Vol. 1067 No. 6
3. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will reform the Student Universal Support Ireland, SUSI, assessment criteria for independent living given that students under 23 years are assessed as dependent on their parents even if they live independently, as are those over 23 years who cannot leave home due to the housing crisis; and if he will make a statement on the matter. [26577/25]
There are issues with the SUSI grant and people being able to access it. Will the Minister reform the SUSI assessment criteria for independent living? Students under 23 are assessed as dependent on their parents, even if they live independently, and those over 23 who are forced to live at home due to the housing crisis are assessed as dependent on their parents. Will the Minister reform SUSI?
I thank the Deputy for her question. Was that Question No. 3?
My apologies, I mixed up the questions.
We will take Question No. 3 and go back to Question No. 1 afterwards.
I thank the Deputy for her question and interest in the area. She is her party's spokesperson in this area and I wish her well in that role. I look forward to working with her across the floor in the coming years.
Regarding students who are considered to be dependent at the age of 23, this is part of the wider student grant system and scheme, which is kept under continuous review. Every year, the Department publishes an options paper that sets out costed reforms and changes to the scheme. I am currently engaged in that process and have had several stakeholder events, including meeting students' unions and other interested parties. I intend to publish a paper later this year before the budget on this which will inform public and political debate on what options should be prioritised.
There are many different parameters and moving parts. When you change one, it has a knock-on effect on another. I look forward to a discussion, informed by the options paper, as to what are the appropriate measures and how we make them.
In examining changes to eligibility criteria, which this question is about, I must consider how a change might impact on a particular cohort when compared with the demands of other cohorts and across the rest of the sector. I must also have regard for the availability of resources in the Estimates process.
In general, for student grant purposes, students are categorised according to their circumstances either as students dependent on their parents or legal guardians, or as independent mature students. A student may be assessed as an independent student if they have attained the age of 23 on 1 January of the year of first entry or re-entry to an approved further education course or an approved higher education course and if they have not been ordinarily resident with their parents from the previous 1 October. Otherwise, they are assessed as a dependent student, which means they are assessed with reference to parental income.
Applicants who do not meet the criteria to be assessed as an independent student for grant purposes or who cannot supply the necessary documentation to establish independent living for the required period may still apply to the awarding authority, SUSI, to have their grant eligibility assessed as a dependent student.
More than €351 million has been allocated in 2025 to student grants to aid access to education. That student grant scheme has recently been expanded-----
Thank you, Minister.
-----with increasing thresholds. We will come back to that later.
We all want to work together for fairness, justice and equality in education, and one of things we can do to help us is the reform of the SUSI grant. For too long, SUSI has been a barrier rather than a bridge for many of our young people. This is supposed to be a scheme which enables access to education but, instead, for many it is yet another wall that blocks their future.
Let us speak plainly. The age of 23 - that so-called threshold for being classed as an independent student - is actually a barrier for some. Looking at one family's situation - this family contacted both the Minister and me - they feel that middle-wage earners are being punished because of this. They said when their means test for SUSI was being completed, it did not take into consideration tax, PRSI or USC charges because their child is independent but they cannot prove it so their income is taken into consideration. They have received a minimal amount from SUSI and must now pay €10,000 in rent, student fees, food and travel. This really needs to be looked at.
I am aware of the issue, which has been raised with me by the student unions, and I have come across this in my review of the different schemes. It is fair to ask and test this to see what is appropriate.
The Deputy mentioned that one of the families she had been in contact with had stated the difficulty in assessing and establishing that independence. Documentation accepted by SUSI includes: a letter confirming the address is registered with the RTB, if they are renting a property; a local authority lease agreement or a letter to confirm they are renting under the RAS; a letter on headed paper from a rental agency confirming the tenancy - these are all in situations where the individual is living outside the family home; a letter to confirm the receipt of rental allowance; or a utility bill in the applicant's name - this could be something like a phone bill, broadband bill, gas bill, utility bill, etc. Those items can be submitted as evidence that a student is living apart. The real difficulty arises in some cases where they are not living apart; they are living at the family home but are estranged and may not have the opportunity to move out, although they may wish to.
I accept this is not straightforward and these are the issues we must examine in the options paper to see what is appropriate. It may not be appropriate to give a blanket exemption because this may not be a good use of resources but it is something on which we need to strike the right balance.
