Micheál Carrigy
Question:282. Deputy Micheál Carrigy asked the Minister for Enterprise, Tourism and Employment the number of civil and public servants employed by his Department in each of the past ten years, in tabular form. [33950/26]
View answerDepartmental Staff
Questions (282)
Written answers
Please see below number of civil and public servants employed by the Department of Enterprise, Tourism and Employment in each of the past ten years:
|
Year |
Total Staff |
Date |
|
2016 |
856 |
As at 31/12/2016 |
|
2017 |
872 |
As at 31/12/2017 |
|
2018 |
905 |
As at 31/12/2018 |
|
2019 |
919 |
As at 31/12/2019 |
|
2020 |
931 |
As at 31/12/2020 |
|
2021 |
966 |
As at 31/12/2021 |
|
2022 |
967 |
As at 31/12/2022 |
|
2023 |
1002 |
As at 31/12/2023 |
|
2024 |
1044 |
As at 31/12/2024 |
|
2025 |
1109 |
As at 31/12/2025 |
|
2026 |
1167 |
As at 01/05/2026 |
Schools Building Projects
Questions (283)
Catherine Callaghan
Question:283. Deputy Catherine Callaghan asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Carlow in each of the past five years, in tabular form; and if she will make a statement on the matter. [33451/26]
View answerWritten answers
Since 2020, the Department of Education has provided €51.53 million in capital funding for Carlow schools. Over this period, a total of 25 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 4 school projects in Carlow under construction.
Another 3 school projects will go to tender or construction in 2026 and 2027, and this summer, 5 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020, all total of 40 smaller-scale projects have been completed under schemes such as Summer Works Scheme, Climate Programmes and Emergency Works Scheme. Since 2020, 35 special classes have been opened in Carlow, of which 8 were sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs.
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Schools Building Projects
Questions (284)
Catherine Callaghan
Question:284. Deputy Catherine Callaghan asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Kilkenny in each of the past five years, in tabular form; and if she will make a statement on the matter. [33452/26]
View answerWritten answers
Since 2020, the Department of Education has provided over €210m million in capital funding for Kilkenny schools. Over this period, a total of 43 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 4 school projects in Kilkenny under construction.
Another 3 school projects will go to tender or construction in 2026 and 2027, and this summer, 5 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 100 smaller-scale projects have been completed under schemes such as Summer Works Scheme, Climate programmes and Emergency Works Scheme. Since 2020, 50 special classes have been opened in Kilkenny, of which 13 were sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs.
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
School Accommodation
Questions (285)
Niamh Smyth
Question:285. Deputy Niamh Smyth asked the Minister for Education and Youth to review an urgent case (details supplied); if her Department will contact the school and update them on their application for additional accommodation; and if she will make a statement on the matter. [33560/26]
View answerWritten answers
I can confirm to the Deputy, that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA), from the school referred to by the Deputy.
The Department’s NDP Implementation Plan has a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
In line with the recently published primary staffing schedule, It is important from a school accommodation perspective that admission processes operated by individual primary schools are focused on meeting local needs and do not result in a requirement for additional accommodation unless the Department’s Planning & Building Unit considers that it is necessary to meet demographic or special class requirements in that local area.
Department officials have been in contact with the school referred to and further information was provided. The school’s application will be reviewed in this context and the school will be advised directly of the department’s decision.
Schools Building Projects
Questions (286)
Robert Troy
Question:286. Deputy Robert Troy asked the Minister for Education and Youth to outline the process for identifying suitable sites for an secondary Gaelscoil. [33562/26]
View answerWritten answers
New schools are only established in areas of demographic growth, as the resources available for school infrastructure have to be prioritised to ensure that every child has a school place.
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. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
The Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
In this regard, the department published a ‘Policy for Irish-medium Education outside of the Gaeltacht’.
A key recommendation of this report was the establishment of a Taskforce on Models of Provision for Irish-medium Education, which commenced its work in November 2025.
The role of the taskforce is to provide a platform for collaboration between the department and key stakeholders to develop a pathway to increase provision of Irish-medium education nationally. The taskforce's work is expected to be completed within one year.
