Written Answers Nos. 2496-2519
2496. Deputy Peter 'Chap' Cleere asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the significant challenge for this year's Leaving Certificate students who will be expected to meet the CAO points for course entrance based on 2024 inflated grading; and if he will make a statement on the matter. [18850/25]
Amharc ar fhreagraI understand that the Leaving Certificate can be a stressful time for students and their families. This includes the decisions for students in determining their pathways into work or continued education through the Further Education and Training, or Higher Education systems.
My Department has been working tirelessly with the higher education and further education sectors to provide increased opportunities and pathways, helping to reduce pressure and open doors to a bright future. I am committed to supporting students, as evidenced by the creation of additional places in high-demand courses such as medicine, nursing, physiotherapy, occupational therapy, speech and language therapy and others. This year will see the commencement of new programmes in dentistry and pharmacy, as well as the further expansion of existing programmes in medicine, physiotherapy and pharmacy. Engagements are ongoing regarding further expansion for 2025 and beyond.
Additionally, new veterinary programmes are being established in Atlantic Technological University and South East Technological University. At full rollout, it is expected that these programmes will have an annual intake of 80 veterinary medicine students, nearly doubling the current intake. These programmes are expected to commence in September 2026.
I am also continuing to expand pathways into higher education through Tertiary Programmes, part-time supports and new apprenticeships. This will reduce the stress of the “points race” and CAO application process for thousands of students across the country.
My officials are continuing to engage with colleagues in the Department of Education and State Examinations Commission (SEC) on this matter. I am supportive of my Cabinet colleague Minister McEntee and her officials as they commence the phased and gradual return to normal Leaving Certificate outcomes that will begin in 2025. It is widely recognised that it is appropriate to return over time to normal arrangements for Leaving Certificate outcomes in line with the announcement made by the Minister for Education last year (17 April 2024), that the return to normal Leaving Certificate outcomes would begin in 2025.
It is my understanding that this is being done gradually in line with the commitment that there would be no “cliff edge” in overall results so as to minimise, in so far as possible, the impact on students. I am aware that the SEC will again apply a post-marking adjustment after all marking is complete, which, this year, will bring results in the aggregate to a point broadly midway between 2020 and 2021 levels. The Department of Education and SEC will review the process for the following year. The examinations and assessment adjustments that have applied in recent years continue to apply for students in 2025.
2497. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science the number of people that have voluntarily registered with the voluntary licences register in regard to student digs. [18862/25]
Amharc ar fhreagra2498. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science to provide the voluntary licensee register for students attending third level institutions in regard to student digs. [18863/25]
Amharc ar fhreagraI propose to take Questions Nos. 2497 and 2498 together.
The Deputy refers to a " voluntary licensee register" in regard to student digs. I am not aware that such a register exists.
However, as previously stated on the 27th of March, my Department published a voluntary regulatory framework and sample licence agreement to assist both homeowners/primary tenants and students who wish to avail of the scheme. This highlights the key issues to consider when renting a room to a student and similarly what students could expect when accepting an offer of accommodation.
Further information can be found at the following link Rent a Room - Voluntary Regulatory Framework.
2499. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science how many undergraduate, postgraduate, PLC and apprenticeship courses are available at third level, in tabular form. [18894/25]
Amharc ar fhreagraThe information requested by the Deputy is in the table below:
|
Level |
Course Count |
|
Undergraduate |
3094 |
|
Postgraduate |
2844 |
|
PLC |
925 |
|
Apprenticeship |
77 |
The Higher Education Authority's Student Records System is my Department's primary source of statistics related to the higher education sector. The HEA can only provide the count of course names that were provided by the higher education institutions for the academic year 2023/24 as part of the student data returns. It is possible that some course are double counted due to the course changing name. These courses related to HEA-funded institutions only. My department or the HEA do not have data on the number of courses offered by private institutions.
Undergraduate courses include Access and Foundation courses, Undergraduate Certificates, Undergraduate Diplomas, Higher Certificates, Ordinary Degrees and Honours Degrees. Postgraduate courses include Higher Diplomas, Postgraduate Diplomas, Postgraduate Certificates, Research Masters programmes, Taught Masters programmes and PhD programmes.
With regard to apprenticeship courses, there are currently 77 national apprenticeship programmes available. Of these, 75 have a National Framework Qualification (NFQ) level between 6 and 10. That is to say, from Advanced Higher Certificate to Doctoral Degree. The remaining two programmes are in scaffolding and butchery, and are offered at NFQ level 5.
The number and variety of apprenticeship programmes has increased since the establishment of my department in 2020. At the end of that year, there were 57 national apprenticeship programmes between NFQ level 6 to 10. The growth to 75 represents a 32% increase in such apprenticeships. New programmes are expected to become available in 2025, all of which will be from NFQ level 6 and above.
The programmes cover an extensive variety of areas that feed into the development of the growing Irish economy. This ranges from construction and engineering to health, hospitality, finance, information technology and agriculture, among others.
Details of apprenticeships are available at apprenticeship.ie.
The Post Leaving Certificate (PLC) programme is designed to provide specific vocational skills to those who have completed senior cycle, adults returning to education deemed to have the necessary competencies, and those who are unemployed and seeking to upskill.
There are currently 925 PLC courses available in the Further Education and Training sector. Outside the FET system overseen by the ETBs, there are approximately 25 independent Community and Voluntary Secondary Schools that are funded to deliver full-time Post-Leaving Certificate (PLC) Courses. Courses are delivered in ‘Dual Provision’ schools where FE learners share the same staff, buildings, and resources with the Second Level students. These schools afford learners the opportunity to access Further Education courses in their own local area. These colleges had 708 PLC learners start a course in 2023, and 718 PLC learners start a course in 2024.
2500. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the number of Ukrainian students who were included in the free fee scheme in the year 2023 and 2024, and the cost of funding related to this; and if he will make a statement on the matter. [18909/25]
Amharc ar fhreagraIn considering the question raised, it is important to distinguish between the Free Fees Initiative and the separate Temporary Tuition Fee Support Schemes that were established to support displaced persons from Ukraine.
To qualify for the Free Fees Initiative, prospective students must meet nationality, residency and progression rules, as determined by the relevant higher education institutions. While it is possible that a small number of persons with Ukrainian nationality may have met the scheme criteria in 2023 and 2024, nationality data is not collected by my Department.