I am glad to hear the Minister will be looking at this but there are other people who for myriad reasons - some deeply disturbing - have had to leave home and are living with other family members. They are independent but do not have bills, rent or other things in their name and are finding it difficult to get evidence that they are separate from their parents. As there is a breakdown in communication, the parents will not give them this. It is not a simple either-or situation, and it must be looked into. It is not fair on those people who are running from home for certain reasons. They are trying to make their lives better but these barriers are being put in their way and they cannot get the bills or the evidence.
If you look at it, it really is not for them and there needs to be a compassionate mechanism for students estranged from their parents - one that puts the student's life experience first and not a bureaucratic checklist.
The Deputy might call it a bureaucratic checklist but I am sure she would also agree public moneys should be carefully managed. It would not be appropriate to have a free-for-all where we do not need any proof or documentation and anyone who applies can get appropriate payments. I imagine the Deputy would agree this would not be appropriate either. If we accept that neither extreme is a good place to be, then we must find the point in the middle, that is, the level of documentation and support that is required and appropriate. That is the way with every use of public moneys and every type of grant scheme right across the different Departments. That is the way it has always been and should be.
The question is to find a balance that is not overly onerous or unreasonably attainable which safeguards the underlying resources that are ultimately available to other students and families and must be managed in that regard.
There are other funds in addition to SUSI that are available for students who might be in financial difficulty. We have the student assistance fund to support students both full time and part time for different exceptional needs. We have PATH 5, which is a new access pathway into third level education, particularly for Traveller or Roma communities. We also have accommodation and grants for students in disadvantaged areas. There are a number of different funds which can support students in difficulties even beyond the SUSI system.
2. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address the deficit some domestic universities are experiencing. [26519/25]
Some of Ireland's third level institutions are facing a critical shortfall in core funding, something repeatedly highlighted by the OECD, the European Commission and our universities. Despite rising student numbers and growing demands in staff and infrastructure, core funding remains well below the required level to ensure quality, accessibility and efficiency. Can the Minister outline what steps his Department is taking to address this core funding gap, and will he commit to a roadmap towards significantly increasing core investment in our higher education sector?
To answer the Deputy's second question, yes, I will commit to increasing funding in education. I have announced that already and brought this before Cabinet, where I secured approval to do so.
The National Training Fund is a €1.485 billion pot of money that is collected through employer levies to support training and educational needs. There is a need for legislation to unlock that fund because the fund, as it is currently construed, has a particular set of categories under which it can be spent. I wish to broaden them to include core funding for the higher education institutions among other things. This requires a minor legislative change but that is a Bill I intend to bring before the Houses this year. I am currently working on drafting heads of Bill with my Department and legal teams. I secured Cabinet approval for that recently. That will mean an additional €150 million per annum will be included in the core funding to universities, which is a really significant move. This, of course, stems from the Funding the Future framework, which was published in May 2022. It followed the Cassells report from a few years earlier, which identified options available to put higher education on a sustainable footing and examining different options for our core funding for the universities. That is now progressing. It is in the programme for Government and is a commitment we have made. It is something I have already advanced in my first few months in office and, as I said, I have Cabinet approval to now progress that further through legislation, which I hope to bring before the Houses at the earliest opportunity.
I acknowledge there is additional funding of €50 million in the budget for 2025 under Funding the Future. It is great to hear there is an additional €150 million. The Irish Universities Association has welcomed the multiannual approach the Minister's Department has outlined.
Investment in education only stands at 2.8% of GDP. It is among the lowest in the OECD, which has an average of 5.7%. I am concerned the financial constraints compromise the quality of education and the well-being of students and staff and it seems contradictory to be attracting foreign talent from abroad when our domestic institutions are in dire need.
I am happy that legislation is going to be progressed with the heads of Bill. I urge the Minister to try to do this as quickly as possible. We will lose talent. The Minister wishes to attract talent from abroad but we cannot lose the talent we have already. Students going abroad is also a difficulty.
I agree with Deputy Cummins. We are very much on the same page on this. With regard to talent from abroad, I want Ireland to be a welcome place for scholars but that includes supporting our own - the people already here - and attracting more. The best-in-class research and innovation, STEM and humanities studies all work best when people collaborate at every level, including internationally, so that we have a fusion of the best minds. It is not recognising borders, barriers or arbitrary rules that other jurisdictions might be currently raising, which I do not agree with. We must be that safe haven and promote independent thought, academic freedom and integrity. As well as it being the right thing to do, there is a significant economic uplift to that. We see money spent on research and innovation, for example, usually has a 5:1 return.
