The Unit and Enterprise Ireland have completed a comprehensive review of application requirements for each LEO grant, resulting in a significant reduction in the number of questions across multiple grant schemes.
• Convened the Cost of Business Advisory Forum. This Forum is focused on reducing the cost of running a business and addressing delays that can impact the operation of business in Ireland.
• Launched the Department’s Statement of Strategy 2025-2028 aligned with our Programme for Government commitments to drive competitiveness, sustainability, and prosperity.
Employment and Workforce
• Achieved record-breaking employment levels with over 2.83 million people in work by the end of 2025.
• Employment in EI, IDA and LEO supported companies was robust in 2025. Employment in EI supported companies totalled 232,425, an increase of 1.3% over 2024 despite a challenging year for some sectors of exporting Irish businesses. 69% of new jobs were created located outside the Dublin region. The LEO portfolio of over 7,200 small businesses accounts for over 40,000 jobs across the country. In 2025, LEO supported companies created 7,261 new jobs, and saw a 12th consecutive year of jobs growth. The 1,884 IDA client companies directly employed 312,468 in Ireland (up 1.5% over 2024).
• Increased the minimum wage to €14.15 per hour effective 1 January 2026, benefiting over 201,000 workers.
• Launched the Employment Permits Online system and implemented the Employment Permits Act 2024, significantly reducing processing times for critical skills and general permits.
• Completed the first statutory review of the legislation granting employees the right to request remote working and published an updated Code of Practice on Access to Part-Time Working.
• Published Ireland’s Action Plan to Promote Collective Bargaining 2026–2030, a comprehensive strategy designed to reinforce Ireland’s long-standing system of voluntary industrial relations.
Tourism and Trade Promotion
• Published "A New Era for Irish Tourism," a five-year policy prioritising sustainability, digital transformation, and regional development.
• Secured a reduction in the hospitality VAT rate from 13.5% to 9% for food, catering, and hairdressers, effective from 1 July 2026.
• Unveiled a comprehensive tourism marketing plan for 2026 with a target to boost overseas visitor spending to over €10 billion annually by 2031.
• Jointly with An Tánaiste, launched the Government’s Action Plan on Market Diversification, a strategic whole of government initiative designed to bolster Ireland’s economic resilience and expand global trade opportunities for Irish businesses. In line with the Action Plan, I led several Enterprise Ireland, IDA Ireland and Tourism Ireland Trade Missions including to Japan, Canada, UAE and United States.
Innovation and Digital Transformation
• Allocated €23 million in additional funding for Ireland’s four European Digital Innovation Hubs to continue working with SMEs, as well as public service bodies, to support their uptake of AI and other cutting edge digital technologies.
• Announced details of an €18 million investment in 40 projects across Ireland under the Smart Regions Enterprise Innovation Scheme, designed to strengthen regional enterprise, drive innovation and support sustainable economic growth.
• Under the Disruptive Technologies Innovation Fund Call 7 almost €159 million has been awarded to 27 projects that will play a pivotal role in addressing the major challenges facing our society and economy.
• Launched Ireland’s National Competence Centre in Semiconductors (I-C3), a significant milestone in Ireland’s commitment to semiconductor innovation and European collaboration under the European Chips Act.
• Announced funding of €5.74 million for seven projects under the 2025 Capital Equipment Call. As a result of this investment, the capabilities of the successful Technology Gateways and Technology Centres will be enhanced, enabling them to deliver cutting-edge solutions to industry and support innovation across key sectors.
Regulation and Consumer Protection
• Designated 15 competent authorities under the EU’s AI Act and announced plans to set up a National AI Office to drive the adoption of artificial intelligence while ensuring proportionate regulation and establishing a regulatory sandbox.
• Regulations signed to give effect to EU Directives on cutting red tape and simplifying the obligations on business in relation to corporate sustainability reporting. These regulations provided much-needed legal certainty to Irish business.
• Worked to continue to strengthen the mandate of the Competition and Consumer Protection Commission (CCPC), including the appointment of new members and publication of an Impact Assessment Report 2021–2024.
• Established the Employment Law Review Group to ensure our legal framework is fit for purpose and adapts to changes in the evolving contemporary workplace.
The Deputy will appreciate that the above represents a short synopsis of the key achievements of my Department but does not reflect the full breadth of our work over the period requested. Full details of 2025 policy achievements will be published in our Annual Report later this year.
68. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the review of the role of a special needs assistant; and if she will make a statement on the matter. [22498/26]
View answer69. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the review of Circular 0030/2014 with regard to the role of special needs assistants in schools; and if she will make a statement on the matter. [22499/26]
View answer70. Deputy Barry Ward asked the Minister for Education and Youth the criteria under consideration as part of the review of Circular 0030/2014 with regard to the role of special needs assistants in schools; and if she will make a statement on the matter. [22500/26]
View answer71. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the way in which school principals can feed into the review of Circular 0030/2014 with regard to the role of special needs assistants in schools; and if she will make a statement on the matter. [22501/26]
View answer72. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the calls of school principals who wish to feed into the review of the role of special needs assistants in their schools; and if she will make a statement on the matter. [22502/26]
View answer73. Deputy Barry Ward asked the Minister for Education and Youth if there is a timeline for the completion of her review of the role of special needs assistants; and if she will make a statement on the matter. [22503/26]
View answerI propose to take Questions Nos. 68, 69, 70, 71, 72 and 73 together.
My department, through the dedicated Special Needs Assistant Workforce Development Unit, is finalising the first Special Needs Assistant Workforce Development Plan (the plan). 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 is being developed in consultation and collaboration with stakeholders including school leaders and the SNAs, giving all parties an opportunity to provide input and share views on the future development and direction of the SNA service. The are five key areas that the plan will address:
Pillar 1 - Review and development of the SNA role
Pillar 2 - Establishment of a quality framework
Pillar 3 - Establishment of an SNA learning and development programme
Pillar 4 - Supporting SNA recruitment, retention, and diversity
Pillar 5 - Development of a communications strategy
Work on the plan has involved significant research and collaboration. This includes consultation with school leaders, SNAs, school management bodies, trade unions. teachers, parents and children and young people.
In January and February 2024 school leaders were invited to meet with officials from my department to discuss the role and duties of the SNA. This consultation with 250 school leaders in six locations across the country provided an opportunity to listen to the views of the school leaders. This helped my department to build an understanding of how the role of the SNA has evolved and how SNAs can be supported to work effectively as part of the whole school community to deliver the best service for the children and young people in their care. The associated report is published on the SNA Information Hub on www.gov.ie
Working groups , which have been established for each of the five pillars include representation from school management bodies and the Irish Primary Principals Network (IPPN) and the National Association for Principals and Deputy Principals (NAPD) representing school leaders. These groups have considered a range of SNA related policy matters.
A comprehensive review of circular 0030/2014 which currently sets out the SNA role and duties is being progressed under Pillar One of the plan. This work examines the evolving nature of the SNA role and duties and will inform the development of a new circular that provides clear, up to date guidance for SNA, school staff and the whole school community.
The workforce development plan is now in its final stages and it will be published later in 2026. Further updates, including information on the revised circular, will be published on the SNA Information Hub on www.gov.ie in due course.
74. Deputy Jen Cummins asked the Minister for Education and Youth for an update on the EPSEN plan; and if she will make a statement on the matter. [22504/26]
View answerI wish to thank the Deputy for their question.
The Review of the Education for Persons with Special Educational Needs (EPSEN) Act 2004 was published in June 2025 following the most extensive consultation ever undertaken by my department, with over 28,000 responses to surveys, along with focus groups, including contributions from children and young people. On 1 July 2025, I, along with the Minister McEntee, addressed the Dáil on the findings. The Review contains 51 recommendations across 16 themes, addressing both policy and legislative change.
The Implementation Plan will be published in Q2 2026, which will guide how we move forward, strengthening the legislative and policy foundations of inclusive education and ensuring proper implementation across Government. This plan, which is currently being finalised, will set out concrete actions, timelines, and oversight arrangements to ensure delivery. Substantial work has been undertaken by the Department in developing the plan. This has involved detailed internal co-ordination across policy areas, along with extensive engagement with relevant stakeholders across the education sector, government departments and agencies. Several recommendations are already being progressed, including work on inclusive education pathways, and workforce professional learning. This plan will build on existing structures, including strengthening Student Support Plans, promoting more effective transitions between educational settings, and advancing the rights of the child.
Preparation for legislative amendments will begin in parallel, recognising that legislative change will be required to give effect to a number of the recommendations. The timing of draft Heads of a Bill will depend on the sequencing of policy development and consultation.