As part of the emergency response to support persons from Ukraine, a Temporary Tuition Fee Support Scheme was introduced. The temporary supports helped Ukrainian Beneficiaries of Temporary Protection (BOTPs) to undertake undergraduate or postgraduate courses.
For 2023/24, 563 Ukrainian students availed of the Temporary Tuition Fee Support Scheme, costing nearly €2.8 million.
Final numbers and costs for the 2024/25 academic year will be confirmed at the end of the academic year. Current estimates indicate that 1,275 Ukrainian students will avail of the scheme at an estimated cost of circa €5.9 million.
Supports to students, including temporary supports, are reviewed annually. In this regard, I have recently published details of the Further and Higher Education supports that will apply from the start of the 2025/26 academic year for BOTPs.
2501. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science the constituency universities of TUD that are to benefit from the Altitude Programme; and if he will make a statement on the matter. [18927/25]
Amharc ar fhreagraThe development of the ALTITUDE Charter was supported by the HEA under the Programme for Access to Higher Education PATH 4 Phase 1 funding stream. The ALTITUDE Charter is an extensive cross sectoral collaboration led by ATU and AHEAD, involving six national agencies, fifteen higher education (HE) institutions and six Education and Training Board (ETB) representatives nominated by Directors of FET to represent the Further Education and Training sector.
Universal Design (UD) in education is the creation of an environment which can be accessed by all and enables full engagement, progression and success for all students. While Universal Design began as a design approach to accommodate people with disabilities, Universal Design has been significantly developed and transformed, and now offers a framework for the inclusion of all students in education. Universal Design is based on the principles of flexibility and choice for all students, recognising that a well-designed service or approach will accommodate the diverse range of student needs. So, one size does not fit all, but a well-designed service will. Universal design will however particularly benefit students with disabilities.
Universal Design is a proactive approach to inclusion, which eliminates the need for students to be labelled in order to be included in education. Universal Design is a framework which embeds flexibility and choice for students turning the deficit model on its head. It weaves inclusion into the fabric of the student experience. Instead of looking at the ‘deficit’ in the student, Universal Design encourages a reflective, inclusive approach, identifying and removing the barriers or potential barriers to the engagement of a diverse student population. It addresses those proactively, rather than relying on a reactive approach to providing bespoke solutions or temporary fixes.
The ALTITUDE Charter is a high level vehicle for institutions to declare their intent to make incremental and sustainable progress on embedding a Universal Design (UD) approach. It provides an implementation toolkit and guidance to support implementation of the Charter. It also provides a technical report outlining the legislative and policy context, the development process, the evidence base underpinning it and recommendations for how it can be supported at the institutional and national level.
As autonomous bodies, the adoption of the Charter is entirely a matter for each individual institution.
I recently announced that my Department is providing additional funding of €2.8 million under PATH 4 Phase 1 to support Higher Education Institution's work on Inclusive Environments. This funding is to further build on the progress made by Institutions in embedding UD practices across the sector. A portion of the funding is also ringfenced to support anti-racism measures across the Higher Education Institutes. Under the new round of funding Institutions have been informed that it can be used to contribute to the preparation to adopt the ALTITUDE Charter.
I am pleased to inform the Deputy that, subject to the approval of project plans and budgets, TUD's approved total allocation of this additional funding is €281,630, with a minimum of €39,011 of that total ringfenced for anti-racism measures. However the breakdown of this fund within the TUD separate campuses is a matter for TUD.
I trust this clarifies the matter for the Deputy.
2502. Deputy James Geoghegan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide emergency funding to extend a course (details supplied); and if he will make a statement on the matter. [18941/25]
Amharc ar fhreagraMy officials are engaging with Dublin and Dún Laoghaire Education and Training Board in relation to this matter. I will revert to the Deputy as soon as possible.
2503. Deputy Cathy Bennett asked the Minister for Further and Higher Education, Research, Innovation and Science his proposals regarding implementing a reduction in the student contribution fee; and if he will make a statement on the matter. [18956/25]
Amharc ar fhreagra2534. Deputy Barry Heneghan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will clarify recent reports that there will be no further reductions to student fees; if this represents a departure from the commitment in the Programme for Government to reduce the student contribution fee over the lifetime of the Government; the rationale for this shift; and if he will make a statement on the matter. [19681/25]
Amharc ar fhreagraI propose to take Questions Nos. 2503 and 2534 together.
Students eligible for the Free Fees Initiative have their tuition fees paid by the State, exclusive of the student contribution. Over 143,000 undergraduate students benefit from the scheme each year, at a cost of over €368 million. This universal scheme is paid as a grant on behalf of students without any means testing. Students pay a student contribution of €3,000 per academic year. However, the State pays this contribution, fully or partially, for a significant number of students who qualify for SUSI grant support.
The Programme for Government commits to reducing the student contribution in a financially sustainable manner, over the lifetime of this Government. As part of the cost-of-living packages in the last three budgets, the student contribution was reduced by €1,000, at a net cost of circa €99 million per annum.
It is important to note that these represented once off temporary interventions which were subject to supplementary funding each budget in the form of a cost of living package.
No decisions have been made regarding policy choices and I remain open to hearing the views of stakeholders. In this regard, I invited interested parties to attend a cost of education event earlier this month. The event provided an opportunity for students, representatives of the student population, access officers, student services employees, people who work with students on a day-to-day basis, and organisations who advocate for underrepresented students in education, to have their say on the key cost of education issues.
I intend to publish an options paper, which will identify costs and the potential impacts of various policy options aimed at reducing the cost of higher education. This will inform decisions ahead of Budget 2026.
I remain committed to easing the financial burden on students and their families in a financially sustainable way.
2504. Deputy Mattie McGrath asked the Minister for Further and Higher Education, Research, Innovation and Science to outline all supports available to Ukrainians and international protection recipients for access to third level education; and if he will make a statement on the matter. [19024/25]
Amharc ar fhreagraThe information sought by the Deputy is as follows:
Students with International Protection Status
The International Protection Student (IPS) Scheme was introduced in 2015. It is targeted at three particular groups of students (asylum applicants, subsidiary protection applicants and leave to remain applicants) who have been in protection system or at the leave to remain (but not deportation order) stage for at least three years and have been resident in Ireland for three years and who are pursuing an approved post leaving certificate, undergraduate or postgraduate course. Such students cannot access the Student Grant Scheme as they do not have leave to remain in the State and therefore do not fulfil the nationality requirements.