It will make recommendations to the department on areas such as the criteria for Irish-medium education provision, how to support schools transitioning to Irish-medium and mechanisms to facilitate expansion of provision.
The department recently published a NDP Sectoral Investment Plan which provides information on the direction of Irish-medium provision and notes that capital investment of €466m has been made in this area since 2020.
Additional investment is planned for Irish-medium provision as part of the phased implementation of projects under the NDP in 2026 and 2027.
School Patronage
Questions (287, 288, 289, 290, 291)
John Brady
Question:287. Deputy John Brady asked the Minister for Education and Youth the number and percentage of parents of preschool children who indicated a preference for a multi-denominational primary school option in the recent national primary school survey. [33576/26]
View answerJohn Brady
Question:288. Deputy John Brady asked the Minister for Education and Youth the number and percentage of parents whose children are currently attending multi-denominational schools who indicated a preference for a multi-denominational primary school option in the survey. [33577/26]
View answerJohn Brady
Question:289. Deputy John Brady asked the Minister for Education and Youth the total number and percentage of all parents surveyed who selected the multi-denominational option as their preferred model of primary school patronage. [33578/26]
View answerJohn Brady
Question:290. Deputy John Brady asked the Minister for Education and Youth the rationale for the Department's decision to publish survey findings focusing primarily on the preferences of parents whose children attend denominational schools, rather than presenting a comprehensive analysis reflecting the views of all respondents. [33579/26]
View answerJohn Brady
Question:291. Deputy John Brady asked the Minister for Education and Youth whether her Department will commit to publishing the full dataset arising from the survey, or at minimum a more detailed breakdown of responses across all demographic categories, in order to ensure transparency and maintain public confidence in the consultation process. [33580/26]
View answerWritten answers
I propose to take Questions Nos. 287, 288, 289, 290 and 291 together.
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 main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas 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.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools, including multi-denominational primary schools, soon. This will be in line with the Q2 2026 timeframe that was previously stated by my department.
Question No. 288 answered with Question No. 287.
Question No. 289 answered with Question No. 287.
Question No. 290 answered with Question No. 287.
Question No. 291 answered with Question No. 287.
Departmental Data
Questions (292)
Paula Butterly
Question:292. Deputy Paula Butterly asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Louth in each of the past five years, in tabular form; and if she will make a statement on the matter. [33636/26]
View answerWritten answers
Since 2020, the Department of Education has provided over €120m million in capital funding for Louth schools. Over this period, a total of 27 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 5 school projects in Louth under construction.
Another 5 school projects will go to tender or construction in 2026 and 2027, and this summer, 4 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 60 smaller-scale projects have been completed under schemes such as Summer Works Scheme, Climate programmes and Emergency Works Scheme. Since 2020, 68 special classes have been opened in Louth, of which 9 were sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs.
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Departmental Data
Questions (293)
Emer Currie
Question:293. Deputy Emer Currie asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Dublin West in each of the past five years, in tabular form; and if she will make a statement on the matter. [33675/26]
View answerWritten answers
Since 2020, the Department of Education has provided over €235 million in capital funding for Dublin West schools. Over this period, a total of 30 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 6 school projects in Dublin West under construction.
One further school project will go to tender or construction in 2026 or 2027, and this summer, 5 schools are approved to undergo works as part of the Climate Action Summer Works Scheme. In addition to this 13 special classes are sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs.
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Special Educational Needs
Questions (294)
Paula Butterly
Question:294. Deputy Paula Butterly asked the Minister for Education and Youth the steps being taken to address the shortage of special school and special class places, particularly at post-primary level in County Louth; the measures planned to increase capacity for students with autism and moderate intellectual disabilities; the number of new special school and special class places expected to be delivered nationally and in County Louth by the commencement of the next school year, in light of the number of children who were unable to secure an appropriate placement in the current school year; and if she will make a statement on the matter. [33701/26]
View answerWritten answers
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
I recently announced the establishment of four new special schools for the upcoming school year 2026/2027; a vital step in ensuring that children and young people with special educational needs have access to the specialist supports and environment they need to thrive and reach their full potential.
