Written Answers Nos. 156-170
156. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on the programme for Government commitment to ensure student accommodation leases align with the academic year, making it easier for students to secure housing only for the months they need; and if he will make a statement on the matter. [37313/25]
Amharc ar fhreagraThe Residential Tenancies (Amendment) Act 2024 came into law in July 2024.
This legislation ensures that student accommodation contracts are aligned to the academic year. This does not however, preclude students from seeking an extended lease of up to 51-weeks if they so require it for their educational or personal needs.
Section 19C of the Residential Tenancies Acts 2004-2024 states that "A landlord shall not request that a person enters or require a person to enter into a lease or tenancy agreement in relation to a relevant dwelling the duration of which exceeds a period of 41 weeks".
Additionally, the Act allows a student to provide a 28 day notice period from the 1st of May to the 1st of October, without prejudice, on a contract signed after the commencement of the Act on the 18th of July 2024.
If any student is requested to enter into a lease longer than 41 weeks, I would urge them to contact the Residential Tenancies Board who have powers to investigate breaches of this kind.
157. Deputy Shane Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if consideration is being given to expanding employer placement opportunities as a formal component of university programmes; and if he will make a statement on the matter. [37563/25]
Amharc ar fhreagraHigher education institutions are, under legislation, autonomous in their academic affairs. This means it is up to each institution to decide whether to include work placements in their programmes. Any decision to expand the number of courses offering placements is a matter for each individual institution. As Minister, I do not have a direct role on course developments.
However, I recognise that employer placements can be hugely valuable for students. They offer real-world experience for students, help build confidence, and can play a key role in shaping future career paths. Placements also benefit employers, giving them early access to emerging talent and helping to develop the skills pipeline for their sector.
We are seeing very positive developments in this space. I recently launched the new Immersive Bioscience and Biotherapeutics programme – or iBio – at the University of Limerick. In this course, students spend half their time learning on campus and the other half in paid residencies within the biotech industry. This kind of blended model is very welcome. It recognises that a great deal of learning happens outside the lecture hall, in labs, in workplaces, and through practical experience.
We also have formal placement and employment-readiness requirements built into certain government-funded initiatives. For example, placements are a feature of many Springboard+ courses and are compulsory for full-time, one-year ICT Skills Conversion programmes. These courses often also provide job-readiness supports, particularly for unemployed participants and those returning to the workforce.
Springboard+ providers are expected to put strong supports in place to help learners progress their careers. This includes an integrated careers module, and for eligible returners or those in receipt of a qualifying social welfare payment, a credited work placement or project-based module must always be offered.
I know how important it is for students to feel confident and career-ready when they complete their studies. That is why my department and I are committed to supporting flexible and inclusive pathways, to strengthening the connection between education and employment, and to ensuring that real-world, practical learning opportunities are embedded across the system wherever possible.
159. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 36 of 22 May 2025, for an update on the development of a new campus for further education and training in Galway city; and if he will make a statement on the matter. [37605/25]
Amharc ar fhreagraThe Galway and Roscommon ETB's (GRETB) proposal for a new FET College in Galway city has been successful in moving forward to the next stage of development - the Pre-tender, Project Design, Planning and Procurement Strategy stage. This is following the evaluation process which was undertaken in April 2025.
GRETB’s proposal involves providing a state of the art, purpose-built college building, which will increase GRETB’s capacity in the city and its environs and enable a wider integration of FET services. This college will become the beacon for FET programmes and services in Galway, providing high-quality facilities for learners and staff.
SOLAS continue to engage with GRETB regarding the project scope and associated schedules of accommodation. Initial work has also begun on the development of standardised tender documents.
161. Deputy Catherine Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science the reason a disparity in pay exists in how some apprentices are supported during their off-the-job phases of their training, that is, engineering metal fabrication apprentices are paid according to outdated 2016 training allowance rates, while construction metal fabrication apprentices receive the updated 2025 rates for the very same level of skill and commitment; and if he will make a statement on the matter. [37600/25]
Amharc ar fhreagraWhen craft apprentices attend “off-the-job” training in Education and Training Board or Higher Education facilities they receive a fortnightly State-paid training allowance. This is not a wage and there is no contract of employment between SOLAS and the apprentice.
