Written Answers Nos. 909-929
909. Deputy Pádraig Rice asked the Minister for Health to provide a breakdown of the €180 million in dedicated additional funding invested in women's health since 2020; and if she will make a statement on the matter. [53655/26]
View answerThe information requested by the Deputy is not immediately available. My Department is currently collating the information requested and a reply will issue directly to the Deputy as soon as possible.
910. Deputy Roderic O'Gorman asked the Minister for Health for an update in relation to the technical issue which is preventing the issuing of new and renewed European health insurance cards; when this issue is expected to be resolved; and if she will make a statement on the matter. [53665/26]
View answerAs this is a service matter, I have asked the Health Service Executive to respond to the Deputy directly, as soon as possible.
911. Deputy Roderic O'Gorman asked the Minister for Health given the technical issue which is preventing the issuing of new and renewed European health insurance cards, if she can provide details on the number of cards now awaiting printing; and if she will make a statement on the matter. [53666/26]
View answerAs this is a service matter, I have asked the Health Service Executive to respond to the Deputy directly, as soon as possible.
912. Deputy John Clendennen asked the Minister for Health whether her Department has modelled the potential impact and Exchequer savings that could arise if professionally managed home sharing enabled a proportion of older people to safely delay entry into long-term residential care or reduce reliance on State-funded home support services and the nursing home support scheme - fair deal; whether she will commission an independent cost-benefit analysis if no such modelling has been carried out; and if she will make a statement on the matter. [53715/26]
View answerThe Irish Government’s strategic goal is to deliver a new model of integrated older persons’ health and social care services, across the care continuum, supporting older people to remain living independently in their own homes and communities for longer, in line with the Sláintecare vision for receiving the right care, in the right place, and at the right time.
Central to Sláintecare is the re-orientation of care into the community, the expansion of primary and community care, and a strong emphasis on prevention, helping people to stay healthier for longer.
The current Programme for Government commits to a range of initiatives aimed at supporting people to age in place, including the development of a statutory home support scheme, additional home support hours, dementia supports, day centres, meals on wheels, and supports for family carers.
A core aim of the Government is also to increase the housing options available to older people and to facilitate the integration of supports in a more coherent way between the housing and health sectors, allowing more older people to live with dignity and independence for longer.
As Minister for Older People and Housing, and in the context of the new national housing plan, ‘Delivering Homes, Building Communities 2025-2030’, I am committed to increasing the delivery of housing choices to facilitate older people to age in place with independence. To this end, the Department of Health will continue to explore all options, and to engage with all relevant stakeholders, to support older people to live independently in their homes and communities for as long as possible.
913. Deputy Pádraig Rice asked the Minister for Health further to Parliamentary Question No. 767 of 30 June 2026, the amount spent on outsourcing arrangements in University Hospital Galway to address the laboratory sample backlog in 2024, 2025 and to date in 2026; if these costs can be broken down by the spend on addressing the public samples backlog and private samples backlog under their service level agreements with private facilities, in tabular form; and if she will make a statement on the matter. [53731/26]
View answerAs this is a service matter, I have asked the Health Service Executive to respond to the deputy directly, as soon as possible.
914. Deputy Tom Brabazon asked the Minister for Health the number of WTE scrub nurse posts filled at Beaumont Hospital as of 30 June 2026; and if the same figures will be provided as of 30 June 2022, in tabular form. [53737/26]
View answerAs this is a service matter, I have asked the Health Service Executive to respond to the Deputy directly, as soon as possible.
915. Deputy Tom Brabazon asked the Minister for Health whether any business cases have been submitted seeking additional cardiology staffing resources for Beaumont Hospital since 2023; if so, the details of such submissions; and the outcome of each, in tabular form. [53738/26]
View answerAs this is a service matter, I have asked the Health Service Executive to respond to the Deputy directly, as soon as possible.
