Written Answers Nos. 2520-2540
2520. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the progress and future plans to give effect to a general borrowing framework, beyond student residential accommodation, for technological universities; and if he will make a statement on the matter. [19513/25]
Amharc ar fhreagraThe Programme for Government contains a number of commitments to enable Technological Universities to borrow funds, primarily for student accommodation purposes. It is my intention to progress these Programme for Government commitments over the lifetime of this Government.
Decisions regarding the capacity of technological universities to borrow will be considered in accordance with the provisions of the Technological Universities Act, 2018. In particular, the provisions of section 21 which sets out the parameters regarding how a technological university may borrow money by means of a bank overdraft or otherwise and may guarantee or underwrite a loan taken or borrowing undertaken by any person.
The 2018 Act requires that any rules be developed by the HEA, following consultation with my Department and the Departments of Public Expenditure and Finance.
2521. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science the amount of capital investment committed by his Department to each of the technological universities since their foundation; and if he will make a statement on the matter. [19515/25]
Amharc ar fhreagraMy Department has disbursed just over €222m in capital funding to the Technological University Sector since 2020 under a number of capital programmes including the Higher Education Strategic and Infrastructural Fund (HESIF), the Infrastructure and Refurbishment Fund (IURF), the Energy Efficiency Decarbonisation Pathway Programme (EEDPP), the Devolved Capital Grant, the Apprenticeship Programme Grant, the Higher Education Research and Equipment Grant (HEREG) etc.
Details of amounts disbursed to each Technological University since its establishment (with various establishment dates between 01/01/2020 and 01/05/2022) to date in 2025 are provided in the attached table.
In addition, significant capital investment is ongoing in relation to operational Public Private Partnership projects delivered for Technological University Dublin at Grangegorman, the National Maritime College of Ireland, and Cork School of Music at Munster Technological University.
In terms of capital funding from 2025 onwards, the higher education capital budget is managed at an overall level, in conjunction with the HEA, with the allocation to a higher education institution (including TU's) in any one year determined by, among other factors, the pace of progress of its projects through design, planning, procurement and delivery and subject to NDP provision.
TU Funding Disbursed - PQ 19515-25
|
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
Total |
|
|
TUD from 01/01/2020 |
€8,394,671.11 |
€10,578,638.01 |
€15,931,183.00 |
€14,724,340.06 |
€6,022,358.03 |
€55,651,190.21 |
|
|
MTU from 01/01/2021 |
€6,225,213.65 |
€7,161,658.22 |
€16,082,846.52 |
€11,118,095.28 |
€5,810,024.74 |
€46,397,838.41 |
|
|
TUS from 01/10/2021 |
€1,307,953.08 |
€6,786,531.32 |
€22,871,330.33 |
€10,195,462.18 |
€41,161,276.91 |
||
|
ATU from 01/04/2022 |
€16,130,504.86 |
€15,382,755.36 |
€20,128,416.48 |
€51,641,676.70 |
|||
|
SETU from 01/05/2022 |
€3,994,368.94 |
€14,693,313.54 |
€8,536,167.02 |
€27,223,849.50 |
|||
|
Total |
€8,394,671.11 |
€18,111,804.74 |
€50,004,246.34 |
€83,754,585.81 |
€56,000,498.99 |
€5,810,024.74 |
€222,075,831.73 |
2522. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the additional student places, additional new courses and additional new academic disciplines at each of the new technological universities since their foundation. [19516/25]
Amharc ar fhreagraEach of the five Technological Universities were formed from twelve individual Institutes of Technology through a complex transformation process that is ongoing, supported by the HEA and my Department.
The Higher Education Authority (HEA), as an agency of my Department, provides extensive sets of data and statistics on their website and I would direct the Deputy to that source as a first recourse. The student enrolment fields on this data can be filtered by provider and course level across a number of years.
Key Facts and Figures | Statistics | Higher Education Authority https://hea.ie/statistics/data-for-download-and-visualisations/key-facts-figures/.
The Deputy should note that Technological Universities are autonomous institutions and consequently, the management of their day to day functions, including new courses and academic disciplines, are matters for the individual institution in the context of their governance structures and policies. My Department does not have a role in the monitoring of additional new courses or academic disciplines.