Neither SOLAS nor my Department are involved in the setting of wages for craftspersons or apprentices. Nonetheless, the State training allowance is aligned to gross wage norms for the industry in which the apprentice is employed and to the phase or year of training the apprentice is in. The allowance is not paid on the basis of the apprenticeship programme in which the apprentice is registered.
This explains why an apprentice employed in the engineering sector is paid a different allowance to an apprentice employed in the construction sector even though they both may be doing the metal fabrication apprenticeship programme.
The engineering sector has not been able to set gross wage norms for apprentices through collective bargaining as have the other sectors in which apprentices are employed such as the construction sector, where rates are further underpinned by a sectoral employment order.
162. Deputy Barry Heneghan asked the Minister for Further and Higher Education, Research, Innovation and Science the plans in place to increase the number of degree courses for occupational therapy and speech and language therapy; and if he will make a statement on the matter. [37632/25]
Amharc ar fhreagraMy Department is working closely with Department of Health colleagues on the expansion of training places in health and social care disciplines, building on the one thousand additional places created in health and social care programmes in recent years.
Further additional places were provided in September 2024 including:
• 15 additional Speech and Language Therapy places - Expansion of University of Galway BSc programme
• 40 additional Occupational Therapy places - Introduction of new BSc programme with 20 places in Occupation Therapy in UL and expansion of 20 places on University of Galway BSc Occupational Therapy programme
• 15 additional Podiatric Medicine places - Expansion of University of Galway BSc programme
• 10 additional Physiotherapy places - Expansion of RCSI BSc programme
In April 2025 an interdepartmental working group (IDWG) was established. It is chaired by officials from my Department and includes officials from Department of Health, the HSE, the HEA, The Department of Children, Disability and Equality and the Department of Education and Youth. Their remit was to expand the provision of training places for health and social care professions (HSCP) disciplines.
At the instruction of my Department, the HEA conducted an Expression of Interest Process opening on April 14th and closing on April 25th. This sought to identify capacity to increase provision in HSCP training places for nine priority areas, identified by the Department of Health, on existing higher education courses. The HEA received 24 submissions across all nine disciplines. Following consideration of the results of this Expression of Interest, I, together with my Ministerial colleagues in the Departments of Health, Children, Disability and Equality, and Education and Youth, sought and received Government approval to expand training places in critical HSCP disciplines to include up to an additional 320 student places in 2025, and a further 141 in subsequent years.
It is the intention of the IDWG to run similar processes in the future to include the development of new higher education programmes in areas of skills shortage.
In parallel, a joint initiative with Northern Ireland also supports students from this jurisdiction enrolling in healthcare courses there, including therapy disciplines. I recently visited Belfast, and met with Irish students studying these courses. I will continue to work with colleagues in Northern Ireland on this important initiative.
The provision of healthcare programmes is complex and requires collaboration between the health and higher education sectors, particularly to ensure sufficient clinical placements and practice tutors aligned to the university places.
My Department remains committed to working across Government to address current and future workforce needs and to ensure sustainable expansion of these vital programmes.
163. Deputy Peter Roche asked the Minister for Further and Higher Education, Research, Innovation and Science the progress of the expansion of apprenticeships since the publication of the action plan on apprenticeships; and if he will make a statement on the matter. [37404/25]
Amharc ar fhreagraGovernment has demonstrated a strong and sustained commitment to apprenticeships. Since the formation of Department of Further and Higher Education Innovation Research and Science, and the publication of the Action Plan for Apprenticeship 2021-2025, investment in apprenticeship training has increased by 85%, from €184 million in 2020 to €339 million in 2025
This investment has supported a 33% growth in the number of apprenticeship programmes available from 58 to 77. There are now 25 craft apprenticeship programmes supporting Government priorities on Housing for All, and 52 consortia-led programmes designed to serve industry needs across multiple sectors such as construction, ICT, hospitality, health, and social care - supporting Ireland both economically and socially.