916. Deputy Ryan O'Meara asked the Minister for Health with regard to incident data collected by Cork SATU, the number of incidents that took place in Tipperary, Limerick and Clare per year since its establishment in 2001, in tabular form; and if she will make a statement on the matter. [53739/26]
View answerAs this is a service matter, I have asked the Health Service Executive to respond to the Deputy directly, as soon as possible.
917. Deputy Ryan O'Meara asked the Minister for Health with regard to incident data collected by Galway SATU, the number of incidents that took place in Tipperary, Limerick and Clare, per year since its establishment in 2009, in tabular form; and if she will make a statement on the matter. [53740/26]
View answerAs this is a service matter, I have asked the Health Service Executive to respond to the Deputy directly, as soon as possible.
918. Deputy John Brady asked the Minister for Further and Higher Education, Research, Innovation and Science the total cost of the stipend provided to Ukrainian students who are beneficiaries of temporary protection since 2022; and if he will make a statement on the matter. [52636/26]
View answerMy Department has provided specific support to Beneficiaries of Temporary Protection (BoTPs) to access further and higher education. These supports recognise the benefits of further and higher education for Ukrainian students, as well as the wider society and economy. It also represents an important part of Ireland’s solidarity and is a contribution to the long-term recovery and reconstruction of Ukraine.
In 2022, as part of an emergency response to support students fleeing the conflict my Department initiated a stipend scheme to support BoTPs accessing higher education. This stipend was initially co-funded through the Erasmus National Grant.
In academic year 2025/26 revisions were made to the temporary stipend scheme to align it more closely with other State supports, including the Student Support Grant Scheme. From academic year 2025/26 the Beneficiary of Temporary Protection (BOTP) Stipend Scheme provided targeted supports to students whose Temporary Protection Permission had been granted less than three years before the start of the academic year. The BOTP Stipend rates were also brought into closer alignment with the SUSI adjacent and non-adjacent maintenance rates. Eligible students whose primary residence is less than 30 kms from their college received €3,230 (adjacent rate), while those whose primary residence is 30 kms or more from the college received €7,586 (non-adjacent rate).
The scheme will continue in the 2026/27 academic year, with eligible existing students continuing to receive maintenance support under the revised arrangements.
The costs associated with the BoTP Stipend Scheme from academic year 2022/23 to academic year 2025/26 are outlined below.
|
The BOTP Stipend |
2022-23 |
2023-24 |
2024-25 |
2025-26 |
Total |
|
The BOTP Stipend |
2022-23 |
2023-24 |
2024-25 |
2025-26 |
Total |
|
Number of Students qualifying for support |
310 |
527 |
1291 |
725 |
|
|
Funding provided |
€1,700,000 |
€4,587,239 |
€10,832,028 |
€3,584,925 |
€20,704,192.00 |
* In 2022 and 2023 the Stipend was Co-funded via the Erasmus National Grant.
919. Deputy Seán Kyne asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which the UK rejoining the Erasmus Programme will affect Irish students presently studying or wishing to study abroad; whether it will be of benefit to Masters students wishing to study in the UK, and particularly in Scotland; the other supports there may be for Masters students studying in the UK; and if he will make a statement on the matter. [52764/26]
View answerThe UK's participation in Erasmus+ from 2027 is a welcome development and is expected to increase opportunities for student and staff mobility between Irish and UK higher education institutions, including institutions in Scotland.
Prior to Brexit, there were high levels of mobility between Ireland and the UK under Erasmus+, reflecting the strong academic, cultural and geographic links between the two countries. The UK's return to the programme provides an opportunity to further strengthen these links and expand international learning opportunities for students. Irish students, including master's students, will have opportunities to avail of Erasmus+ study and traineeship opportunities at participating UK higher education institutions, including in Scotland, subject to Erasmus+ programme rules and the existence of institutional agreements between participating institutions.
The HEA does not administer any financial supports for master's students undertaking full Master's degree programmes in the UK.
920. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science if there is a specific policy within his Department that seeks to preclude those elected to local authorities from any boards that he may appoint; the rationale behind any such policy; the way in which it aligns with encouraging participation in local government; and if he will make a statement on the matter. [52856/26]
View answer921. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science to commit to preparing legislation to not automatically exclude members of local authorities from consideration for appointment to State boards; and to set out the reasons such persons would be excluded. [52874/26]
View answerI propose to take Questions Nos. 920 and 921 together.
