Written Answers Nos. 314-333
314. Deputy Pat the Cope Gallagher asked the Minister for Education and Youth the current status of the applications submitted by a school (details supplied); and if she will make a statement on the matter. [54357/26]
View answerI 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. In 2022 the department approved Modular accommodation for a classroom for students with special educational needs and a further application was submitted for reconfiguration to create additional special educational needs accommodation.
A 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 and will give a good picture of the nature of accommodation at all schools. This will facilitate good strategic overview and decision-making on relative priorities between schools for further investment in the existing school estate. A decision on this application will be communicated to the school authority in due course based on this information.
The school in question also submitted an application for funding under the Emergency Works Scheme (EWS) for Life safety Systems and Mechanical & Electrical 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 further information to the Department for review, drawings for mechanical and electrical application and consultants’ details for life safety application. 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.
The school in question applied for Climate Action & Electrical works under the Climate Action Summer Works Scheme (CASWS) which was not included in the first tranche of approvals for 2026, following engagement with the school it was agreed with the school that their most urgent priority was their roof and to be of assistance the Department allowed the school to recategorize their Electrical application to a roof works application. The school were advised their recategorized roof works under the CASWS would be prioritised for 2027 and in the meantime they could apply for EWS to address the most immediate issues while they await approval for the replacement of the roof under CASWS. It is anticipated that the next tranche of approvals will be in the latter half of 2026.
315. Deputy James O'Connor asked the Minister for Education and Youth if she will consider amending the current procedure for funding the cost of school bus escorts (details supplied); and if she will make a statement on the matter. [54377/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a school transport escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Board of Management/ETB are responsible for the employment of the school transport escort. The Department of Education and Youth provides grant funding directly to the school for the employment of the school transport escort and sets the rate of pay. This grant funding is paid in advance of the upcoming year so that schools have the funds available to pay school bus escorts.
The Department is introducing a revised payment schedule for school transport escort funding for schools. From the current school year, escort funding will be paid in two instalments. The first payment will cover all actual escort hours worked in 2025/26 and provide advance funding for the start of the 2026/27 school year. The second payment will complete the advance funding for 2026/27, including provision for the Summer Programme.
Schools are still required to submit their Escort Reconciliation Sheets to ensure payments are accurate and aligned with actual hours worked.
The Department will engage with schools to ensure the revised system operates smoothly. This change is designed to support schools by improving predictability of funding and no school will lose out as a result of this change; funding will continue to be based on actual escort hours worked.
316. Deputy Michael Healy-Rae asked the Minister for Education and Youth if she will provide funding to a school (details supplied) for improved parking facilities; and if she will make a statement on the matter. [54379/26]
View answerI can confirm that my department is in receipt of an application for funding under the Additional Schools Accommodation (ASA) scheme from the school in question. The school was issued a provisional letter of offer following their application for capital funding.
My department has 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 very strong special education dimension to project rollout. This allows the department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the rollout of additional special classes for children with additional needs. This approach reflects the department’s fundamental objective of ensuring the availability of a school place for every child.
My department will continue to build on the progress made over recent years with the continued roll-out of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the architectural design pipeline. This process will involve engagement with key stakeholders and individual schools. The department will further engage with patrons regarding how best to address both the school community’s immediate and longer-term requirements in order to ensure it can cater for its enrolments.
A number of factors are considered by my department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors. Modern methods of construction are an increasingly important feature of the construction landscape. The department’s modular programme is part of this and provides permanent and sustainable accommodation solutions.
Approximately 85% of the 584 additional special classes sanctioned by the NCSE for the upcoming school year are being established in repurposed existing classrooms with a further 10% being delivered as part of traditional building rollout and the remaining 5% involving the provision of a new modular classrooms.
The accommodation needs at the school in question is currently being considered and a project manager has been appointed to lead this project and to undertake a viability report for the modular scope of works proposed and accessibility will be considered in this context. My department will be back in contact with the school authorities as soon as the viability report has been received from the project manager.