The Review and Implementation Plan together represent a significant step forward in strengthening inclusive education and ensuring that every child is supported to reach their potential.
75. Deputy Jen Cummins asked the Minister for Education and Youth the efforts she has made to attract teachers back to Ireland; and if she will make a statement on the matter. [22505/26]
View answerThis Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
There are more qualified teachers than ever working in schools with an analysis of payroll data from November 2025 shows there are 75,000 teachers employed in schools across the country. This analysis found that over 98% of allocated teaching posts were filled nationwide. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
While the majority of allocated teaching posts are filled, certain schools experience ongoing challenges in recruiting teachers. Attracting qualified teachers, whether working overseas or not, is required to address teacher supply issues, and several measures are already in place to support teachers who are working abroad to return to Ireland.
The Department of Education and Youth currently has a scheme in place which allows for teachers who work in an Oireachtas funded teaching post to apply for incremental credit with respect to previous teaching service which they accrued while teaching outside of Ireland.
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for primary teachers, 29/2007 and 29/2010 for post-primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within, and outside, the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, which can be of particular relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied in order for service at that school to be recognised for incremental credit.
Following on from the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) operates an online portal for the recruitment of teachers to long-term teaching positions. The portal facilitates the matching of demand and supply and provides an efficient and user-friendly recruitment process for both schools and teachers, including teachers working abroad who wish to apply for posts here.
Turas Abhaile is an initiative of the Association of Community and Comprehensive Schools (ACCS) and the National Association of Principals and Deputy Principals (NAPD) which has assisted teachers based abroad to return to teach in Ireland since September 2019. Turas Abhaile matches teachers with specific vacancies and participating schools to facilitate online interviews to suit the preferences of candidates.
In addition, my Department recently approved regulations to allow teachers who qualified overseas to undertake their induction in the State. This will help to encourage teachers abroad to take up teaching roles in Ireland.
I am committed to addressing teacher supply issues. It was announced in 2025 that teachers will be able to gain permanency more quickly; teachers taking up their first contract in a viable post will be eligible for a permanent position after one year, subject to successful re-appointment through a competitive process. My Department has introduced a STEM bursary and expanded post-primary teacher upskilling programmes, and extended more flexible substitution measures to the current school year.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government is in development. Additionally, a national Convention on Education, a Programme for Government commitment, is taking place and bringing together education stakeholders to share their experiences, expectations and hopes for the future of our education system.
A project, supported by UNESCO and the EU Commission, is developing recommendations for managing Ireland’s teaching workforce as part of the workforce planning activity currently underway. This two-year project has involved consultations with key stakeholders with a report, including recommendations, due in 2026.
Teaching is an attractive career choice with 3,600 newly qualified teachers registered with the Teaching Council in 2025 and steady demand for teacher education programmes. Salaries are competitive, starting at €45,379 (primary) and €46,948 (post-primary) and rising to €85,411 under the current pay deal. The Teaching Transforms campaign continues to promote the teaching profession and encourages students to follow a career in teaching.
My Department frequently consults and engages closely with stakeholders on issues such as teacher supply through industrial relations forums, sectoral meetings, and direct discussions with teacher unions. I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
76. Deputy Jen Cummins asked the Minister for Education and Youth the amount spent to attract teachers back to Ireland in each of the years 2023 to 2025; and if she will make a statement on the matter. [22506/26]
View answerThis Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
There are more qualified teachers than ever working in schools with an analysis of payroll data from November 2025 shows there are 75,000 teachers employed in schools across the country. This analysis found that over 98% of allocated teaching posts were filled nationwide. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
While the majority of allocated teaching posts are filled, certain schools experience ongoing challenges in recruiting teachers. Attracting qualified teachers, whether working overseas or not, is required to address teacher supply issues, and several measures are already in place to support teachers who are working abroad to return to Ireland.
The Department of Education and Youth currently has a scheme in place which allows for teachers who work in an Oireachtas funded teaching post to apply for incremental credit with respect to previous teaching service which they accrued while teaching outside of Ireland.