In 2024 four new apprenticeships were launched in the private and public sectors: a Level 8 in Advanced Manufacturing Engineering, a Level 6 Civil Service Digital Marketing programme, a Level 9 public sector Social Work programme, and a Level 9 Software Solutions programme.
The development of new apprenticeships follows a structured 10-step process overseen by the National Apprenticeship Office. These programmes are proposed by industry-led groups, backed by solid evidence of significant skills needs and practical employer engagement.
Expanding apprenticeship courses offers a fast-track route to employment, providing valuable qualifications, including in professions that were previously accessible only through university.
This "earn while you learn" model in emerging skills areas enhances both affordability and accessibility, particularly for a diverse learner population. The growing number of programmes highlights the increasing popularity of apprenticeships as a pathway to training and qualification through employment.
Work is ongoing to expand our offerings further, with new programmes in development in areas such as planning, beauty, business, and robotics. Expanding and modernising the apprenticeship system is a priority for my Department, as we strive to equip Ireland’s workforce for a future shaped by demographic shifts and the twin green and digital transitions.
164. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science if he will make specific capital funding commitments to deliver the South East Technological University strategic plan; and if he will make a statement on the matter. [37402/25]
Amharc ar fhreagraTechnological Universities are required under their legislation to consult with the Minister in the preparation of their Strategic Development Plans. This is a new provision inserted by the HEA Act from 10th November 2022. Following this consultation process, HEIs are then free, as independent institutions to conclude their Strategic Development Plans in the appropriate manner.
Under the National Development Plan, my Department allocates capital investment to Higher Education Institutions (including SETU) through competitive programmatic funding calls managed by the Higher Education Authority (HEA). These funding calls invite applications from Universities and Technological Universities, which typically respond by submitting Preliminary Business Cases (PBCs). The HEA evaluates submissions based on value for money, alignment with national priorities and strategic alignment, before making recommendations to my Department. Funding is not allocated by institution, but rather to projects that demonstrate alignment with national and Departmental priorities.
All projects are subject to the approval process outlined in the 2023 Infrastructure Guidelines (formerly the Public Spending Code), which requires progression through a series of formal Approval Gates. Approval Gate 1 is Approval in Principle, Approval Gate 2 is Pre-Tender Approval, and Approval Gate 3 is Approval to Proceed. Any decision to allow a project to proceed through Approval Gate 1, Approval in Principle is not considered a guarantee of capital investment.
Below are details of recently announced PPP projects at SETU campuses and a table containing a yearly breakdown of capital funding to SETU.
Supplementary Information - for PQ 37402/25
Details of PPP Projects recently announced at SETU Campuses
SETU Carlow Campus - A new 6,100m2 Science and Health Building is planned at SETU Carlow Campus which will consist of undergraduate and postgraduate science laboratories, general teaching space, learning resource space, administration space and ancillary space. The new building will increase capacity of SETU Carlow by circa 500 students. The construction duration for the Science and Health Building is expected to be 28 months and it is estimated that the facility will become operational in Q4 2027.
SETU Waterford Campus - The project planned at SETU Waterford Campus is a new Engineering, Architecture, Computing and General Teaching building which will consist of undergraduate and postgraduate laboratories, general and specialised teaching space, learning resource space, administration space and ancillary space. The project is the largest in the Higher Education PPP Programme at 12,800 square metres. The new building will increase capacity of SETU Waterford by circa 500 students. The construction duration for the Engineering, Computing and Humanities Building is expected to be 36 months and it is estimated that the facility will become operational in Q2 2028.