In the context of workforce planning or specific industry critical skills needs, my Department supports additionality in the system with the HEA, through Springboard, apprenticeships and the recent expression of interest process for additionality across medicine, Nursing, Dentistry, Pharmacy and Veterinary. through this process 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.
My Department, the HEA and the Higher Education Institutes, in collaboration with colleagues in the Department of Health, HSE, Department of Disabilities and Department of Education have commenced a further process to examine expansion of disability therapy places in 2025, 2026 and beyond, in response to critical public service needs.
2523. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the history of public-private-partnership-funded projects at South East Technological University; and if he will make a statement on the matter. [19517/25]
Amharc ar fhreagraThe original third level PPP programme, announced in 2008, included three projects at the South East Technological University (SETU) campus at Waterford: the Engineering and Science building, the Architecture building and the Business and Enterprise building. The projects involved had been suspended due to affordability issues in 2010.
The current Higher Education PPP Programme, which was originally announced as part of the Building on Recovery Capital Plan 2016-2021, includes eleven projects. This commitment to the PPP programme has been carried through into the current National Development Plan 2021-2030. Bundle 1, consisting of six projects, has four projects completed and two under construction, with separate completion dates in Q2 2025.
Of the five projects in Bundle 2 two are for SETU, one at the Waterford campus and one at the Carlow campus. The project in Waterford is the Architecture, Engineering, Computing and Humanities Building. At almost 13,000 meters squared, this is the largest in the Higher Education PPP Programme. The Carlow project is the Science & Health Building. At just over 6,000 meters squared this will cater for 567 students. Both buildings, once completed, will be transformative for SETU.
Bundle 2 is currently moving to Financial Close and, upon a satisfactory conclusion of this vital last element of the procurement process, construction is expected to commence in Q2 2025.
Construction durations for the five Bundle 2 projects vary from 26 to 36 months with the engineering building in SETU, Waterford campus, taking 36 months, being the largest project in the programme.
2524. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the outstanding debts held by any of technological universities and institutes of technology, the history of those debts and repayments made and envisaged. [19518/25]
Amharc ar fhreagraMy Department has entered into recharge arrangements with respect to emergency funding provided to both Munster Technological University (MTU) and South East Technological University (SETU).
Waterford IT, now part of SETU, received funding of €12.1m in 2014 to assist with the purchase of student accommodation and the completion of a sports arena. The current agreement with the institution is to repay the Department just over €900k per annum. Repayments began in 2015. The current balance outstanding is €3.9m.
IT Tralee, now part of MTU, received funding of €5m in 2019. The current arrangement with the institution is to repay the Higher Education Authority €250k per annum. Repayments began in 2024. The current balance outstanding is €4.75m.
2525. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the progress and plans for new academic employment contracts in the technological university sector; and if he will make a statement on the matter. [19519/25]
Amharc ar fhreagra2526. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the new integrated management structures in each of the new technological universities; and if he will make a statement on the matter. [19520/25]
Amharc ar fhreagraI propose to take Questions Nos. 2525 and 2526 together.
I propose to take these questions together:
The five Technological Universities were established under the Technological Universities Act 2018, amalgamating the existing Institutes of Technology into new, multi-campus universities. With the establishment of South East Technological University (SETU) in 2022, the establishment phase of the process has been completed. The sector is now in a phase of consolidation and continued transformation, including it's its management and staffing structures.
During the establishment phase the HEA, in consultation with DFHERIS, commissioned an OECD review on academic career structures, academic contracts and senior management and leadership structures in TUs. The resulting report published in 2022 provided recommendations on international best practice structures to inform TU development. DFHERIS supports reform based on the key recommendations of the report, which include the introduction of a new academic contract and a new career structure and the introduction of revised academic management and leadership structures.
As per the OECD recommendation, the grades envisaged in the new TU Academic Career Framework will align with those in previously existing universities:
- Assistant Lecturer - an early-stage academic role, with the post-holder responsible for delivering prime education duties and developing their initial research activity
- Lecturer - a more experience academic role, with additional responsibilities assigned and some research profile having been developed
- Senior Lecturer - a more senior role reflecting more extensive experience in education duties, with leadership responsibilities in teaching and learning practices and engagement in pedagogical/professional research
- Associate Professor - a leadership role in research with expectations of significant contribution to teaching and learning activities in the university
- Professor - the most senior role in the academic career framework, with an expectation for a substantial reputation in research; major contributor to teaching and learning innovation and delivery; and contributor to the development of a particular discipline across a range of metrics
It is accepted that this represents a long-term reform programme. The current focus is on the introduction of the professor grade to the TUs as a first step. My Department has undertaken significant engagement with the relevant stakeholders and staff representatives on this matter to actively progress the introduction of the professor grade in TU's as a matter of priority.