I visited the CÚRAM research centre at the University of Galway last week. It has achieved a 12:1 return. For every euro the State is spending, therefore, €12 is being recouped in terms of the wider economic impact of the research and the economic benefits of it. We should do it for its own sake but it also produces demonstrable returns for investment in education and research.
I agree it is really positive when we have those returns, as the Minister outlined. I know that is one element of looking at education. I want to be clear about what I am saying with regard to attracting people from abroad to come here. I am not saying this is not a good idea. However, when the headlines are focusing on how much money is going to be spent on each of those people, it can read as being a little unbalanced. I totally agree that when we have international talent and academics coming here, we are able, with the students in the universities, to see the best that we have internationally. The Minister is right; in this world, which is becoming smaller in a way but is quite divided, we need to try to find ways that we can all work together. The academics coming from abroad and those here need to be welcomed and we need to have the infrastructure in place. I am glad the Minister has clarified that it is not about pitting one against the other, because I was a little bit nervous when I read that. I was thinking that we cannot be attracting others if we have deficits here, but I am glad the Minister clarified that.
I thank the Deputy. I intend for the funding to support the entire sector. The Deputy mentioned some figures. I would also be a bit concerned by the current level of our research and development spending as a percentage of GDP. We need to increase that. The private sector is spending a lot, so public sector spending needs to increase. That will be reflected in what I am hoping to achieve through the national development plan, in terms of increased infrastructural spending across the research and education ecosystems, further and higher education and the entire tapestry. That is the building block that everything else is based on, if we have those systems right. It is part of the wider base and I will elaborate on that further over the coming months, but I intend to use the national development plan as part of the springboard for those projects.
1. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science if he is satisfied with the current level of mental health supports available to third level students; if further investment is planned; and if he will make a statement on the matter. [26576/25]
I want to raise the pressing issue of the mental health crisis among third level students. We are failing our young people in this regard. The mental health services available to students in our colleges and universities are underfunded, understaffed and overwhelmed. Is the Minister satisfied with the current level of mental health supports available to third level students and is further investment planned?
I appreciate the Deputy raising this important issue, as the mental health and well-being of our third level students is a matter of deep concern and ongoing priority for this Government. The Government and my Department remain committed to enhancing mental health supports across the sector. My Department has allocated a total of €32 million to support higher education institutions in meeting the mental health and well-being needs of students since 2020.
This funding supports institutions in directly meeting the needs of students through counselling services as well as delivering the national student mental health and suicide prevention framework. As autonomous institutions, the exact disbursement of the funding is a matter for each institution depending on its own prioritisation of needs. They are entitled to do this because they are independent from the perspectives of management and governance. They have been advised to distribute the funding in support of specific student-facing areas, such as the recruitment of additional student counsellors and assistant psychologists, head of service posts, training and awareness raising. We can offer advice, but they ultimately retain discretion over how the funding is allocated.
The majority of new posts created through this funding have been counsellors, reflecting the capacity-building phase of the implementation of the framework. Over recent years, there has been a mixture of core funding and once-off Covid support funding, but as of 2020, €5 million annually is being allocated on a recurrent, sustainable basis. I mentioned that over that time, €32 million has been allocated. Institutions can also draw resources from other areas within their overall Exchequer and other funding sources. A number of other funds are available to them, which I might return to later because there is quite a list. I will refer to those when I hear where the Deputy's next question is going.
I am glad to hear that the Minister is going to put funds into this. It is a very hard issue for students to deal with. Some of the issues they are dealing with include the skyrocketing cost of accommodation or even the type of accommodation they live in. Some students are just leaving home and are stuck in accommodation that is not working for them. Mental health should be treated with the same urgency and importance as physical health. Many are juggling work and study just to keep their heads above water. One of the findings of a survey done by my colleague Deputy Conway-Walsh was that one in four first-year students was not aware of the mental health supports and counselling services available to them. One solution to the problem would be just letting them know that the services are available and can be accessed.
The existing funding framework for mental health services in higher education is insufficient. It is resulting in underfunded and understaffed counselling and healthcare services on campuses. At this time, I am not aware whether the additional funding will be enough to bring services back up to the proper ratio.