TU Funding Disbursed to South East Technological University (SETU)
Since SETU was formed on 01/05/2022 exchequer grant of €27,223,849.50 has been spent on devolved grant, research equipment grant, medium voltage upgrade, EEDPP projects at Burrin building Carlow and Waterford business school, space utilisation, apprenticeship programmes of avionics, plumbing, electronic systems and electrical and a site purchase.
|
TU Funding Disbursed to South East Technological University (SETU) |
|
|
|
|
|
|
TU & Date Effective From |
2022 |
2023 |
2024 |
2025 |
Total |
|
SETU from 01/05/2022 |
€3,994,368.94 |
€14,693,313.54 |
€8,536,167.02 |
|
€27,223,849.50 |
|
Total |
€3,994,368.94 |
€14,693,313.54 |
€8,536,167.02 |
€0.00 |
€27,223,849.50 |
166. Deputy Naoise Ó Cearúil asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to consider Ireland’s potential membership of the European Infrastructure for Translational Medicine; and if he will make a statement on the matter. [37612/25]
Amharc ar fhreagraThe established approach to assessing the case for membership of European research infrastructure consortiums such as arises in relation to the Deputy's question is that the Government Department working in the relevant policy area assesses and advises my Department whether a Government decision on membership should be sought and then manages the relationship with the body to seek to maximise the benefits of membership of the organisation.
For example, Ireland's membership of the European Centre for Medium-Range Weather Forecasts, is managed by Met Éireann under the Department of Climate, Energy and the Environment. Ireland's Euro-ARGO membership is managed by the Marine Institute, under the Department of Agriculture, Food and the Marine. Likewise, Ireland’s membership of the European Clinical Research Infrastructure Network is managed by the Health Research Board under the Department of Health.
I understand that the European Infrastructure for Translational Medicine (EATRIS) is tasked with advancing research in translational medicine by connecting leading European research institutes, that dedicate part of their research and development capacities to share content, tools and knowledge related to research in translational medicine. Consequently, Ireland’s translational medicine research community should, therefore, engage with the Department of Health, who can best assess the benefits and opportunities of membership.
167. Deputy Paula Butterly asked the Minister for Further and Higher Education, Research, Innovation and Science to outline any additional supports being considered to assist students with disabilities in their transition from secondary to third level education, particularly in areas such as academic supports, accessibility, accommodation and mental health services; and if he will make a statement on the matter. [37636/25]
Amharc ar fhreagraMy Department has made significant progress regarding the range of supports and programmes for learners with disabilities, including neurodivergent people, to assist students with disabilities in their transition from secondary to third level education, particularly in areas such as academic supports, accessibility, accommodation, and mental health services.
The Programme for Access to Higher Education (PATH) 4 funding stream under the National Access Plan (NAP) supports my Department's goals of enabling all learners with disabilities avail of higher education.
Phase 1 funding of €3 million was provided in 2022, to support the embedding of Universal Design (UD) approaches and inclusive practices in HEIs which will benefit all students and in particular autistic students and enabled the building of capacity in HEIs for greater participation by students with intellectual disabilities in higher education.
I recently announced additional one-off funding of over €2.8 million to further support such projects. Within the suite of planned activities to be proposed under this extra funding, HEIs are encouraged to prioritise implementation of the findings and recommendations within the Final Report of the Joint Committee on Autism (2023), including in respect of the development of sensory maps and providing more autism-friendly tours of campuses throughout the year where these are not already in place.
PATH 4 Phase 2 is the funding programme which has been made available by the Department for the provision of courses for Students with Intellectual Disabilities in Higher Education Institutes (HEIs). I am very pleased to inform the Deputy that 173 students are currently enrolled in 11 HEIs across a wide geographic spread across the country.
The Fund for Students' with a Disability in higher education has increased this year by 18% to over €9.5 million. There are an extensive range of supports that fall within the scope of the Fund including assistive technology, non-medical helpers, ISL interpreters, transport supports, and examination supports.
New entrants to Higher Education with a disability has increased to 14.7% for the 2023/2024 academic year from 12.4% at the start of the National Access Plan.