317. Deputy Ruth Coppinger asked the Minister for Education and Youth the reasons agreed local bargaining measures were withdrawn for SNAs; and if she will make a statement on the matter. [54426/26]
View answer318. Deputy Ruth Coppinger asked the Minister for Education and Youth to address issues that have arisen around a local bargaining measure (details supplied); and if she will make a statement on the matter. [54427/26]
View answer320. Deputy Mark Ward asked the Minister for Education and Youth the legal or contractual basis under which her Department decided to withdraw the agreed local bargaining measures for SNAs; the clause within the Public Service Agreement, Local Bargaining Agreement or any other written agreement that made implementation of the local bargaining measures conditional upon acceptance of the Workforce Development Plan; the reason members were asked to vote separately on the local bargaining proposal if it was dependent on the outcome of a separate ballot; if her Department will publish the correspondence or agreement upon which this decision has been based; and if she will make a statement on the matter. [54465/26]
View answer321. Deputy Michael Healy-Rae asked the Minister for Education and Youth the legal or contractual basis her Department has decided to withdraw the agreed local bargaining measures for SNA's; and if she will make a statement on the matter. [54495/26]
View answer322. Deputy Michael Healy-Rae asked the Minister for Education and Youth if her Department will identify the clause within the public service agreement, local bargaining agreement or any other written agreement that made implementation of the local bargaining measures conditional upon acceptance of the Workforce Development Plan; and if she will make a statement on the matter. [54496/26]
View answer323. Deputy Michael Healy-Rae asked the Minister for Education and Youth the reason Members were asked to vote separately on the local bargaining proposal if it was dependent on the outcome of a separate ballot; and if she will make a statement on the matter. [54497/26]
View answer325. Deputy Michael Healy-Rae asked the Minister for Education and Youth if her Department will publish the correspondence or agreement upon which the decision by her Department to withdraw the agreed local bargaining measures has been based; and if she will make a statement on the matter. [54513/26]
View answerI propose to take Questions Nos. 317, 318, 320, 321, 322, 323 and 325 together.
Chapter 4 of the outgoing Public Service Agreement (PSA) 2024–2026 provides for Local Bargaining, a mechanism through which employers and trade unions may agree changes to structures, work practices and conditions of service in return for an agreed local bargaining payment.
A key part of the local bargaining process, agreed between the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation (DPER) and the Public Services Committee of ICTU, is that parties at sectoral level agree reform measures known as ‘management priorities’ in return for payment of agreed local bargaining claims. It is a matter for each individual union to decide to proceed to ballot on any matter, including local bargaining.
My department is considering written correspondence received from Fórsa on 9 July 2026 regarding the outcome of their recent ballots. My department remains committed to constructive engagement with Fórsa and is available to continue discussions on these matters.
319. Deputy Séamus McGrath asked the Minister for Education and Youth if she will provide an update on a new building for a second level CETB Gaelcholáiste in Cork (details supplied); and if she will make a statement on the matter. [54449/26]
View answerThe school to which the Deputy refers was approved to enter my department's pipeline of projects under the Additional School Accommodation (ASA) scheme. The project will provide one multimedia room, one textiles room, one graphics room, one construction studies room, one technology preparation room, one project store and one science lab and preparation area. The inclusion of a PE Hall or GP/Dining Hall depends on site feasibility, constraints and input from the Local Authority and Heritage Officer. This project has been devolved to Cork Education and Training Board (CETB) for delivery.
The Stage 1 (preliminary design) report outlining the proposed design and costings has been submitted to my Department and is currently under review. In line with my Department’s Infrastructure Guidelines, all projects, including this one, are subject to the necessary technical and cost assessment as part of this process. Given the complexity of the evaluation and the need to ensure full cost compliance and alignment with the National Development Plan, this review is necessarily thorough.
Once this review is complete, the outcome will be communicated to CETB, who will continue to engage directly with the school authorities to ensure they are kept fully informed of progress.
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. Progression to the next phase is contingent on the outcome of the review and the project’s alignment with the prioritisation framework under the National Development Plan.
324. Deputy Colm Burke asked the Minister for Education and Youth the status of an application by a person (details supplied) to the Teaching Council for a post primary qualifications assessment; and if she will make a statement on the matter. [54505/26]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025 (www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf). As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
As a statutory body, the Teaching Council is mandated by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration, including those who have qualified outside of Ireland. My department has no role in relation to individual teacher registration.
A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and programme of induction. A person must provide an official letter, confirming they are a fully qualified teacher, from the relevant teacher registration body or Competent Authority in the country of qualification. Post-primary teachers must also meet the post-primary curricular subject requirements for at least one approved curricular subject.
Fully qualified teachers who have qualified outside of the Republic of Ireland (ROI) are eligible to apply for registration with the Teaching Council, which includes the process of evaluating their qualifications for the purposes of registration.
Given the importance and impact of teaching on the lives of learners, the Teaching Council has a responsibility to safeguard standards in a way that supports quality teaching and learning. The Council also has a responsibility to ensure that all registered teachers have met the required standards. Therefore, the qualifications of teachers who qualified outside of ROI are assessed to ensure they are of a comparable standard to those achieved by graduates of accredited Initial Teacher Education programmes in ROI. All applications from teachers who qualified outside of ROI are processed in line with EU Directive 2005/36/EU (mutual recognition of professional qualifications) and are assessed under its general system in the same manner, regardless of whether the applicant qualified within or outside of the EU. Further details on this process can be found on the Teaching Council website.