The IPS Scheme largely mirrors the Student Grant Scheme but unlike the Student Grant Scheme, the IPS Scheme is an administrative as opposed to a statutory-based one. Any changes that are made to rates and thresholds in the Student Grant Scheme are also reflected in the IPS Scheme.
Student Universal Support Ireland (SUSI) took over the administration of the IPS Scheme in the 2022/23 academic year for the first time.
Since 2015, there have been a total of 457 applications to the International Protection Student Scheme and a total of 104 applicants have qualified for support which includes 42 applications in the 2024/25 academic year with four awards (two new and two renewal) being made.
The 2025 IPS Scheme will be published in the coming weeks.
Beneficiaries of Temporary Protection
In April 2025, the Government approved revised measures to assist Beneficiaries of Temporary Protection (BOTPs) who are seeking to pursue approved further and higher education courses in Academic Year 2025/2026.
In summary, the revisions broadly address the following:
(i) students who commence an eligible further or higher education course in academic year 2025/2026 will not receive enhanced levels of student supports as in previous years, and will instead, where eligible, receive supports aligned with Irish students;
(ii) those who are continuing with a further or higher education course in September 2025 will receive modified levels of support better aligned with Irish students, and,
(iii) 2025 Leaving Cert students (or equivalents) who become new entrants to further and higher education in Academic Year 2025/2026, will receive supports similar to those which will be available to continuing students,
The eligibility conditions associated with the provision of revised supports are detailed in a Technical Note on www.gov.ie.
2505. Deputy Robert O'Donoghue asked the Minister for Further and Higher Education, Research, Innovation and Science if he will acknowledge the disadvantage facing CAO applicants who are sitting their Leaving Certificate in 2025 compared to those who sat their Leaving Certificate in previous years; if his Department has plans to tackle this disadvantage; and if he will make a statement on the matter. [19026/25]
Amharc ar fhreagraI understand that the Leaving Certificate can be a stressful time for students and their families. This includes the decisions for students in determining their pathways into work or continued education through the Further Education and Training or Higher Education systems.
My Department has been working tirelessly with the higher education and further education sectors to provide increased opportunities and pathways, helping to reduce pressure and open doors to a bright future. I am committed to supporting students, as evidenced by the creation of additional places in high-demand courses such as medicine, nursing, physiotherapy, occupational therapy, speech and language therapy and others. This year will see the commencement of new programmes in dentistry and pharmacy, as well as the further expansion of existing programmes in medicine, physiotherapy and pharmacy. Engagements are ongoing regarding further expansion for 2025 and beyond.
Additionally, new veterinary programmes are being established in Atlantic Technological University and South East Technological University. At full rollout, it is expected that these programmes will have an annual intake of 80 veterinary medicine students, nearly doubling the current intake. These programmes are expected to commence in September 2026.
I am also continuing to expand pathways into higher education through Tertiary programmes, part-time supports and new apprenticeships. This will reduce the stress of the “points race” and CAO application process for thousands of students across the country.
My officials are continuing to engage with colleagues in the Department of Education and State Exams Commission on this matter. I am supportive of my Cabinet colleague Minister McEntee and her officials as they commence the phased and gradual return to normal Leaving Certificate outcomes that will begin in 2025. It is widely recognised that it is appropriate to return over time to normal arrangements for Leaving Certificate outcomes in line with the announcement made by the Minister for Education last year (17 April 2024), that the return to normal Leaving Certificate outcomes would begin in 2025.
It is my understanding that this is being done gradually in line with the commitment that there would be no “cliff edge” in overall results so as to minimise, in so far as possible, the impact on students. I am aware that the State Examinations Commission (SEC) will again apply a post-marking adjustment after all marking is complete, which, this year, will bring results in the aggregate to a point broadly midway between 2020 and 2021 levels. The Department of Education and State Exams Commission will review the process for the following year. The examinations and assessment adjustments that have applied in recent years continue to apply for students in 2025.
2506. Deputy Cian O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science the mitigation measures he will put in place to ensure the Leaving Certificate class of 2025 is not disadvantaged when applying for college courses compared to previous years’ classes whose grades were inflated; and if he will make a statement on the matter. [19049/25]
Amharc ar fhreagraMy officials are continuing to engage with colleagues in the Department of Education and State Exams Commission (SEC) on this matter. I am supportive of my Cabinet colleague Minister McEntee and her officials as they commence the phased and gradual return to normal Leaving Certificate outcomes that will begin in 2025. It is widely recognised that it is appropriate to return over time to normal arrangements for Leaving Certificate outcomes in line with the announcement made by the Minister for Education last year (17 April 2024), that the return to normal Leaving Certificate outcomes would begin in 2025.
It is my understanding that this is being done gradually in line with the commitment that there would be no “cliff edge” in overall results so as to minimise, in so far as possible, the impact on students. I am aware that the SEC will again apply a post-marking adjustment after all marking is complete, which, this year, will bring results in the aggregate to a point broadly midway between 2020 and 2021 levels. The Department of Education and SEC will review the process for the following year. The examinations and assessment adjustments that have applied in recent years continue to apply for students in 2025.
While there have been suggestions for different approaches regarding CAO applicants with prior years' results, the principle remains that each year's Leaving Certificate stands on its own merits. This ensures fairness and consistency for all students. This has been previously adjudicated by the High Court.
The CAO and Higher Education Institutions are working to respond to student demand. The gradual return to normal results is seen as the fairest approach, similar to methods used in other jurisdictions like Northern Ireland.
I understand that the Leaving Certificate can be a stressful time for students and their families. This includes the decisions for students in determining their pathways into work or continued education through the Further Education and Training, or Higher Education systems.
My Department has been working tirelessly with the higher education and further education sectors to provide increased opportunities and pathways, helping to reduce pressure and open doors to a bright future. I am committed to supporting students, as evidenced by the creation of additional places in high-demand courses such as medicine, nursing, physiotherapy, occupational therapy, speech and language therapy and others. This year will see the commencement of new programmes in dentistry and pharmacy, as well as the further expansion of existing programmes in medicine, physiotherapy and pharmacy. Engagements are ongoing regarding further expansion for 2025 and beyond.
Additionally, new veterinary programmes are being established in Atlantic Technological University and South East Technological University. At full rollout, it is expected that these programmes will have an annual intake of 80 veterinary medicine students, nearly doubling the current intake. These programmes are expected to commence in September 2026.