It is also my intention to initiate a disability demonstration project this year which will seek to inform the development of a policy framework on the design and implementation of a more flexible, responsive, tailored model of supports for students with disabilities during their educational journey. The project will consider transitions from second level to third level, in both Further and Higher Education. It will also consider the range and level of supports for students with disabilities and how to provide opportunities for students to gain work experience and to transition to employment after their studies.
My Department has allocated a total of nearly €32 million to support higher education institutions in meeting the mental health and wellbeing needs of students since 2020.
This funding supports institutions in directly meeting the needs of students through counselling services as well as delivering the National Student Mental Health and Suicide Prevention Framework.
As autonomous institutions, the exact disbursement of the funding is a matter for each institution depending on their own prioritisation of needs. They have been advised to distribute it in support of specific student-facing areas, such as recruitment of additional Student Counsellors and assistant psychologists, head of service posts, training and awareness-raising.
The majority of new posts created through this funding have been counsellors, reflecting the capacity building phase of the implementation of the Framework.
In the FET sector, Education and Training Boards (ETBs) provide various supports for learners with differing needs including Universal Design for Learning, adaptive and assistive technologies, scribe services, extra exam time, adult literacy supports, and reasonable accommodations.
The Fund for Students with Disabilities supports learners participating in Post-Leaving Certificate provision. The Specialist Training Provision programme provides training to learners who require more intensive support than is available in non-specialist settings. FET courses are typically free of charge or heavily subsidised. SOLAS also provide funding to several agencies to support the participation of people with disabilities and special educational needs in FET. Where applicable, learners may receive a training allowance.
Furthermore, I recently published the Design Guide for State Sponsored Student Accommodation. The Design Guide reflects feedback from a wide range of stakeholders, including the National Disability Authority, ensuring the design standards are both practical and responsive to real-world needs. It will support the efficient delivery of additional student accommodation that prioritises student wellbeing, provides long-term value for the State, and embodies high quality architectural design.
And lastly, the new Student Accommodation Strategy to be published later this year will introduce a permanent Student Accommodation Support Scheme. The scheme will provide targeted financial aid to students most at risk of exclusion, identified by the NAP. Delivered through higher education institutes access offices, it will support student accommodation choice across all accommodation types.
168. Deputy Shane Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline the steps being taken to integrate green skills across further and higher education programmes; and if he will make a statement on the matter. [37562/25]
Amharc ar fhreagraGreen Skills are crucial for achieving the ambitious climate targets outlined in the Government's Climate Action Plan. These skills encompass everything from developing transferable green skills for everyday life to meeting the specific requirements of emerging green sectors, such as Nearly Zero Energy Buildings/ Retrofit, eMobility, and renewable energy and offshore wind.
In October 2024, SOLAS launched Green Skills 2030: The First National Further Education and Training (FET) Strategy for the Green Transition. Green Skills 2030 identifies key skills gaps impacting Ireland’s ability to transition to a climate neutral society across critical sectors of the economy. This marks an important milestone in setting out the direction for the Irish FET sector’s response to emerging green skills needs. This strategy will guide the FET sector in addressing these needs and meeting the demands of new occupations within the green economy.
The FET sector is already delivering a range of courses in these areas. Upskilling and reskilling courses in Nearly Zero Energy Buildings/ Retrofit for construction workers are offered in a network of six Centres of Excellence operated by ETBs across the country. These centres provide training and certification to learners to boost the skills and training needs of the sustainable construction sector and to help reach our climate goals.
There has been significant interest in this space, with the number of enrolments increasing year on year. There have been over 18,000 enrolments in NZEB/ Retrofit courses since the first centre opened in 2020. 2024 saw a record-breaking number of 7,166 enrolments. NZEB/ Retrofit skills are also being incorporated into the curricula of relevant construction apprenticeships through the revalidation process.
Responding to the skills requirements for electric vehicle maintenance creates upskilling and reskilling opportunities as well as progressing EV skills through existing motor mechanic apprenticeship programmes. Options for the development of a National eMobility Capability Centre are being actively explored and a technical feasibility study was recently completed through the eMobility Project Office, under LWETB. The findings are informing the next policy steps. SOLAS has also established an eMobility Oversight Group, to provide further oversight for future skills development.