Some examples of the types of projects being supported through that funding include the national student counselling database implementation project. This facilitates the identification of trends in the mental health needs of students attending student counselling services. It measures and monitors what trends are coming through from access to counselling services and identifies areas for further attention.
There is a platform called Togetherall, which provides 24-7 peer support. Psychological counsellors in Higher Education Ireland are being supported in their work, through the higher education institutions. Research and co-ordination around suicide and self-harm is being performed on an ongoing basis. A screening tool that is being developed selects the most appropriate person-centric interventions for students with mental health presentations. This tracks the well-being outcomes of students who engage with the service. A national health and well-being assessment tool has been developed to enable institutions to implement and progress the healthy campus charter and framework. There is also an ongoing review of the national student mental health and suicide prevention framework. A lot of actions are being taken and a lot of good projects are under way. These are meaningful and impactful for the individual students, as well as for the host institutions. Ultimately, the institutions retain autonomy as to what other projects they may wish to implement.
The counsellor-student ratio should be 1:1,000 but at the moment I think we are at 1:1,500. We need to bridge this gap. I am glad to hear about Togetherall and that it is a 24-7 service but is there a waiting list for it? Students struggling with their mental health today should not have to wait weeks for help. They should not have to choose between paying rent or paying for therapy and they definitely should not have to suffer in silence. I believe that the Minister will be willing to work on this and I know I will continue to push until all students have been listened to and their burden in respect of mental health is helped. This is a very serious issue and we all should be working towards a solution.
If we consider some of the ratios, one counsellor for every 1,000 students was the suggestion from the International Accreditation of Counseling Services, IACS, to which the Deputy referred. There are different views about that report as to whether that is the optimal way to measure ability and whether that is the right metric but I certainly note what the Deputy is saying. The national student mental health and suicide prevention framework, which I mentioned, has identified that in an Irish context, there remains a need to develop a public indicator. The questions are what the correct indicator for us in this system is and how we can manage and ensure that adequate provision is being made for different students. This work is ongoing with the HEA at the moment to see what an appropriate metric in our system is.
Regarding the retention rate, there are many reasons for students dropping out. Mental health may often be one but there is a variety of other reasons. The non-progression rate fell slightly in 2021-22, from 13% to 11%. I do not have the figures for the most recent years but it is beginning to go in the right direction. There can be complex reasons that students do not progress. It is not only to do with mental health.
4. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the provision of student accommodation in Galway; when the new national student accommodation strategy will be published; and if he will make a statement on the matter. [26176/25]
My question relates to student accommodation in Galway. Where is the national strategy? I ask this in the context of a city where a recent survey found that almost one fifth of students at the University of Galway are living with family members or are in emergency accommodation. Those surveyed represented 8.5% of the student population. About 12% of respondents reported that they were living with family, while 5% said they were living in temporary or emergency accommodation.
I had the pleasure of visiting the University of Galway last week. I met the chair, the president and the students' union and we had a good discussion on this and many other matters. I admired the fine quadrangle and had the opportunity to inspect some of the research projects around the campus as well. It was a really worthwhile visit to see the really good work being done there.
Regarding student accommodation provision, access is a central concern. Access and supports are important to ensure that students can avail of higher level education and that they can do so in a way that does not involve long commutes or living in cramped accommodation, which will be an enabler to them. I am very aware that these are barriers for many students.
One of the most significant barriers students face today is the cost and availability of accommodation, if they can get it in the first place. My focus is on delivering targeted and effective interventions that promote equitable access to higher education across the country. This means addressing the challenges that may prevent students from progressing to or through third level education because of the difficulties outlined.
Four key tools are being deployed to address student accommodation. The first is the development of a standardised design approach to improve efficiency and reduce costs. That is something my Department is working on and I will publish it this summer. The intention is to have a standard design akin to the second level school programme. The second tool is the use of enhanced supply and demand data to inform planning and investment decisions, so we can see the different patterns in different regions. The third is the technological sector student accommodation programme to support regionally balanced, institution-specific delivery models. That is under way as a separate programme. The fourth tool is a national student accommodation survey, which is designed to capture the lived experiences and needs of students across the country. We might well guess some of the issues and hear from our constituents and from representations made to us by various bodies, but the survey will have an empirical analysis that will better inform demands in this area, where the pressure zones are and what needs to be applied in different areas. We will continue to work with universities and other higher education institutions. I intend to publish the student accommodation strategy later this year.