I am also continuing to expand pathways into higher education through Tertiary programmes, part-time supports and new apprenticeships. This will reduce the stress of the “points race” and CAO application process for thousands of students across the country.
2507. Deputy Eoin Hayes asked the Minister for Further and Higher Education, Research, Innovation and Science if he will ring-fence CAO places so that students from previous years compete amongst themselves, and not directly against the class of 2025, whose grades are artificially lower by comparison; if not, if grade deflation will be applied to students from previous years entering the 2025 CAO system; and if he will make a statement on the matter. [19082/25]
Amharc ar fhreagraMy officials are continuing to engage with colleagues in the Department of Education and State Exams Commission (SEC) on this matter. I am supportive of my Cabinet colleague Minister McEntee and her officials as they commence the phased and gradual return to normal Leaving Certificate outcomes that will begin in 2025. It is widely recognised that it is appropriate to return over time to normal arrangements for Leaving Certificate outcomes in line with the announcement made by the Minister for Education last year (17 April 2024), that the return to normal Leaving Certificate outcomes would begin in 2025.
It is my understanding that this is being done gradually in line with the commitment that there would be no “cliff edge” in overall results so as to minimise, in so far as possible, the impact on students. I am aware that the SEC will again apply a post-marking adjustment after all marking is complete, which, this year, will bring results in the aggregate to a point broadly midway between 2020 and 2021 levels. The Department of Education and SEC will review the process for the following year. The examinations and assessment adjustments that have applied in recent years continue to apply for students in 2025.?
While there have been suggestions for different approaches regarding CAO applicants with prior years' results, the principle remains that each year's Leaving Certificate stands on its own merits. This ensures fairness and consistency for all students. This has been previously adjudicated by the High Court.
The CAO and Higher Education Institutions are working to respond to student demand. The gradual return to normal results is seen as the fairest approach, similar to methods used in other jurisdictions like Northern Ireland.
I understand that the Leaving Certificate can be a stressful time for students and their families. This includes the decisions for students in determining their pathways into work or continued education through the Further Education and Training, or Higher Education systems.
My Department has been working tirelessly with the higher education and further education sectors to provide increased opportunities and pathways, helping to reduce pressure and open doors to a bright future. I am committed to supporting students, as evidenced by the creation of additional places in high-demand courses such as medicine, nursing, physiotherapy, occupational therapy, speech and language therapy and others. This year will see the commencement of new programmes in dentistry and pharmacy, as well as the further expansion of existing programmes in medicine, physiotherapy and pharmacy. Engagements are ongoing regarding further expansion for 2025 and beyond.
Additionally, new veterinary programmes are being established in Atlantic Technological University and South East Technological University. At full rollout, it is expected that these programmes will have an annual intake of 80 veterinary medicine students, nearly doubling the current intake. These programmes are expected to commence in September 2026.
I am also continuing to expand pathways into higher education through Tertiary programmes, part-time supports and new apprenticeships. This will reduce the stress of the “points race” and CAO application process for thousands of students across the country.
2508. Deputy Eoin Hayes asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the public and private financial resources required and available to support his Department’s plans to meet Ireland’s climate targets by 2030; and if he will make a statement on the matter. [19098/25]
Amharc ar fhreagraUniversities are autonomous bodies established under statute and as such have access to both public and private funding streams. The expenditure of a University’s income is a matter for the individual institution and this includes decisions in relation to decarbonisation activities.
The scale of the challenge posed by the 2030 targets for the Tertiary Sector will require a system-level response, focused leadership, and significant capacity and capital investment.
The following measures are already being implemented to ensure that we meet the climate targets for the tertiary sector:
• The Energy Efficiency and Decarbonisation Pathfinder Programme (EEDPP) in Higher Education, first introduced in 2020 and co-funded by my Department and the Department of the Environment, Climate and Communications (DECC) administered through the Sustainable Energy Authority of Ireland (SEAI) and Higher Education Authority (HEA), has seen funding of €100m being ringfenced under the Fund for a range of suitable projects. The EEDPP continues to test a range of building retrofit approaches to build evidence and capability in the sector, and to inform decisions as larger scale programmes are rolled out in the future.
• In addition, in January 2025 an Energy Efficiency & Decarbonisation Pathfinder programme (EEDPP) was announced for the Further Education & Training sector. Similar to the HE Pathfinder it will be co-funded by DFHERIS and DECC and administered through the SEAI and SOLAS with a total co-funded budget of €60m.
• As part of Budget 2025, Government agreed a total National Training Fund (NTF) funding package of €1.485bn over a six year period (2025-2030) for the tertiary sector; to include €150m for the upgrade and decarbonisation of the tertiary estate.
• The further and higher education sectors may also use devolved grant funding, including the new Green Devolved Grant funding stream for the FET sector with annual funding of €8m for three years, to directly invest in works to support energy efficiency and emissions reductions initiatives for their buildings.
A Sectoral Decarbonisation Strategy is currently being developed to set out how the sector plans to meet its enforceable 2030 targets, aiming for net zero by 2050. This will set out a holistic approach.
To meet existing decarbonisation targets for the public sector will require significant levels of exchequer funding in NDP allocations. Both public and private funding will be part of the solution to the funding challenge of public sector retrofit projects.
2509. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the details of all services, grants, loans and payments available to individuals or households funded by his Department and agencies under his remit; the eligibility requirements and any conditionality for receiving the service, grant, loan or payment (details supplied); and the monetary value, or range of values, of the service, grant, loans or payment, where applicable. [19174/25]
Amharc ar fhreagraThe Deputy should note that no loans are funded by my Department or agencies under my remit to individuals or households. The following is an outline of some services and grants funded by the Department or agencies under my remit:-
Student Grant Scheme
The Scheme provides grant assistance to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
The decision on eligibility for student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland). Student grants are available for students looking to study at PLC, undergraduate and postgraduate levels.
Student grants are divided into maintenance grants and fee grants:
• Maintenance grants help students with their living costs and are paid directly to the student’s bank account.
• Fee grants pay tuition fees for students who do not qualify for the Free Fees Scheme. Fee grants can also pay the Student Contribution and the cost of essential field trips.
Household income must be within the income thresholds of the Student Grant Scheme as outlined at Appendix A.
Student Part-Time Fee Scheme and Regulations for Specified Undergraduate Courses
This Scheme was introduced for the first time in September 2024 to provide fee support to eligible part-time students attending specified publicly funded undergraduate courses leading to a major award. The aim of the Scheme is to provide additional flexibility in respect of course provision to students who are socio-economically disadvantaged.