The four new special schools will be located in Balbriggan and Citywest in Co. Dublin, Bray in Co. Wicklow, and Monasterevin in Co. Kildare.
It is estimated that a further 300 new special school places may be required each year for the coming years. When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
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. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes. Further details on additional new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE website.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of students progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Louth and indeed nationwide as to where new special schools are required.
Irish Language
Questions (295)
Paula Butterly
Question:295. Deputy Paula Butterly asked the Minister for Education and Youth the steps being taken to reform the teaching of the Irish language at post-primary level to prioritise oral fluency, everyday communication, and cultural connection rather than rote learning for examinations; whether her Department has examined evidence that students' spoken Irish proficiency declines during post-primary education, including among former Gaelscoil pupils; the measures planned to ensure that students leave school as confident Irish speakers rather than solely as exam candidates, in line with the importance of the Irish language to our national identity; and if she will make a statement on the matter. [33702/26]
View answerWritten answers
I am very aware of the historical, cultural and social importance of the Irish language and the role it plays in shaping a positive and shared sense of national identity among children and young people. This is reflected in the commitment of my department to promoting, improving and reforming the teaching and learning of Irish in our schools. My department aims to foster an inclusive approach, and positive attitudes, to Irish, including increasing the use and enjoyment of Irish and improving the integration of supports for Irish in schools.
In this regard, there are ongoing developments in relation to the teaching and learning of Irish in post-primary schools. These developments reflect, and are responsive to, the findings of research, Inspectorate reports and consultation with stakeholders at national and school level. A key priority is the development of students’ communicative competence in Irish.
Action Plan for Irish in English-Medium Schools
The publication of “Is féidir liom, is féidir linn… the Action Plan for Irish in English-Medium Schools” in November 2025 represented a significant milestone in relation to the teaching, learning and use of Irish in schools.
The Action Plan supports English-medium primary and post-primary schools in implementing existing curriculum specifications to provide better learning experiences of Irish and increase the use of Irish among children and young people. The Action Plan was informed by extensive consultation and research.
The actions in the plan focus on the key elements that make a difference to language learning- mindset; teaching Irish as a language; opportunities to use Irish; and the use of approaches that ensure that all children and young people experience success in their learning. In particular, the Action Plan places a focus on the development of students’ oral language skills.
Curriculum developments
The ongoing curriculum developments for Irish at junior cycle and at senior cycle are a key component of my department’s commitment to enhance the teaching and learning of Irish in post-primary schools.
Junior Cycle curriculum developments
The Junior Cycle curriculum specifications were introduced in 2017 as part of Junior Cycle reform. A review of those specifications was undertaken for the NCCA by SEALBHÚ and published in 2023.
As a result of that review, changes were made, including a greater focus on oral communication skills.
A follow up review began in 2023 which is to include an evaluation of the impact of the changes made in that year.
On completion of this review next year, its findings and recommendations will be considered to inform next steps. Recommendations will be considered at that stage by my department and the National Council for Curriculum and Assessment (NCCA) as part of the wider policy landscape.
Curriculum developments at senior cycle
Work is currently underway to redevelop the subject specification for Leaving Certificate Irish. This work is advancing through the NCCA structures and provides for alignment of the emerging specification to the Common European Framework of References (CEFR) for languages.
The specification development work will also consider feedback summarised in the NCCA’s report on the Consultation on the Background Paper on Irish. This feedback emphasised points such as the need to address reliance on rote learning and memorisation and to focus on prioritising real-world communication skills, fluency, and oral language proficiency. It also highlighted the need to consider innovative approaches such as:
• integrating modern multimedia resources such as films, podcasts, and social media clips into the lists of prescribed texts.
• new assessment types such as role-plays based on meaningful, real-life scenarios.
Other supports for Irish
Under the Action Plan for Irish in English-Medium Schools, additional supports for Irish in post-primary schools include the following:
• A new cross-sectoral team in Oide, the support service for teachers, is providing supports to school leaders and teachers for the teaching of Irish in English-medium schools. These supports emphasise the importance of oral fluency and focus on building opportunities for everyday communication among all learners. The programme of support places a particular focus on the use of the communicative approach, active learning for all and opportunities for every student to use Irish daily.