In addition to these key sectors, a national suite of green skills programmes has been developed by SOLAS in collaboration with enterprise partners in areas such as sustainability awareness and resource efficiency. Green skills modules developing transversal and specific green skills are available to all FET learners with new green skills micro-qualifications being rolled out by all 16 Education and Training Boards.
I am also happy to inform the Deputy that my Department, SOLAS and other stakeholders in the FET sector are working to address emerging requirements associated with Ireland’s aim to deliver at least 5 GW of installed offshore wind capacity by 2030.
A cross-Departmental Offshore Wind Delivery Taskforce is driving delivery and working to capture the economic and business opportunities associated with the development of offshore renewables. It includes skills and workforce responses, with DFHERIS leading, in collaboration with DCEE, on a dedicated Skills and Workforce Workstream.
The main goal of the workstream is to identify the skills and workforce requirements for the development of offshore wind and establish a sustainable workforce and skills pipeline. A key output of this workstream was the publication by this Department of the Offshore Wind Skills Action Plan in October 2024.
This Skills Action Plan addresses identified skills shortages in 33 roles required for the development of offshore wind and provides recommendations on how to address these gaps. The plan is designed to guide future activities in the Further and Higher Education sectors for offshore wind in Ireland.
A wide range of short, targeted, and industry-aligned upskilling and reskilling programmes for the renewable energy sector are offered by Green Tech Skillnet including a suite of micro-credentials through the newly established Skillnet Offshore Wind Academy.
In recent years, the Irish government has been emphasising the importance of Green Skills in Higher Education to meet the demands of the modern workforce. Existing Government Initiatives for Higher Education such as Springboard+ are in place to promote these skills and build the capacity of the Irish workforce.
Springboard+ 2025 launched in May 2025 is providing 8,225 places on 249 courses. It provides 31 courses related to green skills and sustainability offering 883 places at NFQ Levels 6 to 9. Courses are part-time and eight of them are micro-credentials. Courses include, but are not limited to, Certificate in Science in ESG and Carbon Footprinting for SME; Certificate in Sustainable Resource Management: Energy & Biodiversity; Post-Graduate Diploma in Offshore Wind Energy with Demands and Applications; Masters in Science in Applied Marine Conservation and Climate Adaptation and Sustainability (Professional Diploma). The table below shows the full listing.
Additionally, the Micro-Credentials Learner Fee Subsidy was launched in March 2024. This provides a subsidy rate of 80 per cent for courses addressing skills in key priority areas, including renewable energy, sustainability, construction and planning, artificial intelligence, cyber security, ICT, and electronic engineering. Other courses will provide a 50 per cent learner subsidy rate. Under the scheme, there are 81 courses in green skills and green skills related areas, providing 1,755 places available at NFQ Levels 6 to 9. Courses include Climate Change: Science, Policy & Global Impact, Clean Energy Futures, Sustainable Aviation and Green Innovation. The Subsidy is running until the end of the 2025/2026 academic year.