Will the strategy be published later this year?
Yes.
I welcome the standardised design. It is very practical. That has been done all over England with great cost savings. Let us go back to Galway. Approximately 19,000 students are in what I still call the NUIG. Then there is the Atlantic Technological University, ATU. There are more than 40,000 students in Galway in just two third level institutions. I know the Minister does not like the term "vulture funds", so I will use "investment funds". The Government has given carte blanche to investment funds to come in and build student accommodation anywhere they like, with all the tax reliefs. I come from a university city where we built up a relationship between town and gown given the importance of the universities to Galway. Now people are coming in and building accommodation six, seven and nine storeys high just because there is money to be made, regardless of the area and the feelings of residents. The investment funds have carte blanche to build exactly what they want, where they want, while we wait for the standardised design.
We are probably veering into questions for the Minister for housing rather than me. I am not aware of the seven-storey buildings the Deputy talks about. There are already 1,891 purpose-built student accommodation beds on campus in the University of Galway. The latest figures tell us the university accommodation is oversubscribed, however, as it has received more applications per bed than there are beds available. Additional accommodation beds were provided last year in Dunlin Village. The Deputy may be familiar with it. It provides 674 purpose-built student accommodation beds. In Queen Street, 300 new beds are being developed. The most recent data from last month tells me that 1,739 new purpose-built student accommodation beds have been built in Galway in the recent past. Student accommodation beds are being provided but I want to see more of them, or as many as can be introduced into the system through public and private channels, so that we have a good supply of accommodation to students and a good choice available to meet the very evident demand.
It is worth noting that, as of this week, 71 beds are being advertised on the rent-a-room scheme. Digs accommodation is still a very popular option that many take up. There are currently 71 beds available in Galway.
I am not straying into the housing area. I am putting the issue into the context of a city where we have a massive housing crisis. I do not exaggerate. People have been on a waiting list for 20 years. We jump for joy when someone gets a house after 15 years. That is the context. In addition, we have two universities. A disaster of a decision was taken years ago before the arrival of the ATU. The Corrib Great Southern hotel should have been bought by the Government, as it would have solved half the problems. Of course, it was not bought. It was sold on to a bidder with lots of money and then left vacant. The problems have been created not just by the universities, which I blame, but by Government policy. Now investment funds are coming in. It is unusual that so many residents would stand together. I count at least nine residents' associations that are extremely upset. I do not want to find myself in a position of being against student accommodation. I have cried out for student accommodation on campus, State-provided land, so that the prices come down, rather than having it provided by for-profit investment funds that will use them during the summer for other purposes with little regard for residents in the area.
It is not unusual for student accommodation to be used for other purposes during the summer months. Most of the higher education institutions do that themselves. It is part of the challenge of finding a solution. I want to see the maximum available beds for student accommodation based on a formula that works, first and foremost, for students. Many of the higher education institutions look to use student accommodation as a revenue-raising tool in the summer months, and I understand they are financing their activities on that basis. Ultimately, the focus should be on the student.
Deputy Connolly mentioned ATU a couple of times. ATU Galway is participating in the technological sector student accommodation programme. The overall standardised design is a work in progress and there is an overall strategy. There is already a stand-alone TU sector student accommodation programme and ATU Galway is part of that. In terms of the submissions that are being made, the HEIs usually drive projects that come to the HEA and my Department for approval. They are considered and any submissions made will be advanced. I am very keen to address this because I am conscious that it is a real issue for many students.
5. Deputy Gillian Toole asked the Minister for Further and Higher Education, Research, Innovation and Science the timeline for the single-phase delivery of the new campus for Dunboyne College of Further Education and Training, Dunboyne, County Meath, to be funded from as many relevant streams as possible, including but not limited to SOLAS, sports capital and national training funding. [26525/25]
I wish to ask both the Minister and the Minister of State the timeline for the single-phase delivery of the new campus for Dunboyne College of Further Education and Training, Dunboyne, County Meath, to be funded from as many relevant streams as possible, including but not limited to SOLAS, sports capital funding, national training funding and national development plan funding. This college began with 50 students and two courses and it currently has 1,300 students, 70 courses and 45 apprenticeships.
I thank the Deputy for her question. I am pleased to say this is my first opportunity to respond to an oral question. I am also pleased that it relates to Dunboyne College, which I know. I am familiar with the great work that is happening there.