A measure such as this Scheme, which is aimed at supporting socially-economically disadvantaged students, will have an impact on cohorts such as low-income families, lone parents, teen parents, widows, members of the Traveller and Roma communities, persons with disabilities and carers. This new initiative has opened access to higher education to many underrepresented groups who cannot participate in full-time programmes. In 2024 there were 62 eligible courses which has risen to 111 eligible courses for the 2025/26 academic year.
The applicable income thresholds for the Student Part-Time Fee Scheme are outlined in Appendix A.
International Protection Student Scheme (for FE/HE Students)
The International Protection Student Scheme (for FE/HE Students) 2024/2025 provides financial grants for students who have been continuously resident in the State for a continuous period of 3 years or more and is a protection applicant or a person at leave to remain stage for a continuous period of 3 years or more as at the day before the date of commencement of the course and who has not had a deportation order issued against them.
Further information on eligibility criteria can be found here www.gov.ie/en/department-of-further-and-higher-education-research-innovation-and-science/services/international-protection-student-scheme-for-fehe-students-20242025/
PLC Bursary for Displaced Persons (Ukraine) Scheme
This scheme is designed to provide financial help to people who want to study a Post Leaving Certificate (PLC) course and:
• Are living in Ireland;
• Have been granted temporary protection (under section 60 of the International Protection Act 2015).
To qualify one must also be taking part in an approved PLC course and not be getting the Back to Education Allowance from the Department of Social Protection.
Further information on eligibility criteria can be found here www.gov.ie/en/department-of-further-and-higher-education-research-innovation-and-science/services/plc-bursary-for-displaced-persons-ukraine-scheme-2024/.
Free Fees Initiative
Students eligible for the Free Fees Initiative have their tuition fees paid by the State, exclusive of the student contribution. This universal scheme is paid as a grant on behalf of students without any means testing. Students pay a student contribution of €3,000 per academic year. However, the State pays this contribution, fully or partially, for a significant number of students who qualify for SUSI grant support.
Further Education and Training (FET) Courses
All information relating to supports available to further education and training students is available at the following link www.citizensinformation.ie/en/education/further-education-and-training/training-courses/.
Apprenticeships
Targeted financial supports of up to €3,000 per applicant are offered to apprentices through the Access to Apprenticeship Initiative which supports socio-economically disadvantaged young people into an apprenticeship scheme. Also, the Traveller Apprenticeship Incentivisation Programme to the value of €3,000 per year per apprentice.
A bursary of €2,666 per apprentice is available to businesses who employ apprentices from the minority gender on programmes which have greater than 80% representation of either women or men.
Other Supports
Students should contact the Access Office of the institution they attend to consider what additional supports may be available to them such as the Student Assistance Fund which can help discharge costs such as rent, transport and course materials. The HEA website www.studentfinance.ie also provides comprehensive details of supports which are available to students.
Student Assistance Fund (SAF)
The SAF is a fund that is available to students both full-time or part-time who experience exceptional financial need. This fund is administered on a confidential, discretionary basis. The access officers of each institution work with students to see how they can be supported financially through the Student Assistance Fund in meeting the costs associated with day-to-day participation in higher education. More details are available on www.studentfinance.ie.
Student Accommodation Assistance
The Department is committed to addressing the supply of affordable student accommodation for priority group students, in line with policy commitments set out in the National Access Plan (NAP). The NAP aims to support inclusion and diversity in the student body, address the wider struggles and challenges for students, and deliver sustainable progress. It recognises the needs of vulnerable learners, the most marginalised and those with special and additional needs including students from the Traveller and Roma Communities and care experienced students.
For the 2024/2025 academic year, the Student Assistance Fund (SAF) included an additional and specific ringfenced allocation funded by the Dormant Account Fund, to assist students from Traveller and Roma backgrounds and those with experience of the care system with the cost of accommodation, when living independently while attending third level education. The aim is to alleviate the cost of accommodation as a barrier to accessing and progressing through higher education.
Support up to a maximum of €6,000 per student for the 2024/2025 academic year was available. To be eligible for this assistance students must be a member of one or more of the following groups:
• Traveller Community
• Roma Community
• Have experience of the care system between the ages of 16-18 and are not eligible for an aftercare allowance.
Further information on specific eligibility criteria can be found here www.gov.ie/en/department-of-further-and-higher-education-research-innovation-and-science/services/student-accommodation-assistance/.
Fund for Students with Disabilities (FSD)
The purpose of the FSD is to provide funding to higher and further education institutions to assist them in offering supports and services to eligible students on both full-time and part-time courses with disabilities so that they can participate on an equal basis with their peers.
Eligible students can receive assistance from the FSD up to doctoral level 10, and it can be applied for during any year of study. On completion of the needs assessment, disability support sta determine the appropriate supports required by students and FSD funding may be used to provide these supports. More details are available on www.studentfinance.ie.
PATH 2
The 1916 Bursary Fund is to encourage participation and success in higher education by students who are the most socioeconomically disadvantaged and who are from communities significantly under-represented in the student body. It comprises of a 3 Tier system. Tier 1 (€5,000) and Tier 2 (€2,000) bursaries will be payable to students as they progress through undergraduate studies and on to postgraduate study. Tier 3 is a once-off bursaries of €1,500 paid to new entrants in their first year only, who met the criteria for the 1916 Bursary but who did not ultimately qualify on the cluster’s order of merit for a Tier 1 or Tier 2 bursary. More details are available on www.studentfinance.ie.
HEAR & DARE
The Higher Education Access Route (HEAR) is a college and university admissions scheme which offers places (for U23s) on reduced points and extra college support to school leavers from socio-economically disadvantaged backgrounds.
The Disability Access Route to Education (DARE) is a college and university admissions scheme (for U23s) which offers places on a reduced points basis to school leavers with disabilities.
Both schemes are operated by the Irish Universities Association (IUA) on behalf of the higher education institutions who set the policy criteria for the scheme.
Applications to the scheme are submitted to the Central Applications Office (CAO) who coordinate the scheme for participating institutions.
A review and appeals process is in operation through the CAO application system.
My Department has no involvement in the scheme.
Further information on the schemes are available on www.iua.ie.