Springboard+ 2025 - Green skills and Sustainability List
|
Funding Category |
Course Title |
NFQ |
Skills Area |
No. Places |
|
Micro-credential Course |
Certificate in Science in ESG and Carbon Footprinting for SME |
Level 6 |
Green Economy |
40 |
|
Micro-credential Course |
Climate Leadership Development |
Level 9 |
Green Economy |
80 |
|
Micro-credential Course |
Green Labs Principles and Practice |
Level 9 |
Green Economy |
20 |
|
Micro-credential Course |
Climate Action and Sustainable Development |
Level 9 |
Natural Sciences, Mathematics and Statistics |
15 |
|
Micro-credential Course |
Certificate in Cybersecurity for Industrial Network |
Level 9 |
Renewable Offshore Wind Energy Skills Area |
20 |
|
Micro-credential Course |
Certificate in Environmental Planning and Legislation |
Level 7 |
Renewable Offshore Wind Energy Skills Area |
20 |
|
Micro-credential Course |
Introduction to Data Analytics with R for Wind Energy (Micro-credential) |
Level 8 |
Renewable Offshore Wind Energy Skills Area |
30 |
|
Micro-credential Course |
Certificate in Engineering in Residential Energy Retrofit Fabric |
Level 8 |
Engineering, Manufacturing and Construction |
20 |
|
Springboard+ Part-time Course |
Postgraduate Diploma in Science in Innovative and Sustainable Agriculture – MTU Kerry Campus |
Level 9 |
Agriculture, Forestry, Fisheries and Veterinary |
16 |
|
Springboard+ Part-time Course |
Post Graduate Diploma in Global Sustainable Supply Chain Management |
Level 9 |
Business, Admin, Law, Management, Entrepreneurship |
25 |
|
Springboard+ Part-time Course |
Certificate in Conservation, Sustainability and Adaptive Reuse |
Level 8 |
Engineering, Manufacturing and Construction |
20 |
|
Springboard+ Part-time Course |
Postgraduate Diploma in Science in Sustainable Engineering Management |
Level 9 |
Engineering, Manufacturing and Construction |
20 |
|
Springboard+ Part-time Course |
Postgraduate Certificate in Smart Sustainable Power Engineering (SSPE) |
Level 9 |
Engineering, Manufacturing and Construction |
20 |
|
Springboard+ Part-time Course |
Certificate in Sustainable Resource Management: Energy & Biodiversity |
Level 7 |
Green Economy |
25 |
|
Springboard+ Part-time Course |
Postgraduate Certificate in Data Analytics for Offshore Wind Energy Management |
Level 9 |
Green Economy |
35 |
|
Springboard+ Part-time Course |
Graduate Certificate in Climate Action, Energy and Public Policy |
Level 9 |
Green Economy |
20 |
|
Springboard+ Part-time Course |
Certificate in Circular Economy – MTU Kerry Campus |
Level 8 |
Green Economy |
20 |
|
Springboard+ Part-time Course |
Postgraduate Certificate in Science in Biomethane and Renewable Gas Development |
Level 9 |
Green Economy |
20 |
|
Springboard+ Part-time Course |
Postgraduate Certificate in Climate Entrepreneurship |
Level 9 |
Green Economy |
45 |
|
Springboard+ Part-time Course |
Graduate Certificate in Carbon and Climate Assessment |
Level 9 |
Green Economy |
20 |
|
Springboard+ Part-time Course |
Professional Diploma in Innovation for Sustainability |
Level 9 |
Green Economy |
105 |
|
Springboard+ Part-time Course |
Climate Adaption and Sustainability (Professional Diploma) |
Level 9 |
Green Economy |
25 |
|
Springboard+ Part-time Course |
Certificate in Environment, Sustainability and Climate |
Level 7 |
Natural Sciences, Mathematics and Statistics |
30 |
|
Springboard+ Part-time Course |
Masters in Science in Applied Marine Conservation |
Level 9 |
Renewable Offshore Wind Energy Skills Area |
8 |
|
Springboard+ Part-time Course |
Post-Graduate Diploma in Offshore Wind Energy with Demands and Applications |
Level 9 |
Renewable Offshore Wind Energy Skills Area |
25 |
|
Springboard+ Part-time Course |
Under-Graduate Certificate in Offshore Wind Energy with Power Systems |
Level 6 |
Renewable Offshore Wind Energy Skills Area |
25 |
|
Springboard+ Part-time Course |
Postgraduate Diploma in Offshore Wind Systems & Sustainable Maritime Operations |
Level 9 |
Renewable Offshore Wind Energy Skills Area |
20 |
|
Springboard+ Part-time Course |
Postgraduate Certificate in Offshore Renewable Energy |
Level 9 |
Renewable Offshore Wind Energy Skills Area |
24 |
|
Springboard+ Part-time Course |
Postgraduate Diploma in Geographical Information Systems |
Level 9 |
Renewable Offshore Wind Energy Skills Area |
20 |
|
Springboard+ Part-time Course |
Postgraduate Certificate in Building Performance (Energy Efficiency in Design) |
Level 9 |
Engineering, Manufacturing and Construction |
40 |
|
Springboard+ Part-time Course |
Postgraduate Diploma in Building Performance (Energy Efficiency in Design) |
Level 9 |
Engineering, Manufacturing and Construction |
30 |
169. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the action he is taking to ensure there is an increase in qualified people coming into the workforce, in particular those required in essential services such as dentistry, dental hygienists, radiology and radiation therapists, in order to meet the needs of citizens, in view of the fact the population of the country has increased by 43% since 2000; and if he will make a statement on the matter. [37375/25]
Amharc ar fhreagraIn recognition of Ireland’s growing population my Department is actively working to support the Department of Health's workforce planning needs through the expansion of higher education provision in essential health services, including dentistry, radiography, radiation therapy, and other allied health professions.