The Teaching Council receives approximately 680 eligible applications annually from teachers who have qualified outside of the ROI. The average processing time for applications for registration of those who have qualified outside of ROI is seven weeks. This is within the 12-week timeline set out in Directive 2005/36/EU. Applications from outside the ROI are assessed on a holistic basis taking account of all relevant qualifications held by the applicant and their professional experience.
Where substantial differences between the applicant's training and the training in Ireland are identified, the applicant will be given the option of compensating for the substantial difference(s) via an aptitude test or adaptation period. In many instances, applicants put forward multiple qualifications for assessment.
In this instance the person referred to by the Deputy pursued the timebound provision in the Teaching Council (Registration) Regulations 2025 through which teachers who qualified in another country, but have not completed the necessary professional induction there, can apply to register with the Teaching Council (in certain limited circumstances) and to complete induction here in the Republic of Ireland. As induction is not a post-qualification requirement to be fully qualified in the country of qualification in this case, this applicant was advised to apply for post-primary registration via the standard application pathway for teachers who qualified outside the Republic of Ireland.
The applicant referred to by the Deputy provided all of the required documentation by 23rd June to the Council. Assessment is ongoing and this applicant will receive a decision from the Teaching Council within the normal processing timelines of up to 12 weeks.
326. Deputy Jen Cummins asked the Minister for Education and Youth the reason managers of the summer programme are prevented by the ESINET system being paid as manager until the entire programme concludes at the end of August. [54516/26]
View answerDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026.
All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage.
Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.
Since 2022, schools running the school-based Summer Programme have utilised the Department’s Esinet system to submit payment claims. In doing so, this allows staff payment claims to be processed on an ongoing basis during the summer. Payments for the school-based summer programme are generally paid in the next available payroll following the submission of fully completed payment claims by schools.
Manager claims can be entered immediately after the conclusion of the Summer Programme in the school, once all duties have been completed and the school’s Student Numbers and Summer Programme Survey have been input and approved.
327. Deputy Colm Burke asked the Minister for Education and Youth to consider an emergency works scheme appeal by a school (details supplied); and if she will make a statement on the matter. [54518/26]
View answer341. Deputy Colm Burke asked the Minister for Education and Youth to consider an emergency works scheme appeal for a school (details supplied) to repair hazardous and unsafe flooring and carpeting which is in need of repair from a health and safety perspective; and if she will make a statement on the matter. [54554/26]
View answerI propose to take Questions Nos. 327 and 341 together.
The Department contacted the Oireachtas, who advised that the attachments provided by the Deputy were too large to be processed through their system and that the Department should contact the Deputy directly for the details supplied.
The Deputy was subsequently contacted and informed that the attachments exceeded the system limits. He was asked to provide the information again or submit further details, however, no response has been received to date.
The Deputy can resubmit these Parliamentary Questions to the Department for answer.
328. Deputy Colm Burke asked the Minister for Education and Youth the status of an additional accommodation scheme application by a school (details supplied); the stage the application is at; when the school will move to the next phase of the scheme; and if she will make a statement on the matter. [54519/26]
View answerThe school referred to by the Deputy was approved under the Additional School Accommodation (ASA) Scheme for the provision of a three-classroom Special Educational Needs (SEN) unit.
The project has been devolved to the school authority for delivery. The school is required to submit a Stage 2a report to the Department. Once received, the report will be reviewed in accordance with Departmental requirements and in the context of the priorities and funding framework set out under the National Development Plan.
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. Progression to the next phase is contingent on the project’s alignment with the National Development Plan.
329. Deputy Cathal Crowe asked the Minister for Education and Youth the action taken to reduce class sizes and the pupil teacher ratio at primary school level since 2020; and if she will make a statement on the matter. [54540/26]
View answer333. Deputy Cathal Crowe asked the Minister for Education and Youth the number of primary school teachers in each county in 2025-2026; the provisional allocation in each county for 2026-2027, in tabular form; and if she will make a statement on the matter. [54544/26]
View answerI propose to take Questions Nos. 329 and 333 together.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools. Since 2020, the pupil teacher ratio has been improved from 26:1 to the current allocation of 23:1, the most favourable ratio ever seen at primary level. In addition, there has been a three-point reduction in the retention schedule, which assists schools that would otherwise be at risk of losing teaching posts. This measure helps to ensure better teacher retention in primary schools while also ensuring that fewer pupils are required to retain or recruit a teacher. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
The primary school staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. The allocation process for the 2026/27 school year is currently underway and will not be finalised until the Autumn, when the staffing appeal and projected enrolment processes have been completed.