Regarding the new management structures, my officials have worked closely with the Presidents of the TUs and their interim management bodies in supporting the development of their new integrated management structures. This is a complex and sensitive area of work and is ongoing in most TU’s.
In January 2025, my Department secured approval of Executive Management Teams for four of Ireland’s five Technological Universities:
1. Atlantic Technological University (ATU)
2. Technological University of the Shannon and Mid-West (TUS)
3. South-East Technological University (SETU) and
4. Munster Technological University (MTU) which will complete MTU’s senior management team, the first half of which was appointed soon after it’s incorporation.
TU Dublin was the first Technological University to be established, and the Executive Management Team has been in place since soon after its incorporation.
In total, 27 posts have been sanctioned across four institutions at single point salary grades, including;
- Executive Vice President (17 posts)
- Faculty Dean (9 posts)
- Chief Corporate Officer (1 post)
These pay points have been sanctioned following extensive consultation with DPENDR. Recruitment for further posts within theses grades will continue over the coming years until the full integration of integrated management structures is complete.
2527. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the nature of the financial deficit reported to be in the accounts of Technological University Dublin; and if he will make a statement on the matter. [19521/25]
Amharc ar fhreagraTechnological University Dublin's (TU Dublin) financial statements for the most recent academic year 2023/24 are yet to be received by the Department. These financial statements are audited by the Comptroller and Auditor General (C&AG) each year, prior to being laid before the Houses of the Oireachtas.
TU Dublin's audited financial statements for the 2022/2023 academic year ending 31/08/2023 were signed by the C&AG on 23rd December 2024 and showed a deficit of €8.4m for 2022/23 with a deficit in the prior period of account of €3.8m.
TU Dublin is currently undergoing a Section 64 review process under the HEA Act 2022. TU Dublin was requested to prepare a Recovery Plan to address the concerns raised by the HEA in relation to managing and controlling the financial deficit in TU Dublin. The HEA will continue to engage with TU Dublin and closely monitor progress to ensure its timely implementation.
2528. Deputy John Brady asked the Minister for Further and Higher Education, Research, Innovation and Science if consideration has been given by his Department to ringfence a proportion of CAO places for applicants from previous leaving certificate cohorts to allow them to compete within their own group instead of against the class of 2025; and if he will make a statement on the matter. [19524/25]
Amharc ar fhreagraMy 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.?
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.
2529. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students nationally at third level have dropped out from their studies due to mental health issues in the years 2020 to 2025, in tabular form; and if he will make a statement on the matter. [19539/25]
Amharc ar fhreagra2530. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students nationally at third level have dropped out from their studies due to mental health issues in the years 2020 to 2025, in tabular form; and if he will make a statement on the matter. [19540/25]
Amharc ar fhreagra2572. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students nationally at third level that have dropped out from their studies due to their mental health issues in the years 2020 to 2025, in tabular form; and if he will make a statement on the matter. [20472/25]
Amharc ar fhreagraI propose to take Questions Nos. 2529, 2530 and 2572 together.
The Higher Education Authority publishes data annually on the proportion of students who don’t progress from first to second year of higher education. The latest figures published by the HEA are in relation to students who commenced in the 2022/23 academic year and look at progression rates to the 2023/24 academic year. The most recent data suggests that, after a number of years when the progression rate fluctuated due to the impact of the Covid-19 pandemic, progression rates have returned to pre-pandemic levels.
The HEA does not collect data on the underlying causes of non-progression, and it is important to say that where students do withdraw from third level education they do so for a variety of reasons.
There is not one single cause of student attrition, and usually there are a multiple factors at play. Prior research into this matter identifies numerous issues as playing a role including issues with the course, personal difficulties financial difficulties, health issues and family issues.