As Minister, I make appointments to State boards under my remit in accordance with the Guidelines on Appointments to State Boards issued by the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.
Neither the DPER Code of Practice for the Governance of State Bodies or the DPER Guidelines on Appointments to State Boards stipulate any specific exclusions from state board membership.
There is no provision within the relevant legislation governing ministerial appointments to boards under my Department’s remit that precludes elected members of local authorities from being appointed to State boards.
Recruitment for vacancies on State Boards under my Department’s remit are handled by Public Jobs. Public Jobs manages an open, transparent, and accessible process to support Ministers in making appointments to State boards. Vacancies advertised through this process are open to all members of the public and are published at: www.publicjobs.ie/en/stateboards
922. Deputy Seán Ó Fearghaíl asked the Minister for Further and Higher Education, Research, Innovation and Science if he will address the concerns raised in correspondence (details supplied) regarding access to financial supports for a student seeking to undertake a higher diploma programme; and if he will make a statement on the matter. [52887/26]
View answerThe decision on eligibility for student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland).
The student referred to by the Deputy submitted an application for grant funding to SUSI. The student was awarded the Non-Adjacent Special Rate of Maintenance Grant funding and 100% Student Contribution or 100% Tuition Fees, as applicable. The awarding authority, SUSI, advised of this by letter on 24 June 2026. An official has also advised that the student submitted a course change notification form on 24 June 2026, with a new course, this application is currently queued for review by SUSI’s assessment unit and SUSI will contact the student when the review has been completed.
In terms of other supports available, students in higher education institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). Students can apply for the SAF for help with either temporary or ongoing financial difficulties and can be assisted towards their rent, childcare costs, transport costs, medical costs and books/class materials. This Fund is administered on a confidential, discretionary basis and assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the higher education institution attended. Please contact the Access Officer at your Higher Education Institution for information on the SAF.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the Revenue Commissioners website, www.revenue.ie/en/home.aspx
I note from your correspondence that you have contacted the other relevant Departments in relation to further queries that you have.
923. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the terms of the contract for a company that has to transport disabled persons (details supplied); and the options that are available when the taxi does not show up; and if he will make a statement on the matter. [53124/26]
View answerMy Department prioritises the inclusion of learners with additional needs across further and higher education. This work aligns with the Programme for Government, the National Human Rights Strategy for Disabled People 2025–2030, and the Further Education and Training (FET) Strategy 2026–2030.
My officials contacted Dublin and Dun Laoghaire ETB (DDLETB) who have advised that the designated transport service provider for Dublin College, Sallynoggin, was contracted in accordance with DDLETB procurement procedures. The contract is a matter between DDLETB and the service provider, and my Department has no role in the management of this contractual relationship. This service is funded through the Dublin College Sallynoggin’s allocation of the Fund for Students with Disabilities.
Any issues relating to delayed arrivals or non-attendance of transport providers are addressed by DDLETB directly with the contractor through the established service management processes.
DDLETB has advised that, on occasion, a combination of factors, including traffic congestion and the high demand for wheelchair accessible vehicles, has resulted in transport providers arriving later than scheduled or, in a small number of cases, not arriving at the agreed time. These concerns have been addressed with the contractor by DDLETB during the current year in order to improve service delivery.
In addition, service users also have access to the contractor’s mobile application, which enables them to monitor bookings and, where necessary, amend or cancel bookings directly.
924. Deputy Duncan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide a detailed update on his Departments interest in lands at a location (details supplied) for a college of further education; if his Department is purchasing this land; and if he will make a statement on the matter. [53141/26]
View answerDublin and Dún Laoghaire ETB (DDLETB) are currently being supported by SOLAS in developing their Preliminary Business Case for their proposal under the FET College Major Capital Programme.