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for primary teachers, 29/2007 and 29/2010 for post-primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within, and outside, the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Turas Abhaile is an initiative of the Association of Community and Comprehensive Schools (ACCS) and the National Association of Principals and Deputy Principals (NAPD) which has assisted teachers based abroad to return to teach in Ireland since September 2019. Turas Abhaile matches teachers with specific vacancies and participating schools to facilitate online interviews to suit the preferences of candidates. The Department has provided the following funding to the ACCS for the Turas Abhaile service in each of the years 2023 to 2025:
|
Year |
Funding provided |
|
2023 |
€41,000 |
|
2024 |
€150,000 |
|
2025 |
€70,000 |
Following on from the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) operates an online portal for the recruitment of teachers to long-term teaching positions. The portal facilitates the matching of demand and supply and provides an efficient and user-friendly recruitment process for both schools and teachers, including teachers working abroad who wish to apply for posts here.
In addition, my Department recently approved regulations to allow teachers who qualified overseas to undertake their induction in the State. This will help to encourage teachers abroad to take up teaching roles in Ireland.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government is in development. A new project, supported by UNESCO and the EU Commission, will create a strategic plan for managing Ireland’s teaching workforce is part of the workforce planning activity currently underway. This two-year project will involve consultations with key stakeholders to develop recommendations with a report due in 2026.
Additionally, the first meeting of the Convention on Education, a Programme for Government commitment, took place recently. This was the first of four meetings planned for 2026 and will bring together all stakeholders to share their experiences, expectations, and hopes for our education system leading to a report on the future of education in Ireland.
Teaching is an attractive career choice with 3,600 newly qualified teachers registered with the Teaching Council in 2025. Salaries are competitive, starting at €45,379 (primary) and €46,948 (post-primary) and rising to €85,000 under the current pay deal.
My Department frequently consults and engages closely with stakeholders on issues such as teacher supply through industrial relations forums, sectoral meetings, and direct discussions with teacher unions. I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
77. Deputy Jen Cummins asked the Minister for Education and Youth the number of special classes that are being built from the sanction lists from 2024 and 2025, in tabular form. [22507/26]
View answerEnabling 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 promotes that students will be supported to receive an education in the most inclusive setting possible.
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. 387 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.
Approximately 80% of all new special classes are being provided in schools with existing accommodation and the Department is supporting those schools with additional grant funding to facilitate any necessary re-purposing works.
Where schools require additional accommodation, usually in the form of modular accommodation, this is being fast-tracked by the Department to be delivered as quickly as possible.
In the meantime the schools concerned, who have been sanctioned teachers, SNAs and have availed of the necessary training to support the opening of the classes, will be supported by the NCSE in any contingency arrangements which may be required pending the delivery of the accommodation.
In many cases these schools have spaces which can be used to support the contingency arrangements including general purpose rooms so it can be expected that they will be able to support children during this period.
78. Deputy Jen Cummins asked the Minister for Education and Youth the way in which schools will be included in advocating for their own inclusion in the new DEIS+ designation; and if she will make a statement on the matter. [22508/26]
View answerI was pleased today to launch the DEIS Strategy to 2035, including the DEIS Plus scheme. This achieves the Programme for Government commitment to introduce a scheme of additional support for schools with the highest concentrations of children and young people at risk of educational disadvantage.
The DEIS Plus scheme recognises that while potential and talent is present in all children, they do not all have an equal opportunity to develop and fulfil their potential. The scheme aims to empower children and young people impacted by intergenerational poverty and disadvantage to succeed in school and progress to fulfilling adult lives, creating positive impacts for future generations. It seeks to support children, families and schools to improve school attendance, promote participation in learning and social interaction, and support children and young people to complete post-primary education and achieve the Leaving Certificate.
The DEIS Plus scheme will provide a more targeted, coordinated and evidence-informed set of supports for 96 primary and 25 post-primary schools with the highest concentrations of children and young people at risk of educational disadvantage.
Through the scheme my department is investing in the futures of the children and young people in these schools. This will include an additional 33 school leadership posts, 121 teacher posts, additional home-school-community liaison posts and guidance hours, including guidance in primary schools for the first time. It will also provide a €3m increase in DEIS grant funding and additional funding for youth services, breakfast clubs and opportunities for innovation.
The scheme will also maximise opportunities to establish links between government departments, agencies and industry and to better align the available range of cross-government supports with the needs identified in schools in the DEIS Plus scheme.
The DEIS Plus scheme is part of a €48million increase in supports under the overall DEIS programme, increasing annual DEIS budget to €228 million. This increase includes additionality for schools beyond the DEIS Plus scheme. Over 700 schools, both DEIS and non-DEIS, will gain resources aimed at a targeted response to addressing educational disadvantage in all schools under initial actions from the DEIS Strategy to 2035.