The Statistics Section of my Department's website contains extensive data in relation to our schools, including information on pupil teacher ratio and the number of classes in each individual school. Information on the 2024/25 school year has been published, while data on the current school year will be available during the summer.
I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil : teacher ratio in the context of Programme for Government implementation.
330. Deputy Cathal Crowe asked the Minister for Education and Youth the action taken to improve financial supports for primary schools since 2020; and if she will make a statement on the matter. [54541/26]
View answerOver the past number of years, the Government has demonstrated a steadfast commitment to strengthening our education and youth sectors. This includes increased capitation funding for schools, the allocation of thousands of additional teaching and Special Needs Assistant posts, enhanced supports for school leadership, smaller class sizes, targeted measures to address teacher supply, increased funding for youth services, the introduction of an Education Therapy Service and implementation of a new Delivering Equality of Opportunity In Schools (DEIS) Plus scheme and the provision of free schoolbooks at both primary and post-primary levels to ease financial pressure on families.
To support schools facing particular challenges, the Delivering Equality of Opportunity in Schools (DEIS) Programme continues to provide targeted assistance. In Budget 2026, the introduction of DEIS Plus and new DEIS Plan will further support pupils at the highest risk of educational disadvantage that is designed to address disadvantage in a targeted and equitable way.
In addition, almost 1 million children and young people at all levels in primary and post-primary schools now benefit from the free schoolbooks and classroom resources scheme since 2025/26 school year.
The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
This commitment builds on the progress made in recent years. The Department of Education and Youth secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406.
This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, and DEIS Plus primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. Since 2020 there has been an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools are encouraged to avail of the available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the department, is an important source of advice and support to schools on procurement matters: www.ipa.ie.
The Financial Support Services Unit (FSSU), funded by the department, is an important source of advice and support to schools on financial matters.
Schools experiencing financial difficulty are encouraged to contact the department for advice and support. The department is committed to offering all available and appropriate supports to schools, which may include an advance in capitation grant funding or other measures.
Schools that have contacted the department have been referred to the FSSU. We encourage schools to engage with the FSSU, and the school’s Patron, in order to work to rectify the financial challenges in schools.
While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education and Youth will continue to seek additional funding in order to assist schools to meet ongoing running costs.
331. Deputy Cathal Crowe asked the Minister for Education and Youth the action taken to improve the pay, working conditions and opportunities for career development for primary school teachers since 2020; and if she will make a statement on the matter. [54542/26]
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. According to the latest published data from November 2025, there are over 39,000 teachers employed in primary schools across the country and over 97% of allocated primary teaching posts are filled nationwide.
Teaching is an attractive profession, and there are a significant number of newly qualified teachers graduating annually. Over 1,800 newly qualified primary teachers registered with the Teaching Council in 2025 and CAO data shows a consistent demand for undergraduate ITE programmes. Salaries are competitive, starting at €45,379 and rising to €83,576 under the current pay deal. Few teachers resign, with less than 3% of the teaching workforce resigning or retiring annually from contracted teaching posts.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government, is in development. Additionally, a project focused on strategic workforce planning for teachers in Ireland, led by UNESCO and supported by the EU Commission, is developing recommendations for addressing the main factors affecting teacher supply in Ireland.
In April 2025, Minister McEntee announced a reduction in the period of time for a teacher to become eligible for the award of a CID. The reduction, from a period of continuous employment of two years to a period of continuous employment of one year, is a significant improvement to the employment conditions of teachers. The Circulars giving effect to this amendment were published in February 2026.
In addition, to assist teacher supply, recently regulations were approved to allow teachers who qualified overseas to undertake their induction in the State and incremental credit is also available to teachers returning from abroad, depending on the teaching experience gained.
The quality of our teacher professional learning is a critical factor in sustaining and enhancing the quality of education outcomes. The Department promotes the quality of teaching and learning through the provision of quality teacher training programmes, professional learning experiences (PLE) and support for principals and teachers. The Department ensures that a range of high-quality models of teacher professional learning is provided to teachers and school leaders through Oide, the national network of Education Support Centres and appropriate groups, bodies and institutions who are empowered to design, develop and deliver TPL programmes, and also to ensure that valuable teacher student contact time is protected.
The Department’s teacher professional learning service, Oide, provides professional learning through a number of delivery methods, including in school support, online, blended and face to face, communities of practice for teachers and school cluster days.