In relation to this proposal, DDLETB were also progressing work on a site option in Swords for the location of this new FET College. Ministerial approval was previously provided to DDLETB in July 2025 to enter negotiations with a property owner, to agree a price and to begin legal and site due diligence on a particular site. I understand that despite the best efforts of DDLETB, they were not able to complete the legal due diligence on the site due to a number of issues remaining outstanding including access and site boundaries.
In recent months, SOLAS has notified my department that the property owner has sold a portion of the site to another party so DDLETB are exploring if the remainder of the site at Cremona is suitable for a FET College. In parallel, DDLETB are also working with the Local Authority towards the identification of other sites in the Swords area for this FET College.
Along with SOLAS, my department will continue to support DDLETB in progressing this major capital project which will deliver key FET infrastructure to meet the needs of learners in Fingal and surrounding areas.
925. Deputy Erin McGreehan asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made in placing ETB employees who accepted adult educator contracts on the correct point of the adult educator salary scale; the timeline for the payment of all outstanding salary arrears due to those employees; and if he will make a statement on the matter. [53199/26]
View answerThe establishment of the Adult Educator grade in April 2024, following the Labour Court’s 2020 recommendation and subsequent consultation with unions, is a significant milestone. The introduction of the new grade is the outcome of over a decade of discussion and negotiation with both the TUI and SIPTU, and represents a substantial improvement in tutors’ working conditions.
The implementation of the grade is being overseen by Education and Training Boards (ETBs), supported by guidance documents developed by ETBI in consultation with the unions. With approximately 1,600 adult educator tutors opting to avail of the conversion, it has been an extensive and detailed process, reflecting both the variety of contracts that exist, and the complex nature of the work undertaken by a large and diverse cohort of staff who operate within the FET system.
According to information provided by ETBI and SOLAS, to date, the majority of ETBs have completed the conversion process. Work is ongoing to finalise the payment of outstanding salary arrears, with remaining amounts expected to be paid by the end of this year.
It should be noted that individual ETBs are the employers and, as such, are responsible for staffing matters with Ministerial consents and approvals as may be determined from time to time. Any issues pertaining to the Adult Educator conversion process are a matter for the relevant ETB.
926. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science the range of further education and training opportunities available to young persons on leaving school, including leaving school early, in the areas of Gorey and Courtown/Riverchapel, County Wexford. [53233/26]
View answerFurther Education and Training (FET) opportunities available to young people in Gorey and the neighbouring Courtown/Riverchapel area are provided primarily through Waterford and Wexford Education and Training Board (WWETB). In addition to local provision, learners can avail of a wide range of further and higher education opportunities throughout County Wexford and across the South East region.
For young people completing second-level education, Gorey Institute of Further Education (GIFE) offers a broad range of Post-Leaving Certificate (PLC) and further education programmes designed to support progression to employment, apprenticeships and higher education. Programme areas include Nursing Studies, Healthcare Support, Youth Work and Community Development, Accounting Technician and other business-related disciplines. These programmes provide learners with practical skills and recognised qualifications while also offering established progression routes to higher education institutions.
Gorey Further Education and Training Centre complements this provision by delivering a range of QQI-accredited programmes aimed at supporting progression to employment, further education and skills development. Courses are available in areas such as Business Administration, Office Skills and Information Technology, Engineering Skills and other vocational disciplines. The centre also provides adult literacy, community education, guidance and learner support services to assist learners in identifying and pursuing suitable educational and career pathways.
For young people who leave school early, Youthreach Gorey provides an alternative education and training pathway for early school leavers aged between 15 and 20 years. The programme combines education, training and work experience and supports progression to further education, apprenticeships and employment. Participants have opportunities to achieve nationally recognised qualifications, including the Leaving Certificate Applied and QQI Level 4 awards, while developing personal, social and vocational skills in a supportive learning environment. Courses are provided free of charge and eligible learners may receive training and travel supports.