Appendix A:
Maintenance grants and student contribution grants
|
|
|
Maintenance Grants |
Student Contribution Grants |
|||||
|
Special Rate Maintenance |
Band 1 |
Band 2 |
Band 3 |
Band 4 |
100% |
50% |
€500 |
|
|
Non-Adjacent grant rate |
€7,586 |
€4,292 |
€3,332 |
€2,502 |
€1,666 |
100% |
50% |
€500 |
|
Adjacent Grant Rate |
€3,230 |
€1,774 |
€1,343 |
€975 |
€612 |
100% |
50% |
€500 |
|
Current Income limits for relevant grants for 2024/25 academic year |
||||||||
|
Less than 4 Dependent Children |
€26,200 |
€40,875 |
€41,970 |
€44,380 |
€50,840 |
€55,924 |
€62,000 |
€100,000 |
|
Revised income limits for 2025/2026 academic year: Special Rate increase in line with Social Welfare / 15% Increase of all other maintenance grant Income thresholds & student contribution grant thresholds |
||||||||
|
Less than 4 Dependent Children |
€27,400 |
€47,010 |
€48,270 |
€51,040 |
€58,470 |
€64,315 |
€71,300 |
€115,000 |
Postgraduate Fee Contribution & Part Time Fee Contribution
|
Post-graduate Fee Contribution |
Part Time Fee Contribution |
|
|
Fee grant rate |
Up to €4,000 |
Variable |
|
Current Income limits for relevant grants – 2024/25 academic year |
||
|
Less than 4 Dependent Children |
€ 55,240 |
€55,924 |
|
Revised income limits: Postgraduate Fee Contribution & Part-Time Fee Scheme Threshold to align with 100% Student Contribution threshold for 2025/2026 academic year |
||
|
Less than 4 Dependent Children |
€ 64,315 |
€ 64,315 |
2510. Deputy Albert Dolan asked the Minister for Further and Higher Education, Research, Innovation and Science if funding will be provided to the ETBs for the current financial year; whether each ETB has been issued with a confirmed budget or is currently operating under a provisional or indicative allocation; the date each ETB was notified of its allocation, and whether these allocations carry full budgetary authority. [19216/25]
Amharc ar fhreagraI thank the Deputy for his question.
As the Deputy may be aware, SOLAS is the statutory agency with responsibility for the strategic co-ordination and funding of the Further Education and Training (FET) sector under the Further Education and Training Act, 2013. In 2025, my Department allocated over €1.1 billion in current expenditure to SOLAS which is an increase from circa €909 million in 2020. SOLAS allocates the bulk of this funding to the 16 Education and Training Boards (ETB) to deliver FET programmes and services at local level, based on agreed learner numbers and programmes.
SOLAS has advised my officials that it issued the allocation letters, which confirmed 2025 funding, to the Education and Training Boards (ETBs) on 16 April following formal approval by the SOLAS Board, with one ETB receiving an indicative funding allocation, pending clarification of its 2024 out turn.
In addition, SOLAS advised that advance funding of over €337 million for FET operations has been distributed to ETBs since the start of the year. Whilst SOLAS agrees the funding allocations across the FET sector, ETBs work on the basis of their 2024 budget allocation until they receive the formal allocation letter which is in line with the approach in previous years.
2511. Deputy Seán Fleming asked the Minister for Further and Higher Education, Research, Innovation and Science if the income threshold for the student contribution is being considered; and if he will make a statement on the matter. [19253/25]
Amharc ar fhreagraThe Deputy will be aware, in Budget 2025, all income thresholds will be increased effective from September 2025. This includes increases to the student contribution threshold.
From September 2025:-
• I am increasing the special rate of maintenance threshold from €26,200 to €27,400 in line with Social Welfare increases.
• I am increasing all other maintenance and student contribution grant thresholds by 15%.
• I am also increasing the postgraduate fee contribution threshold and the part-time scheme threshold to match the new 100% Student Contribution threshold which will now be €64,315.
Improvements to the student grant scheme has always been a priority for my Department and we have made many improvements benefitting thousands of students. By increasing income thresholds including the €500 Student Contribution Grant from €100k to €115k for the academic year 2025/2026, it is estimated that around 3,000-4,000 students who previously did not qualify for student support may now be eligible for the first time.
For three years in a row my Department has published an Annual Options Paper outlining measures to help reduce the cost of education for students and families across Further and Higher Education, Research and Apprenticeships. The paper also provided an overview of ongoing work in relation to Student Accommodation. My Department will again publish this options paper which will set out options for further enhancement of student supports for consideration as part of the budgetary process.
2512. Deputy Sinéad Gibney asked the Minister for Further and Higher Education, Research, Innovation and Science the number of contracts currently held by his Department with a company (details supplied); the details of contracts currently held by the Department with the company; and if he will make a statement on the matter. [19346/25]
Amharc ar fhreagraI can confirm to the Deputy that my Department has no current contracts with the company highlighted by her.
2513. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to support more women into STEM. [19358/25]
Amharc ar fhreagraThe Programme for Government 2025 - Securing Ireland's Future contains commitments to advance education, training and maintenance of new digital skills and capacities, and particularly STEM subjects, with a special focus on girls (universal access to coding, maths and ICT classes), through training and lifelong learning; to prioritise diversity and inclusion in STEM, and to encourage greater STEM uptake in further and higher education.
There are a number of policy initiatives underway, including:
• Digital Strategy for Schools to 2027
• STEM Education Policy Statement 2017- 2026
• Technology 2022 Ireland’s Third ICT Action Plan
• Springboard+ and the Human Capital Initiative
• Action Plan for Apprenticeship
• SOLAS Skills to Compete and Skills to Advance Initiatives and
• Skillnet Ireland Programmes.
Springboard+ has a strong STEM focus. 52% of courses are in STEM areas. Over 95% of the courses offered in Springboard+ are delivered in a blended format, which makes them more accessible and inclusive.
Pillar Four of the Impact 2030 Strategy affirms that equality, diversity and inclusion (EDI) in our national research and innovation system leads to improved research outcomes that are more reflective of the world in which we live and make effective use of all of our talent, and commits to improving the system's EDI performance, having regard to both researchers and research activity, and to providing opportunities for all. Promoting gender balance is a significant part of this work.
A core objective Taighde Éireann - Research Ireland is 'to advance the principles of equality, diversity and inclusion with regard to opportunities to undertake research and innovation and in the undertaking of that research and innovation', and the agency's External Equality, Diversity, and Inclusion (EDI) Strategy 2023-2028 commits to building equality, diversity, and inclusion (EDI) within the Irish research and innovation sector. Increasing the number of women and members of historically underserved communities in applicant teams are key objectives.