The public service agreements have allowed a programme of pay restoration for public servants and new entrant pay has been gradually restored over the years.
Building Momentum 2020-2024 provided for a sectoral bargaining process to deal with outstanding adjudications, commitments, recommendations, awards and claims which the primary sector used in respect of a number of outstanding claims including an increase in part-time rates for casual staff, the adjustment of allowances for Principals and Deputy Principals and the implementation of 2nd report of the Benchmarking Body. Building Momentum also provided for a specific provision in relation to new entrant teacher pay which allowed for the skipping of Point 12 of the pay scale. This incremental jump provided an additional €1,700 increase. All those who were above point 12 also received an additions incremental jump to the next point on the pay scale. This measure was implemented effective from 1st March 2021 and followed on from measures introduced in the September 2018 (PSSA) agreement which provided for incremental jumps for new entrants at point 4 and 8.
The Public Service Pay Agreement 2024-2026 (PSA) builds on improvements to pay for teachers that were made in previous pay agreements. It provides for further baseline increases of 9.25% for over 100,000 staff in the school sector with lower paid workers receiving higher percentage increases.
By the end of this agreement, these increases would increase the pay of a teacher on the top point of the teacher pay scale to around €85,000 per annum. The starting pay for a teacher will be around €46,000 per annum, which is almost €20,000 higher than the 2011 rates.
The following general round pay increases were awarded to teachers in 2025 and 2026 under the PSA:
2025
• A general round increase in annualised basic salary for all public servants of 2% or €1,000, whichever is greater, on 1st March 2025.
• A general round increase in annualised basic salary for all public servants of 1% on 1st August 2025.
2026
• A general round increase in annualised basic salary for all public servants of 1% or €500, whichever is greater, on 1st February 2026.
• A general round increase in annualised basic salary for all public servants of 1% on 1st June 2026.
In addition, the PSA provides that employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment up to a maximum of 3% of the basic pay cost, under Local Bargaining, (1% of this being payable with effect from 1 September, 2025), inclusive of allowances in the nature of pay of the particular grade, group or category of employee or bargaining unit. This may include proposals involving changes in structures, work practices, or other conditions of service.
The INTO has opted to use their Local Bargaining Fund to settle a number of claims outlined in Department of Education and Youth Circular_0054_2026 (https://assets.gov.ie/static/documents/63d79507/Circular_0054_2-26_Implementation_of_Local_Bargaining_ENG_FINAL.pdf), as follows:
i) An allowance for Primary Teachers working in schools recognised as Gaeltacht Schools under the Gaeltacht School Recognition Scheme (GSRS).
ii) An allowance for Primary Teachers working in Gaelscoileanna.
iii) An allowance for Teachers working in Special Schools.
iv) A living Islands Allowance for Primary Teachers working on offshore islands.
v) An allowance for Primary Teachers working in schools designated as DEIS Band One and DEIS Plus Schools.
vi) An increase to the Primary Principal Teacher Allowance.
The Government is committed to the delivery of quality public services and will continue to approach public service pay in a balanced way that is reasonable and fair to both public servants and to the taxpayer. Any further amendments to Teacher Terms and Conditions, including pay and allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions or through the Teachers Conciliation Council (TCC) forum.
332. Deputy Cathal Crowe asked the Minister for Education and Youth the details of the expenditure on ICT in schools since 27 June 2020, on a local authority basis, in tabular form; and if she will make a statement on the matter. [54543/26]
View answerAs the Deputy is aware, in December 2025, I announced €35 million in funding for Information and Communications Technology (ICT) which issued to all recognised primary and post-primary schools in January 2026. This ICT funding is being provided to schools to enable the continued embedding of digital technologies in their teaching, learning and assessment. This is the fourth tranche of ICT funding under the Digital Strategy for Schools to 2027.
The Digital Strategy for Schools to 2027 and it's associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s NDP. The funding allocation model is provided for in the NDP, with funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy).
Including the €35m that issued in January 2026, a total of €170 million of the €200 million committed for in the NDP for the strategy has issued to schools through the ICT grant. While the NDP commitment did not guarantee a specific amount in each year, clarity and certainty are being provided for school systems regarding the annual grant payment timeline, which is now set for the December/January payment period each year.
This funding underpins the ongoing commitment to supporting and enabling schools to ensure the continued embedding of digital technologies in teaching learning and assessment and builds on the €210m in grants that issued under the previous Digital Strategy for Schools 2015-2020.
The information requested is not held in the format referred to, however, please find attached ICT grant funding provided to primary and post primary schools, in tabular form for the period requested by County.