• Oide is supporting an increased number of schools who are engaging with the department’s Content Language and Integrated Learning (CLIL) Project for Irish. This focuses on building capacity and strengthening a contextualised approach to Content Language and Integrated Learning.
• Oide is also working in collaboration with my department’s Inspectorate in developing materials to support the sharing of effective practice on the teaching, learning and use of Irish.
• An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) has a new team to work on a resource for the development of students’ listening and oral language skills in English-medium schools. COGG is also developing an online Irish language resource hub for teachers in English-medium schools.
Education Policy
Questions (296)
Paula Butterly
Question:296. Deputy Paula Butterly asked the Minister for Education and Youth the specific, measurable actions being taken to address rising levels of racism, xenophobia, homophobia and transphobia in post-primary schools; the way her Department monitors and responds to evidence indicating that a significant proportion of minority ethnic and LGBTQ+ students experience bullying and harassment; the requirements that are placed on schools to actively prevent and challenge discriminatory behaviour; the way in which schools and other relevant institutions are held accountable for ensuring the safety, wellbeing and inclusion of all students; and if she will make a statement on the matter. [33703/26]
View answerWritten answers
Cineáltas: Action Plan on Bullying was published on 1st December 2022. Cineáltas is my department’s whole-education approach to preventing and addressing bullying behaviour in schools.
Cineáltas is dedicated to the prevention and addressing of bullying behaviour including cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools. It is centred on a child rights-based approach and provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying behaviour in our schools.
Cineáltas incorporates each of the nine components of UNESCO’s Whole Education Approach to prevent and address bullying behaviour. It is rooted in four key principles: prevention, support, oversight and community. Implementation of Cineáltas is well advanced.
One of the more significant actions under Cineáltas is to update the 2013 Anti-Bullying Procedures for Primary and Post-Primary Schools. This action has been completed with the publication, on 19 June 2024, of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools. These updated procedures were developed in collaboration with the education partners, including the National Parents Council, and are heavily informed by the views of children and young people, parents, school staff, Board of Management members and the wider education community.
The Bí Cineálta procedures are centred on a child rights-based approach and support a partnership approach where all members of the school community work together to prevent and address bullying behaviour. The procedures have been updated to take account of gender identity bullying, cyberbullying, racist bullying, sexist bullying, and sexual harassment. They support schools to develop clear strategies to prevent and address these bullying behaviours. The Bí Cineálta procedures have been implemented all in schools since the beginning of the 2025/2026 school year.
The Bí Cineálta procedures include a template for schools to use for their Bí Cineálta policy. This template includes common text that all schools must use in their policy. Schools must outline the preventative strategies that they will use and the steps that will be taken to address incidents of bullying behaviour if and when they occur. Every school can decide, as a school community, on what strategies and actions they deem appropriate to adopt in its Bí Cineálta policy.
Another action under Cineáltas is to progress the development of a national database to facilitate data being collated in an anonymised manner to facilitate the development of an annual national report on bullying in schools. Officials in my department are currently working with the education partners to progress this action and a literature review has been commissioned to inform how to proceed.
The Traveller and Roma Education Strategy (TRES) 2024–2030 sets out targeted actions to address discrimination and improve inclusion for Traveller and Roma students. These include embedding Traveller and Roma culture and history across the curriculum, strengthening teacher training on cultural competence and anti-racism, and supporting engagement between schools, families and communities through 15 newly funded Community Link Workers. Implementation is overseen by a dedicated TRES Oversight Group and is informed by ongoing evaluation and structured consultation with Traveller and Roma organisations through the Traveller and Roma Education Forum.
In 2016, a resource, compiled by the Gay and Lesbian Equality Network (GLEN), was published for post-primary schools called ‘Being LGBT in School’ in order to provide assistance for individual schools in designing their policies. It provides guidance to support key individuals as they fulfil their responsibilities in ensuring that their school is safe, supportive and affirming of all students.
The ‘Being LGBT in School’ resource is currently under review by Maynooth University. This work is expected to be completed over the coming months. On receipt, my department will consider the appropriate next steps.