On dentistry, until recently, approximately 60 places per year were available to Irish and EU students, split between Trinity College Dublin and University College Cork. From September 2025, the Royal College of Surgeons in Ireland (RCSI) will introduce a new Bachelor of Dental Surgery programme, adding at least 20 places annually for Irish and EEA students, a 33% increase in national capacity. RCSI is also developing proposals to add a further 15 places by 2027, subject to the necessary approvals. Discussions are ongoing with UCC to further expand its dental intake. The Department is also exploring future pathways in related disciplines such as dental hygiene.
To address wider workforce shortages, my Department asked the Higher Education Authority (HEA) to run an Expression of Interest (EOI) process in April 2024, focused on expanding training places across nine Health and Social Care Professions (HSCPs), including radiography and radiation therapy. This process was developed in collaboration with the Department of Health and informed by national health workforce planning.
A total of 24 submissions were received from higher education institutions (HEIs), identifying potential for up to 461 additional places annually, with up to 320 of these potentially available by 2025. Proposals included expansion across institutions such as:
• UCD and UCC (Radiography)
• UCC and Trinity College Dublin (Radiation Therapy)
• University of Limerick, DCU, ATU, TUS, and others for allied health fields
This coordinated expansion is contingent on clinical placement availability and the approval of necessary funding and staffing by the Department of Health and the HSE.
These efforts form part of a broader Government strategy to scale up educational in critical areas to meet the needs of a growing and ageing population. My Department remains fully committed to working with the HEA, the Department of Health, and the HSE to ensure that education capacity keeps pace with national service demand in essential areas of healthcare.
170. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the new building for Dunboyne College of Further Education; and if he will make a statement on the matter. [37298/25]
Amharc ar fhreagraI thank the Deputy for his question. Louth Meath ETB (LMETB) is currently being supported by SOLAS in developing its Preliminary Business Case (PBC) proposal for Dunboyne under the FET College of the Future Major Projects fund.
The proposal submitted by LMETB involves the construction of a new, fit-for-purpose facility on a greenfield site in Dunboyne. This new facility is intended to replace the current rented accommodation in Dunboyne and is one of twelve projects currently being advanced under this fund.
LMETB is currently refining their business case proposal and once completed it will be submitted to SOLAS for evaluation. The evaluation panel will be available to meet as soon as the updated Business Case is received. Business Cases that meet the evaluation criteria will advance to the next stage of development: Pre-Tender – Project Design, Planning, and Procurement Strategy. The development of a robust PBC is fundamental to the requirements of the Infrastructure Guidelines.
In parallel to this work, LMETB is also progressing work on a preferred site option for the location of this new FET College. In this respect, officials from my department and SOLAS have been engaging with Local Authority and ETB officials to progress this matter, this remains ongoing.
My department and I remain committed to delivering these key projects for the sector which will deliver state of the art facilities to meet the needs of our learners and teaching staff in the Dunboyne environs and across the region.