In addition to provision available in Gorey, young people from Gorey and Courtown/Riverchapel can access a broad range of WWETB programmes across County Wexford, including traineeships, apprenticeships, PLC courses, specific skills training and other QQI-accredited programmes. The availability of transport links, blended learning options and online delivery models means that learners can access programmes beyond their immediate locality and pursue pathways that best align with their interests, abilities and career ambitions.
Young people in the area also benefit from access to a significant range of higher education opportunities across the South East and Dublin regions. Higher education institutions in Wexford, Waterford, Carlow and Dublin offer a diverse range of undergraduate and postgraduate programmes across fields such as business, engineering, technology, healthcare, science, the arts and the humanities. Strong progression arrangements between further and higher education ensure that learners can advance from FET programmes to higher-level qualifications where appropriate.
My Department, through SOLAS and WWETB, continues to support the delivery of accessible, flexible and high-quality Further Education and Training opportunities, while also promoting clear progression routes into higher education. This helps ensure that young people in Gorey, Courtown/Riverchapel and the wider North Wexford area can access a broad spectrum of education and training pathways that support lifelong learning, skills development and sustainable employment.
927. Deputy Malcolm Byrne asked the Minister for Further and Higher Education, Research, Innovation and Science the range of further education and training opportunities available to young persons on leaving school, including leaving school early, in Arklow, County Wicklow. [53234/26]
View answerFurther Education and Training (FET) opportunities available to young people in Arklow are provided primarily through Kildare and Wicklow Education and Training Board (KWETB), with learners also benefiting from access to a wide range of further and higher education options across Wicklow, the wider South East and the Greater Dublin Area.
For young people completing second-level education, Arklow Further Education and Training Centre provides a range of full-time and part-time QQI-accredited programmes designed to support progression to employment, apprenticeships, further education and higher education. The centre delivers programmes from QQI Levels 2 to 6 and offers vocational and skills-based courses in areas such as Healthcare Support, Business Administration, Digital Skills, Computer Applications and Special Needs Assisting. Guidance and learner support services are also available to assist learners in identifying and pursuing appropriate progression pathways.
For young people who leave school early, Youthreach Arklow, based within Arklow Further Education and Training Centre, provides an alternative education and training pathway for early school leavers aged between 15 and 20 years. The programme combines education, training and work experience and supports progression to further education, apprenticeships and employment. Participants can work towards nationally recognised qualifications, including QQI Level 3 Employability Skills and QQI Level 4 General Learning awards, while developing personal, social and vocational skills in a supportive learning environment.
In addition to provision available locally in Arklow, young people can access a broad range of KWETB programmes across County Wicklow and neighbouring counties, including Post-Leaving Certificate (PLC) courses, traineeships, apprenticeships, specific skills training and other QQI-accredited programmes. Improved transport links and the availability of flexible and blended learning options mean that learners are not limited to opportunities within their immediate locality and can avail of programmes that best match their interests and career aspirations.
Young people in Arklow also have access to a substantial range of higher education opportunities within commuting distance, including institutions in Wicklow, Dublin, Carlow and Waterford. These institutions offer a diverse range of undergraduate and postgraduate programmes across disciplines including science, technology, engineering, business, healthcare, education, the arts and the humanities. Progression from FET to higher education is supported through established pathways, enabling learners to advance from further education programmes into higher-level qualifications where appropriate.
My Department, through SOLAS and KWETB, continues to support the delivery of accessible, flexible and high-quality Further Education and Training opportunities, while also promoting progression routes into higher education. This ensures that young people in Arklow and the wider South Wicklow area can access a broad spectrum of educational and training pathways that support lifelong learning, skills development and sustainable employment.
928. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science to provide a summary on the skills gaps identified in the construction sector; and the number of new construction workers needed to meet housing, social housing and infrastructure targets, by category of construction worker, in tabular form. [53381/26]
View answerMy Department monitors the skills needs of the construction sector in order to guide its strategy around the education and training provision required to equip the workforce with the most relevant and critical skills.