The agency also promotes and supports STEM education and engagement, working to improve awareness and understanding of the value of STEM to society and, in particular, to the growth of the economy, operating a range of programmes and activities which create opportunities for the public to engage with STEM, to raise awareness of STEM, and to encourage growth in full participation across the whole of society.
2514. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the number of applications to CAO 2025 which are from students who will not sit the Leaving Certificate in 2025; and if he will make a statement on the matter. [19368/25]
Amharc ar fhreagraThe Central Applications Office (CAO) is a not-for-profit company created by the Irish Higher Education Institutions (HEIs). It processes applications for undergraduate, and some postgraduate, courses on the behalf of HEIs.
I am unable to provide you with the information requested as neither I nor my Department have a role in the operation of the CAO, and queries on applications are a matter for the CAO. With that said, it is my understanding that it is not yet possible to provide a complete figure for the number of applications to CAO 2025 presenting a prior year's Leaving Certificate. I understand that late CAO applications can be made up to 1st May, and applicants are still making amendments to the information that they have supplied on their CAO application.
2515. Deputy Pádraig Rice asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 835 of 1 April 2025, if his Department will take into consideration the workload of part-time courses when finalising the 2025 part-time fee scheme for specified undergraduate courses; if a specific course (details supplied) will be considered; and if he will make a statement on the matter. [19380/25]
Amharc ar fhreagra2516. Deputy Pádraig Rice asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department will consider the workload and commitment levels of a part-time course (details supplied) when deciding the courses that will appear on the 2025 part-time fee scheme for specified undergraduate courses that qualify for SUSI funding; and if he will make a statement on the matter. [19428/25]
Amharc ar fhreagraI propose to take Questions Nos. 2515 and 2516 together.
My Department is committed to expanding access to higher education through the establishment of diverse and flexible pathways for our increasingly diverse student population. The expansion of supports for part-time provision is a priority for my Department, as it provides another pathway for students who are unable to access higher education through traditional full-time courses.
The Part-Time Fee Scheme for Specified Undergraduate Courses was first introduced in 2024 to provide fee support to eligible part-time students attending specified publicly funded courses with the aim of providing additional flexibility in respect of course provision to students who are socio-economically disadvantaged.
To be eligible for this scheme the course must lead to an undergraduate major award on the National Framework of Qualifications – i.e. a Higher Certificate, Ordinary Bachelor Degree or Honours Bachelor Degree. The course must also be a minimum average of 30 ECTS and a maximum of 50 ECTS to be considered part-time. Courses should also be either fully in-person or hybrid (part in-person, part online), with hybrid programmes having an element of meaningful attendance beyond for the purposes of registration, enrolment, or examination.
As the course the Deputy refers to has a credit load of 60 ECTS per year, it is not eligible for inclusion in the part-time scheme.
The 2025 Part-Time Fee Scheme for Specified Undergraduate Courses is now open and the list of the approved courses for 2025 is on the SUSI website: www.susi.ie/eligibility-criteria/approved-courses/undergraduate-students-approved-institutions---part-time-courses/.
2517. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the actions that have been taken to alleviate the impact of the cost-of-living crisis on students; if additional financial supports or targeted grant increases are being considered for the upcoming academic year; and if he will make a statement on the matter. [19508/25]
Amharc ar fhreagraThis Government, through successive budgets, has sought to reduce the cost of higher education including through improvements to the student grant scheme.
For the first time ever, a new part-time fee grant scheme came into effect in September 2024 for specified undergraduate courses. This new scheme has already opened the doors of higher education to many groups who cannot participate in full time programmes. The number of eligible part time courses will increase from 62 in the 2024/2025 academic year to 111 in the 2025/2026 academic year.
In Budget 2025, I have also ensured that measures to support students have formed a core part of the Government's overall response to cost of living issues.
The following once-off measures are benefitting current students:-
• A reduction in the student contribution fee by €1,000 which is estimated to benefit c.103,000 higher education students who are eligible for the free fees initiative.
• The postgraduate fee contribution grant from €4,000 to €5,000 for c. 2000 students.
• A once off 33% reduction to the student fee for 14,000 apprentices attending higher education institutes.
• A once off additional €10 million for the Student Assistance Fund.
From September 2025 I will be increasing all income threshold limits for Student Grants:-
• I am increasing the special rate of maintenance threshold from €26,200 to €27,400 in line with Social Welfare increases.
• I am increasing all other maintenance and student contribution grant thresholds by 15%.
• I am also increasing the postgraduate fee contribution threshold and the part-time fee scheme threshold to match the new 100% Student Contribution threshold which will now be €64,315.
The measures to increase the income thresholds is primarily with a view to recognising the increase in income growth over the last number of years and the effect that this has had on student supports and the number of students eligible to receive a student grant.
Other improvements to the Student Grant Scheme for the 2025/2026 academic year include:-
• Allowing certain cohorts of people to apply for the grant by extending the list of approved immigration permissions;
• Ensuring that the first €5000 of any scholarship received by a student will not be included as income in the grant means test; and,
• An increase to the income deduction for student earnings outside of term time from €7,925 to €8,424.
I am also pleased that €9 million funding from the National Training Fund has been provided to increase certain PHD stipends from €22,000 to €25,000 per annum.
Budget 2025 also increased the Rent Tax Credit from €750 to €1,000 for students living in purpose-built student accommodation, private rentals, digs, or rent a room arrangements.
For three years in a row my Department has published an Annual Options Paper outlining measures to help reduce the cost of education for students and families across Further and Higher Education, Research and Apprenticeships. The paper also provided an overview of ongoing work in relation to Student Accommodation. Later this year, my Department will again publish an options paper which will set out options for further enhancement of student supports for consideration as part of the budgetary process.
2518. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science how his Department is supporting technological universities in defining and delivering their strategic missions; the steps being taken to ensure sufficient institutional autonomy for long-term planning and regional impact; and if he will make a statement on the matter. [19509/25]
Amharc ar fhreagra2554. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science the measures being taken to increase research funding and infrastructure for technological universities; how his Department is supporting their development into research-intensive institutions on par with traditional universities; and if he will make a statement on the matter. [19871/25]
Amharc ar fhreagraI propose to take Questions Nos. 2518 and 2554 together.