Of these, issues with their chosen course was by far the most prevalent issue cited, with issues such as intending to transfer to a new course, the difficulty of the course, or feeling like they had chosen the wrong course all cited by students as issues impacting the decision not to progress in their studies.
Wellbeing is a priority for this Department and a considerable investment has been made in recent years since the pandemic. This Government is committed in its Programme for Government to continue to support students experiencing mental health and wellbeing challenges.
In the table below, the reference year is the students' year of entry to higher education. Progressed students are those present in the same institute from one year to the next, transferred students are those who changed institution but remain in higher education, and the non-progression rate refers to those who are no longer present in the HEA's student records system in their second year.
|
- |
2018/19 |
2019/20 |
2020/21 |
2021/22 |
2022/23 |
|
Progression Rate |
88% |
91% |
88% |
85% |
87% |
|
Transfer Rate |
1% |
1% |
1% |
2% |
2% |
|
Non-Progression Rate |
10% |
8% |
11% |
13% |
11% |
2531. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students were on waiting lists for mental health services in the years 2020-2025, in tabular form; and if he will make a statement on the matter. [19542/25]
Amharc ar fhreagra2532. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the average length of time for waiting lists for higher level students wanting to access mental health services in the years 2020-2025, in tabular form; and if he will make a statement on the matter. [19544/25]
Amharc ar fhreagraI propose to take Questions Nos. 2531 and 2532 together.
My Department does not hold the information requested by the Deputy.
As autonomous bodies the internal disbursement of funding, including the funding and expansion of student services and mental health supports, is a matter for the individual institution.
As part of its broader sectoral objective of supporting students on their journey to success, in and through higher education, my Department has provided €31.9 million in additional Mental Health funding through the Higher Education Authority to Higher Education Institutions (HEIs) since 2020.
HEIs have reported a breadth of positive impacts, from a reduction in engagement times to an increase in the number of sessions.
Any queries about waiting times and the number of students on waiting lists should be directed to the individual HEI.
2533. Deputy Michael Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 423 of 27 March 2025, the length of time SOLAS has been engaging with Kerry ETB; the estimated timeframe for completion of the centre for training and education at a site (details supplied) in Killarney, County Kerry. [19615/25]
Amharc ar fhreagraSOLAS continue to support all ETBs including Kerry ETB through the FET College of the Future process. I understand SOLAS have engaged directly with Kerry ETB on their proposal and facilitated workshops with representatives from each ETB, my department and SOLAS to support the development of proposals under this programme call. At present, Kerry ETB are being supported by SOLAS in developing their proposal as part of the Preliminary Business Case stage in line with the requirements of the Infrastructure Guidelines.
Kerry ETB will have the opportunity to submit this proposal for evaluation once it is completed. The next evaluation meeting is targeted to take place later this year. Following evaluation, business cases that meet the evaluation criteria will advance to the next stage of development: Pre-Tender – Project Design, Planning, and Procurement Strategy.
SOLAS and officials from my department will continue to support Kerry ETB as part of this process.
2535. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost for SUSI to introduce a dedicated translation service for students and their documentation; and if he will make a statement on the matter. [19750/25]
Amharc ar fhreagraThe Official Languages (Amendment) Act 2021 (www.irishstatutebook.ie/eli/2021/act/49/enacted/en/print) was signed into law by the President of Ireland on 22 December 2021.
State bodies are required to make all forms, documents, and reports available in both English and Irish under the Official Languages Act.
This new legislation is a strengthening of the Official Languages Act 2003 and it is widely recognised that it will make a significant contribution to the quality of services in Irish provided to the public by State bodies.
SUSI currently use English to Irish translation services only, therefore, we are unable to provide an estimated cost of providing a dedicated translation service for students with documentation in a language other than English or Irish for SUSI applications.
2536. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost to restore the adjacency grant rate to 24 km rather than the current 30km; and if he will make a statement on the matter. [19752/25]
Amharc ar fhreagraAs the Deputy may be aware, it is my intention to publish 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 will also provide an overview of ongoing work in relation to Student Accommodation.
This paper will set out various options for further enhancement of student supports for consideration as part of the budgetary process in the Autumn.
2537. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost to expand the student assistance fund to allow international students to avail of it; and if he will make a statement on the matter. [19753/25]
Amharc ar fhreagraIt would not be appropriate to estimate the costs involved given the hypothetical nature of the question.