We have commissioned a number of independent reports that have informed this strategy, including the Report on the Analysis of Skills for Residential Construction and Retrofitting (2023-2030) and An Update to the Report on the Analysis of Skills for Residential Construction and Retrofitting. The latter report underlined the importance of developing skills in modern methods of construction (MMC) amid strong evidence of the positive impact of MMC on labour productivity in the sector.
In March this year, my Department published the National Framework for Meeting Priority Construction Workforce Needs. All reports are available on the gov.ie website.
The National Framework for Meeting Priority Construction Workforce Needs identifies 23 key occupations that form the core construction workforce. These include professional roles such as engineers and architects, skilled trades such as electricians and carpenters, and operatives and labour roles.
The report notes that there were approximately 240,500 people employed in these occupations in 2024, with around 133,500 directly in construction. A significant number of these workers are employed outside construction, meaning there is strong competition for these skills across the wider economy.
The report looks at three scenarios regarding the skills required and their expected supply in order to meet housing, infrastructure and climate targets to 2030.
• No Productivity Gains: Assumes no improvement in output per worker, leading to highest labour demand.
• Trend Productivity: Assumes 1.8% annual productivity growth, yielding moderate demand.
• MMC High Productivity Scenario: Assumes an accelerated productivity boost due to widespread adoption of MMC.
Each of the scenarios projects a substantial increase in demand for construction workforce over current levels. By 2030, total demand (comprising employed workers plus unfilled vacancies) is projected at approximately:
• 375,800 workers under No Productivity Gains–an increase of around +135,300 from 2024.
• 352,200 workers under Trend Productivity–about +111,700 compared to 2024.
• 338,900 workers under MMC High Productivity–about +98,400 on the 2024 level.
The skills gaps expected in each scenario by 2030 are outlined below.
• 77,175 estimated shortfall under No Productivity Gains.
• 53,605 estimated shortfall under Trend Productivity.
• 40,295 estimated shortfall under MMC High Productivity.
In the most realistic ‘Trend Productivity’ scenario*, the skills gap is most acute in skilled craft occupations (approximately 61% of the total gap). The figure of 53,605 can be further broken down into:
• 32,932 across apprenticeships.
• 10,587 across occupations that require higher educational qualifications.
• 10,086 across occupations not requiring formal qualifications.
This research will be a valuable tool in considering the converging skills and workforce needs across several critical areas.
The report also presents analysis to support the development of a national framework for meeting priority construction workforce needs. Its recommendations include options to expand apprenticeship and wider education and training capacity, increase adoption of MMC, as well as to leverage inward migration in the short-term.
The report underlines my view that both a whole-of-government and a cross-sectoral response is required to address these challenges, especially in relation to prioritisation and sequencing of projects.
As part of the response to the recommendations, I have written to Ministerial colleagues regarding visa requirements and work permits, and SOLAS and professional bodies (The Royal Institute of the Architects of Ireland, Engineers Ireland, Irish Planning Institute, Society of Chartered Surveyors Ireland) on the recognition processes for foreign applicants.
My Department will continue to work on supporting investment in and reform of the apprenticeship system, promoting careers in construction, and developing new education and training opportunities for the construction sector, and MMC in particular.
*Please see the Excel table at the link below detailing the particular roles needed to meet key targets across housing and infrastructure in the Trend Productivity Scenario.
929. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the details of any costs modelled by his Department for the training of new construction workers, including costs currently borne by the trainee themselves, the State, and any employer or sponsor; the breakdown of the approximate full-year cost of training in construction occupations, with the years of training required for each occupation, in tabular form. [53382/26]
View answer930. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated unit cost of training new construction workers, broken down by category of construction worker, in the event all training costs were taken on by the State. [53383/26]
View answerI propose to take Questions Nos. 929 and 930 together.
Construction workers are needed across different skills levels, and the apprenticeship system is a vital pathway into the sector. It is a priority is to ensure that the apprenticeship system is well equipped to continue to grow, respond to the skills needs of industry, and adapt to workforce challenges.