To support the ongoing development of the sector and enable TUs to deliver on their strategic missions, my Department has made significant funding available to this sector. Our Technological Universities have a pivotal role in supporting regional development, employment and industry successes through their teaching, learning and expanding research missions. To support these developments my Department has provided significant targeted funding in recent years to enable TU success.
• €31 million under the HE Landscape Fund between 2013/14 and 2019/20, which was aimed at supporting the establishment and expansion of TUs.
• €90 million under the Technological Universities Transformation Fund between 2020/21 and 2022/23, which was used to provide financial support for the TUs in their establishment phase.
• The ongoing Technological Sector Advancement Fund, which makes €50 million available for the technological sector to support the consolidation phase.
• A new phase of this structural support funding will be activated by my Department and the HEA with a call for proposals to be issued in May 2025.
In addition to the above, DFHERIS has secured €83.68 million under the European Regional Development Fund (ERDF) to 2027. This significant investment is being allocated under the TU RISE (Research & Innovation Supporting Enterprise) fund to support Technological Universities in delivering their strategic missions whilst increasing research capacity and infrastructure. The first tranche allocations for TU RISE were announced in February 2024. The fund is supporting TUs in the establishment, equipping and staffing of regional research and innovation offices to enable greater and more structured engagement with regional enterprises, in particular, small and medium enterprises (SMEs). This will jointly have the effect of allowing greater development of research infrastructure, as well as allowing TUs to pursue strategic objectives based around collaboration with regional enterprise. The expectation is that the fund will support the development of researcher human capital in the TUs, including staff development, recruitment, postgraduate training and supervision, networking, and collaborative knowledge-transfer and mobility schemes.
As per the recommendations of the 2022 OECD report, my Department is also working to assist the TUs in the development of the new Professor grade. The role of Professor is a pivotal one in any university. They are the cornerstone of their institutions and will underpin high-level skills development and nurture the knowledge creation and transfer required to drive Research, Development and Innovation. My officials are conducting extensive stakeholder and staff representatives engagement and progressing the introduction of professorships in the sector as a matter of priority.
It must be noted that as matters already stand, under the Technological Universities Act 2018 Technological Universities are autonomous bodies and have full control over the regulation of their own academic affairs and administrative processes.
The HEA in accordance with the System Performance Framework 2023-2028 has developed Performance Agreements with the TUs, under which the HEA can measure and assess the strategic performance of a TU via an annual cycle of reporting against the agreement and Strategy and Performance Dialogue. In conjunction with the System Performance Framework, this provides TUs with a flexible mechanism to identify performance objectives that are aligned to institutional strategy and to address challenges and opportunities that may arise.
Both my Department and the HEA remain fully committed to supporting our TUs through this development phase and into the future, in accordance with our commitments in the Programme for Government.
2519. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for ensuring that all learners are enabled to access the supports they require, specifically those with disabilities as outlined in the Statement of Strategy 2024-2026; and if he will make a statement on the matter. [19510/25]
Amharc ar fhreagraMy Department places the learner at the heart of it's statement of strategy, and in this regard there are many wide ranging supports available throughout their journey in further and higher education.
The National Access Plan (NAP), sets out the ambition for an inclusive, diverse higher education sector. Specific targets to increase new entrants with a disability from 12.4% in 2022 to 16% by 2028 have been set in the NAP. The latest figures available to the Department show that the rate of new entrants with a disability to higher education stands at 14.7%.
The Programme for Access to Higher Education (PATH) 4 funding stream, which supports the implementation of the NAP, puts a particular focus on students with a disability, including those with an intellectual disability.
PATH 4 supports inclusive, universally designed higher education environments and course provision for students with intellectual disabilities. Phase 1 funding of €5.8m has been provided for a range of projects to improve Universal Design across the Higher Education Institutions and to assist institutions in preparatory work for phase 2 of programme.
Phase 2 is a pathfinding programme on the provision of higher education courses for students with an intellectual disability, with investment of over €11 million for the approved courses commencing this academic year. Courses have commenced in 11 Institutions with 161 students enrolled to date.
This year, my Department will commence work to look at the most impactful interventions and supports for students with disabilities. This will inform the process of developing a policy framework on the design and implementation of more flexible, responsive, and tailored model of supports, services, and will explore work experience opportunities for students with disabilities in the tertiary education and training system.
In addition, my Department has also increased the Fund for Students with a Disability (FSD) in higher education this year, by over 18% to €9,540,900. The Fund is provided to higher education institutions to assist them in offering supports and services to students with disabilities to enable them to access, fully participate in and successfully complete their chosen course of study. 19,488 students availed of FSD supports in academic year 2023/2024.
In Further Education, €5.7 million was allocated to ETBs for the FSD in 2024. In 2023, 6.8% of all FET learners (14,825 individuals) reported having at least one type of disability. To support these learners, Education and Training Boards (ETBs) are enhancing mainstream FET programmes through Universal Design for Learning (UDL) principles, which provide equal learning opportunities. Additionally, efforts are underway to improve ETB capacity for making 'Reasonable Accommodations' for learners. In 2024, SOLAS, ETBI, and AHEAD published research on 'Reasonable Accommodations in FET', highlighting a culture of inclusion and identifying areas for development.
My Department, in collaboration with SOLAS, is developing the new FET Strategy 2025-2029, which will continue to prioritise accessibility and inclusion for all learners, particularly those with disabilities. Building on the progress made under the FET Strategy 2020-2024, the new strategy aims to create a consistent learner experience across all Further Education and Training (FET).
My Department is also working together with the members of the National Apprenticeship Office’s (NAO) Access and Inclusion Subcommittee. A guide for employers titled “Tips for Apprenticeship Employers on Disability Inclusion” is being developed in partnership with the Association for Higher Education Access and Disability (AHEAD) and in consultation with employer groups via the Access and Inclusion subcommittee. The NAO is at an advanced stage in the development of this publication, and it is due to be published in 2025.
The NAO launched the Apprentice Survey in October 2024. One of the aims of the survey was to capture data on apprentices with disabilities which will help drive action plans regarding supports for people with disabilities for 2025. The findings of the survey are due to be published this year.
Impact 2030: Ireland's Research and Innovation Strategy affirms that equality, diversity and inclusion (EDI) in our national research and innovation system leads to improved research outcomes that are more reflective of the world in which we live and make effective use of our talent. Pillar Four of the strategy commits to improving the system's EDI performance, having regard to both researchers and research activity, and to providing opportunities for all.
I trust this clarifies the matter for the Deputy.