The Student Assistance Fund (SAF) provides financial assistance to students experiencing financial difficulties while attending higher education. Students can be assisted towards costs such as rent, childcare, transport and costs associated with the provision of books/class materials.
Students who are non-EU, including UK nationals, but who are eligible for free or reduced fees in line with the criteria for the Free Fees Initiative, may be considered for the Student Assistance Fund subject to meeting other relevant criteria.
International/non-EU fee paying students who pay the full international rate of fee are not eligible for funding under the Student Assistance Fund. Higher Education Institutions are advised to ring-fence funding from non-EU fee income to provide for any emergency financial requirements arising for students in need and the creation of a separate dedicated fund is not under consideration by my Department.
All International Students must also show their capacity to support themselves while in Ireland and those students are required to have private medical insurance at the time of registration in a higher education institution.
I trust that this clarifies the matter for the Deputy.
2538. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost to abolish apprenticeship registration fees; and if he will make a statement on the matter. [19755/25]
Amharc ar fhreagraApprentices are not charged a fee to take up an apprenticeship programme.
A student contribution is paid by all students, including apprentices, when attending Higher Education Institutions. A once-off reduction of 33% of this contribution as a part of a cost-of-living package for students was announced in Budgets 2023 and 2024, costing €3.8 million in both years and estimated to benefit over 11,000 apprentices. Budget 2025 saw the same once-off 33% reduction which supported an estimated 14,000 apprentices at a cost of €4.7 million.
The Programme for Government commits to reducing the student contribution in a financially sustainable manner, over the lifetime of this Government. I hosted a cost of education event on 3 April 2025 to better inform the decisions on this issue and to hear from stakeholders. This event was attended by apprentices, students, representatives of the student population, access officers, student services employees, people who work with students on a day-to-day basis, organisations who advocate for under-represented students in education and policy makers. The event served as an opportunity for all to have their say on the key cost of education issues.
Following this event, I will publish an options paper which will identify costs and potential impacts of various policy options aimed at reducing the cost of higher education including for apprentices. This will inform decisions ahead of Budget 2026.
I remain committed to easing the financial burden on apprentices, students and families to access education in a financially sustainable way.
2539. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost to fully fund the provision of 30,000 student beds to bridge the gap in student accommodation; and if he will make a statement on the matter. [19756/25]
Amharc ar fhreagraA new student accommodation strategy is in development and is due for completion this year. The Strategy will be informed by the Technological University Student Accommodation Programme and the Standardised Design Study.
The outcome of these studies will provide a framework of delivery models and funding options. I am currently engaged in a comprehensive analysis aimed at quantifying the measures necessary to bridge the existing gap in student accommodation, with a view to informing evidence-based policy for the new Strategy.
Success in increasing the supply of student accommodation will be supported by effective collaboration between the public and private sectors, combining resources and expertise to deliver sustainable and cost efficient student accommodation solutions.
The Technological University Student Accommodation Programme was the result of the Technological University Feasibility Study. As part of the study, evidence was gathered to determine what opportunities are available to meet the future demand for student accommodation, and a number of accommodation delivery mechanisms are now being examined.
Due to the discrete nature of each HEI and taking into account their various regional locations, supply and demand projections, connectivity and existing stock of accommodation, a multi-faceted programmatic response will be required.
2540. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost to completely abolish the student contribution charge; and if he will make a statement on the matter. [19757/25]
Amharc ar fhreagraThe cost of abolishing the student contribution varies from year to year, depending on the number of eligible students attending higher education.
My Department published an Options Paper in 2024 where the cost of abolishing the student contribution was estimated to be in the region of €289m per annum. This equates almost €1.5 billion over one term of Government. This is the net additional cost to the State after allowing for savings that would accrue on the SUSI grant scheme which pays some or all of the student contribution for over 66,000 students.
The Deputy may be interested in reviewing last year’s Options Paper which is available on line at: https://assets.gov.ie/static/documents/funding-the-future-an-annual-options-paper-on-the-cost-of-higher-education-2024.pdf.
Ahead of Budget 2026, I intend to publish the 2025 Options Paper. This will identify costs and potential impacts of various policy options aimed at reducing the cost of higher education. This will inform decisions ahead of Budget 2026.