Education Policy
Questions (297)
Paula Butterly
Question:297. Deputy Paula Butterly asked the Minister for Education and Youth the steps being taken to ensure that all students, regardless of subject choice or participation in transition year, acquire essential life skills such as financial literacy, civic knowledge, digital safety and practical adult competencies before leaving the education system; whether her Department intends to expand or make mandatory the provision of life skills education at post-primary level, including at senior cycle; and the way the Government plans to ensure that students are prepared for adult life and independence, in light of evidence indicating low levels of financial and civic literacy among young adults. [33704/26]
View answerWritten answers
My Department and I understand the importance of ensuring students and young people gain the life skills needed for them to thrive in their lives and chosen pathways after school. To that end, opportunities for students to acquire the practical adult competencies the Deputy has outlined exist across the school curriculum, at Primary, Junior Cycle, and Senior Cycle levels.
At Primary level, the Primary Curriculum Framework includes seven key competencies designed to empower children ‘to act and make decisions in relation to specific learning experiences, events, and situations’.
"Being an Active Citizen" is one such key competency, and aims to empower children to understand their rights and responsibilities and to engage with local and global issues. Citizenship is embedded within the Wellbeing Curriculum. It seeks to cultivate belonging and active citizenship where children are supported to develop a strong sense of connection and purpose within schools, families, communities and society.
‘Being mathematical’ supports children in applying mathematical thinking and logic in the wider world, while ‘Being a digital learner’ aims to foster curiosity, creativity and responsible technology use and this underpins all aspects of the primary curriculum.
At post-primary level, an updated Junior Cycle Social Personal and Health Education (SPHE) specification was published by the National Council for Curriculum and Assessment (NCCA) in May 2023 and was rolled out for first years in all schools from September 2023.
SPHE aims to equip students with the skills and knowledge to navigate the world around them. It includes learning about social media and the online world, including the benefits and difficulties.
Also at Junior Cycle, the Civil, Social and Political Education (CSPE) short course contributes to building the skills students need to contribute positively to a democratic society and to promote sustainable living. It gives them an understanding of social, economic and political structures at local, national, and global levels and the opportunity to imagine and create ways in which they can make a difference to the lives of individuals and communities.
CSPE is mandatory for all Junior Cycle students and builds on related learning experiences in primary education. It helps students to question, critique, and evaluate what is happening in the world; provides students with an understanding of their human rights and social responsibilities; prompts students to consider how to create a more sustainable future for all; fosters an awareness of what it means to live responsibly in a democracy; and most importantly, it places active reflective citizenship at the centre of the learning process by providing students with the opportunity to take action and influence change around local, national and global issues.
Within the Framework for Junior Cycle, there is an explicit focus on financial wellbeing in Statement of Learning 14 which refers to the student making ‘informed financial decisions and developing good consumer skills”. The eight key skills of Junior Cycle including being numerate, being literate, setting and achieving personal goals and making considered decisions all of which can support financial literacy. In addition, a number of Junior Cycle programmes and subjects provide for the development of specific financial literacy knowledge, understanding and skills. These include Mathematics, Business Studies and Home Economics, and Level 1 and Level 2 Learning Programmes, which target a very specific group of students with general learning disabilities.
Online safety and the safe and ethical use of digital technologies is a key component of the Department’s Digital Strategy for Schools. Under the strategy, Webwise, the Irish Internet Safety Awareness Centre, promotes the autonomous, effective and safe use of the internet through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves.
As the Deputy will be aware, my Department is implementing an ambitious programme of reform at Senior Cycle Redevelopment that will empower students to meet the challenges and opportunities of the 21st century.
The redeveloped senior cycle includes a focus on the development of key student competencies, to support students in becoming more engaged, enriched and competent, as they further develop their knowledge, skills, values and dispositions in an integrated way. This redevelopment is being implemented in five annual tranches from 2025 to 2029, with new and revised specifications introduced for fifth years in each year across that period.