Schools included in the DEIS Plus scheme have been identified using an approach which is objective and data based. The methodology was developed by the DEIS Technical Group, which includes members from Pobal and the Education Research Centre, and members from the department’s Statistics Unit, IGEES team, Inspectorate and Social Inclusion Unit.
The DEIS identification model is underpinned by the Pobal HP Deprivation Index and school enrolment data provided by schools and held on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD). This data includes the child's home address. In addition to identify schools for inclusion in the DEIS Plus scheme a new DEIS Plus index was developed by the department’s Statistics Unit with the agreement of Pobal. The DEIS Plus index places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
The methodology places a priority on children and young people living in very or extremely disadvantaged areas, Traveller and Roma students and students residing in State-funded homeless accommodation and International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC). Another new element of the identification model for DEIS Plus is that schools enrolment data has been assessed over a three year period (2023/24, 2024/25 and 2025/26). This was done to identify those schools that are supporting children and young people experiencing persistent disadvantage.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools who are not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data will have the opportunity to have that outcome reviewed. A circular with further details of the appeals process will issue to schools after Easter.
79. Deputy Jen Cummins asked the Minister for Education and Youth whether her Department has identified Ballyfermot as an area needing additional preschool or primary school provision; and if she will make a statement on the matter. [22551/26]
View answerI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
Primary school enrollment figures peak in 2019/20 and are currently 10% lower than peak levels. The current demographic profile indicated further reductions in demand in the coming years.
In terms of existing provision, there appears to be sufficient capacity in the area to meet current and projected demand.
The demand for schools is influenced by changes in population due to migration which can be driven by the completion of new residential developments. The department is aware of plans for significant new residential developments in Ballyfermot and the wider Dublin 10 & 12 area, including the proposed City Edge Project. The department is engaging with Dublin City Council in regards to the school place demands associated with these residential developments.
Details of large-scale projects being delivered under the school building programme in these areas may be viewed on my department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The department will continue to liaise with Dublin City Council in respect of their county development plans and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
80. Deputy Jen Cummins asked the Minister for Education and Youth if there are any current or proposed plans for new childcare facilities, Naíonraí, Gaelscoileanna, or multi-denominational primary schools in the Ballyfermot, Dublin 10 area. [22552/26]
View answerMy Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including childcare and after school uses.
My Department has published the Procedures on the use of school property and school sports facilities outside of school hours. These Procedures are available for each school to refer to for guidance in relation to the use of school buildings outside of school hours, including any planned pre school, after school and creche arrangements.
However, the decision on the use of school property is a matter for the property owner taking into consideration the current and future requirements of the school, the students and the staff. Also it is important that any proposed arrangement does not impede upon the future development of the school, given that the priority for schools is educational provision for its pupils.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place. The arrangements for new school provision give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage and language (English or Irish) of new schools place a particular emphasis on parental preferences and an analysis of existing provision in the areas where the schools are being established.
On 4 November 2025, my department published a 'Framework and Action Plan for Delivery of Increased Choice for Parents on Education Provision at Primary Level'. The initial focus of the framework and action plan was an online, school-specific survey. This Primary School Survey launched on 4 November and ran to 16 December 2025.
The survey, the largest of its kind ever undertaken in Ireland, was school specific and through its results, aims to assess parental demand and preferences for different types of primary school provision including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided. Initial high-level summary results focusing on response rates will be published in early 2026, with a Q2 2026 timeframe for school-level data.
The survey is not a final step. Where there is clear support from parents and guardians for change to be considered, a further process of inclusive dialogue will begin.
81. Deputy Michael Murphy asked the Minister for Education and Youth the current status of the Stage 2A application for additional accommodation by a school (details supplied); the reason for the delay in progressing this project, which has been ongoing for over a year; when a decision will issue on the revised submission recently provided to the Department; and if she will make a statement on the matter. [22555/26]
View answerThe school referred to was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing 2 mainstream classrooms. The project is devolved to the school authority for delivery.
A revised Stage 2a report was submitted in March 2026. This report is currently under review from both a technical and cost perspective. All projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Given the detailed nature of the evaluation process, the need to ensure full cost compliance, and the requirement to align the project with the prioritisation framework under the National Development Plan, this review process is necessarily thorough. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall programme.
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.