Louth and Meath ETB, LMETB, is being supported by SOLAS in developing its preliminary business case, PBC, proposal for Dunboyne under the FET college of the future major projects fund and they have met as recently as this month to progress the application. The proposal put forward by LMETB relates to the development of a new fit-for-purpose facility on a greenfield site in Dunboyne to replace the existing rented accommodation in Dunboyne. It is one of 12 projects being progressed under this fund.
LMETB is refining its business case proposal and once completed, it will submit it to SOLAS for evaluation. The evaluation panel will be available to meet as soon as the updated business case is received. Business cases that meet the evaluation criteria will advance to the next stage of development: pre-tender, project design, planning, and procurement strategy. The development of a robust PBC is fundamental to the requirements of the infrastructure guidelines. The appropriateness or otherwise of a phased development of the proposal, which the Deputy inquired about, is a matter for the evaluation panel to determine.
Funding for all projects under this programme, including the proposal from LMETB for Dunboyne, will come from within the FET college of the future major projects fund envelope. The Department and I are committed to delivering this project as part of 12 key projects that were announced under the FET college of the future major projects fund.
Deputy Gillian Toole: I thank the Minister of State for her updated information. I reiterate that this college is delivering. At various times in this Chamber we have discussed the need for occupational therapists, speech and language therapists and the development of apprenticeship programmes and construction studies. LMETB colleges can deliver that. This process began in 2015 when Dunboyne was added to the building list of the then Department of Education and Skills. Currently, the rent roll is just short of €100 million a year to 23 landlords. That includes transportation costs. Such costs are unsustainable. Currently, the college is operating from an industrial estate where numerous health and safety issues arise. It is an absolute waste of money. I plead for the single-phase case, because since this process began in 2015 there has been a lot of to'ing and fro'ing with the Department. There has been significant engagement, including by staff members whose core function is the education of the students whom they highly value.
I thank the Minister of State for the updated information. I reiterate that this college is delivering. At various times in this Chamber, we have discussed the need for occupational therapists, speech and language therapists and the development of apprenticeship programmes, as well as construction studies. LMETB colleges can deliver that. This process began in 2015, when Dunboyne was added to the building list of the then Department of Education and Skills. Currently, the rent roll is just short of €100 million a year to 23 landlords. That includes transportation costs. It is unsustainable. The college is operating from an industrial estate where numerous health and safety issues arise. It is an absolute waste of money. I plead for the single-phase case because this process began in 2015 and there has been a lot of toing and froing with the Department. There has been significant engagement, including by staff members whose core function is the education of the students, whom they highly value.
I will begin with a comment. The Deputy spoke about a one-stage process. Whether it is a phased development or a one-stage development is a matter for the evaluation panel. The proposal is to develop fit-for-purpose accommodation on a greenfield site in Dunboyne. As the Deputy said, the college is currently located in poor accommodation in a large number of rental premises in an industrial estate. LMETB submitted its preliminary business case for evaluation in September 2024 and that needed to be refined. It submitted it again in March of this year and further refinement was needed. SOLAS is working with LMETB. Everybody wants to see a successful application from Dunboyne because, in truth, we want to get on with building this new facility.
We are absolutely united in the spirit of getting this project progressed. Again, I would push the case in this instance based on the financial implications and the history of the project. There is no doubt of the intention in the programme for Government, where the intention is to communicate, collaborate and encourage more interdepartmental and intradepartmental collaboration. That is why I make the suggestion for alternative funding streams so it is not just limited to the FET fund.
On 24 February 2022, the Minister's predecessor and now Tánaiste, Deputy Harris, gave a commitment on record and on film, stating that he was delighted to confirm there is ring-fenced funding in place for the delivery of a purpose-built college for Dunboyne College. I am just asking for the honouring of the single-phase delivery of the project.
I hear what the Deputy is saying and I know that what she is talking about is a ring-fenced, purpose-built building. I know the envelope that is available is available to all of the 12 different colleges that are looking for this funding. All have been approved and they just have to get through this preliminary stage. I know Dunboyne is working very hard with LMETB. Without being certain about this, I would be confident that, within the next short period of time, we will get to a point where its application can be successful and progress to the next part of the process. Eight out of the 12 original applicants have got to this point and I have no doubt Dunboyne will get there soon. It is a big piece of work and very important for the region. Like the Deputy, I recognise the really good work that is carried out by the college. I and my Department stand ready to support it.