For example, one such competency is Communicating, which aims to help students to communicate meaningfully and effectively. This includes recognising and trying to counteract misinformation and disinformation in various forms
An updated Senior Cycle SPHE specification was approved and published in September 2024. This was introduced in September 2025 for those entering Leaving Certificate Applied, replacing older modules within the LCA Social Education. Schools have until this September to introduce the specification for students entering fifth year of the Leaving Certificate Established programme.
The specification addresses issues that relate to both in person and online relationships including respecting boundaries, and preventing and managing conflict. At Senior Cycle students will also examine how harmful attitudes around gender may be perpetuated in the media, online and in society. They’ll also learn about their rights and responsibilities before the law including in relation to online communication.
The Leaving Certificate Applied (LCA) programme aims to prepare Senior Cycle students for transition from the world of the school to that of adult and working life. To this end, modules are intended to prepare students for apprenticeships, further education, or entry to the world of work. Since September 2022, LCA students have had improved access to LCE Mathematics and Modern Foreign Languages, broadening the options for LCA and facilitating more pathways into further education and training, including apprenticeships.
The Senior Cycle Level 1 and Level 2 Learning Programmes, introduced for the first time in 2024, are tailored to the individual needs of the students and prepare them for life beyond school. For example, the curriculum area of Numeracy enables students to explore and progress their understanding of money as they experience and attend to real-world situations where the use and the concept of money is applied.
A specification for Life, Community and Work (formerly known as LCVP) has also been published, and will be introduced into the curriculum for those starting fifth year in 2026. This specification is composed of two integrated modules: Me and my Future; and Community and Work. As students engage with Life, Community and Work they learn how to make informed decisions as they prepare for their future post-school lives which includes a focus on building workplace and career foundations in addition to active citizenship.
Departmental Correspondence
Questions (298)
Pearse Doherty
Question:298. Deputy Pearse Doherty asked the Minister for Education and Youth the status of an application by a school (details supplied) in County Donegal; when a response to correspondence will issue; and if she will make a statement on the matter. [33712/26]
View answerWritten answers
I can confirm that my department is in receipt of an application, under the Additional School Accommodation (ASA) scheme, from the school referred to by the Deputy. While the department approved Modular accommodation for a classroom for students with special educational needs, a further application was submitted for reconfiguration to create additional special educational needs accommodation.
The department’s NDP Implementation Plan has a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
Department officials will engage directly with the school referred to with a decision on the application for funding shortly.
Departmental Data
Questions (299)
Aidan Farrelly
Question:299. Deputy Aidan Farrelly asked the Minister for Education and Youth if her Department or any bodies and agencies under her aegis use software and or products from a company (details supplied); and the duration and cost of the contract; and the services they avail of from the company. [33718/26]
View answerWritten answers
My Department has no contracts in place with the company in question.
The information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my Department. State bodies have been provided with the question and have been advised to respond directly to the Deputy.
Departmental Correspondence
Questions (300)
Brendan Smith
Question:300. Deputy Brendan Smith asked the Minister for Education and Youth to give urgent consideration to correspondence received from a school (details supplied), particularly in view of the long delay of this application; and if she will make a statement on the matter. [33734/26]
View answerWritten answers
The school in question submitted an application for funding under the Emergency Works Scheme (EWS) for toilet facility works. The EWS operates on the basis of a minimal scope of works required to remedy an emergency situation and, on this basis, the school was advised to submit a revised scope of works with an accompanying itemised cost breakdown. Once this has been received the EWS team will review the revised application and will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
Departmental Correspondence
Questions (301)
Brendan Smith
Question:301. Deputy Brendan Smith asked the Minister for Education and Youth to give urgent consideration to correspondence received from a school (details supplied); and if she will make a statement on the matter. [33746/26]
View answerWritten answers
I can confirm to the Deputy, that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA), from the school referred to by the Deputy.
The Department’s NDP Implementation Plan has a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
In line with the recently published primary staffing schedule, It is important from a school accommodation perspective that admission processes operated by individual primary schools are focused on meeting local needs and do not result in a requirement for additional accommodation unless the Department’s Planning & Building Unit considers that it is necessary to meet demographic or special class requirements in that local area.
Department officials have been in contact with the school referred to and further information was provided. The school’s application will be reviewed in this context and the school will be advised directly of the department’s decision.