The total number of apprentices in construction and related fields has grown by 57% between 2020 and 2025, from 14,567 to 22,807, while construction and related registrations across the same fields rose by 69%, from 3,813 in 2020 to 6,428 in 2025. This underpins the value of this training route at a time of high employment and high demand for construction skills.
My Department does not centrally hold or model combined full-year training costs for craft or construction-related apprenticeships covering costs borne by the State, employers or sponsors, and apprentices themselves. These costs vary by employer, occupation, sector and individual circumstances. As such, my Department cannot provide the requested full unit cost by occupation or the estimated cost if all such costs were assumed by the State.
State expenditure supports the funding of off-the-job apprenticeship training, training allowances for craft apprentices during off-the-job phases, employer grants in respect of consortia-led apprenticeships, and the wider costs of programme delivery, including staffing, system administration and related supports. These costs are supported through the apprenticeship delivery budget, which is €415 million in 2026.
Apprenticeships are contracts of employment. Apprentices are paid a wage by their employer, subject to any applicable industrial relations agreements, rather than by the Department or its agencies. During their off-the-job training phases, craft apprentices receive State training allowances. In most sectors, these allowances are linked to minimum gross wage norms agreed through collective bargaining or underpinned by a Sectoral Employment Order.
The current weekly State training allowance rates are set out in the table below:
|
- |
Electrical |
Construction |
Mech Building |
Engineering |
Motor |
|
Year1 (Phase 2) |
€357.24 |
€298.97 |
€347.49 |
€313.79 |
€251.46 |
|
Year 2 (Phase 4) |
€459.42 |
€448.50 |
€521.04 |
€451.63 |
€377.57 |
|
Year 3 (Phase 6) |
€663.39 |
€672.75 |
€781.56 |
€671.01 |
€566.34 |
|
Year 4 |
€816.66 |
€807.30 |
€937.95 |
€810.38 |
€679.62 |
These allowances are payable only for the duration of the relevant off-the-job training phases - for example, Phase 2 is generally 22 weeks for the majority of craft apprentices.
The Programme for Government includes a commitment to grow apprenticeship registrations to at least 12,500 annually by 2030 and to develop a new Action Plan for Apprenticeship 2026–2030. In that context, the effectiveness of existing supports, including supports for apprentices and employers, will be considered as part of the development and implementation of the next Action Plan, which will be published later this year.
In addition to apprenticeship training, new entrants to the construction sector often undertake mandatory or industry-recognised training programmes administered through SOLAS. This includes the Safe Pass programme as well as certain Construction Skills Certification Scheme (CSCS) and Quarry Skills Certification Scheme (QSCS) programmes. The costs for these programmes are typically covered by either the individual participant or their employer, depending on employment arrangements and any funding supports that may be available. These costs can vary depending on the specific programme and provider.
In relation to construction-related courses in the higher education sector, higher education institutions are autonomous bodies responsible for their own academic and financial management, including decisions on curriculum development, student numbers and the allocation of resources within their organisations. As a result, the cost of providing a higher education course can vary significantly between institutions and between different courses, reflecting factors such as programme type, delivery requirements, staffing, facilities, research activity and student support services.
Higher education institutions are funded through a range of income sources, including State grants, tuition and fee income, competitive funding and commercial or private revenue streams. These combined sources of funding support the full range of institutional activities, including teaching, research and other supporting functions. Meeting the costs of provision is therefore a matter for each institution within the context of its overall operating budget and expenditure decisions.
In the case of publicly funded institutions, recurrent grant funding is provided through the Higher Education Authority (HEA) as a block grant to support teaching, research and associated activities. State funding is generally allocated at institutional level rather than on a per-student or per-discipline basis. The allocation of these resources within the institution, including across faculties, schools and programmes, is a matter for the institution itself. The total allocation for the higher education sector, including the National Training Fund Enterprise Focused Higher Education measure, is almost €1.856 billion.
Given the diversity of funding sources, the variation in costs across institutions and courses, and the autonomy institutions have in allocating resources across their activities, it is not possible to identify a single unit cost for the delivery of higher education or for the training of specific student cohorts, such as those undertaking construction-related courses.
