Written Answers Nos. 975-991
975. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science to outline his Department's position regarding the collection and usage of student levies by higher educational institutions. [51690/25]
Amharc ar fhreagraThe Deputy will be aware that higher education institutions are autonomous bodies and are responsible for their own day-to-day management and operational affairs, including the collection and usage of student levies.
Under Section 40(1) of the Universities Act, 1997, and Section 24(1) of the Technological Universities Act, 2018, HEIs have scope to charge additional fees to students for a variety of purposes, including events and services. Such levies have typically been charged in relation to specific expenses, such as the development of new sports facilities or to cover the costs associated with providing ongoing access to such facilities.
The term ‘levy’ is used by some HEIs to describe a number of charges made to students. For example, in respect of graduation costs, garda vetting costs etc. It is generally defined as referring to charges which have been agreed with the student body to cover the costs associated with sports clubs, student societies, the Students’ Union/representative body(s).
The levy may vary by institution. Students are notified by their institution of the relevant levy, with details of how the levy will be used available on each institution’s website.
The Deputy may be aware that the Higher Education Authority (HEA) recently published a report on student services expenditure and student levies. Details of this report can be found at: hea.ie/resources/publications/
976. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is planning to regulate the prevalence of 'exploding licences' for ebooks and journal subscriptions for further and higher educational institutions. [51691/25]
Amharc ar fhreagraThe issue of restrictive licensing models – such as metered access or limited-term licences – for e-books and journals is a matter of concern for higher education institutions (HEIs) and their libraries. However, this issue has wider implications – for public libraries and individual consumers.
Intellectual property policy and consumer protection fall within the remit of the Department of Enterprise, Tourism and Employment and its agency, the Competition and Consumer Protection Commission (CCPC), respectively. It is my understanding that the CCPC and the European Commission have been examining this matter in recent years.
It is important to note that, under legislation, HEIs are academically and administratively autonomous. Procurement and the terms under which HEIs enter into contracts with suppliers are therefore a matter for each institution individually. Neither I as Minister, nor my department have a role to regulate institutions or intervene in such contractual arrangements.
I am advised that many Irish HEIs subscribe to major academic databases and journal publishers and that students can access a variety of journal articles and e-books online through their student login to the HEI library systems. My understanding is that this access is provided at no additional cost to the student, irrespective of the licensing agreements in place.
977. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update regarding the work of officials within his Department towards encouraging access to graduate-entry medicine student loans. [51692/25]
Amharc ar fhreagraAs the Deputy may be aware, my department provides support for broadening access to Graduate Entry Medicine programmes through the part-subsidy of fees for EU students. This subsidy is paid to the higher education institutions via the Higher Education Authority, with the balance being paid by the student.
Graduate Entry Medicine (GEM) is an accelerated four-year programme designed for individuals who already hold a degree and wish to pursue a medical career. As GEM is considered a second degree, students are not eligible for support under the Free Fees Initiative or the Student Grant Scheme due to progression criteria.
To further explore ways to reduce the financial burden on GEM students, I published the Department’s annual Options Paper on 19th September. This year’s paper includes proposals such as:
• Increasing the universal contribution towards GEM fees; and
• Amending student support legislation to allow eligible GEM students to receive a grant, aligned with those available to postgraduate students.
This Options Paper is intended to inform budgetary discussions and is published without prejudice to final Government decisions.
In terms of student supports, my Department has taken steps to improve access and affordability for GEM students. Under the National Access Plan, socio-economically disadvantaged students who receive bursaries will now be allowed to retain them if they choose to enter GEM programmes. This is a positive development that supports diversity in the medical profession.
Additionally, GEM students may apply to the Student Assistance Fund (SAF), which provides financial support for students experiencing hardship. This can include help with rent, childcare, transport, and academic materials. Applications are made through the Access Office of the student’s institution.
Tax relief at the standard rate may also be available for tuition fees paid for approved courses, and a rent tax credit may apply. Further details are available at www.revenue.ie.
Higher Education Institutions (HEIs), which are autonomous bodies, determine their own fee structures for GEM programmes. However, the subsidy provided by my department assists students in accessing GEM courses at lower fee rates than would otherwise be required by an institution to deliver the programme.
978. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is planning to require higher education institutions to provide a booklist to students in advance of their courses beginning, to improve transparency in the costs students will have to incur for each course. [51693/25]
Amharc ar fhreagraI understand that there are many costs that come with being a student and that education is an investment in one's future. I believe that there should be as much transparency as possible for students regarding the costs they may encounter while studying.
It is my and my department's intention to continue to improve the quality of information available to students and prospective students. The provision of clear, detailed, and accurate information to students to enable informed decision-making regarding pathways and supports is a goal of the National Access Plan 2022-2028.
Work is currently ongoing within my department to scope and review the current student information landscape, examining the available sources and the quality of information available. This work is being supported by a programme of research that my officials have undertaken in partnership with the Economic and Social Research Institute (ESRI) to better understand student decision-making and any influencing factors.
Higher education institutions (HEIs) are autonomous bodies under legislation. They are responsible for their own administrative and academic affairs. As such, neither I nor my department may require HEIs to provide booklists to students in advance of the beginning of their courses.
It is worth noting that while not all institutions currently provide detailed booklists for their modules prior to the beginning of the academic year, students can typically access required reading materials free of charge through libraries managed by the institutions.
The deputy will also be aware of the fee and maintenance grants available to eligible students through SUSI, which help students with their study and living expenses. Students who face difficulties regarding unexpected additional costs associated with course materials can also avail of the Student Assistance Fund (SAF). Full and part-time students studying in an Irish university, a technological university or an approved college can contact their institution's access office or student support service to apply for financial assistance from the fund.
979. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider extending SUSI grant eligibility to students of all QQI-accredited courses. [51694/25]
Amharc ar fhreagraThe main support available to assist students with the cost of attending higher education is the Student Grant Scheme. Under the Scheme, grant assistance is awarded to eligible 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 definition of an approved course is set out in Section 8 of the Student Support Act 2011 and Regulation 4 of the Student Support Regulations/Student Part-Time Fee Regulations for Specified Undergraduate Courses 2025.
In the context of limited public funding and competing priorities, student support funding is currently prioritised towards full-time students undertaking study on approved courses in publicly funded institutions and part-time fee supports for specified undergraduate courses.
Student Grant Schemes are reviewed on an annual basis. Any expansion to a scheme would require consent of the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation. The Deputy will appreciate that the funding allocation for student supports is determined in the context of the overall estimates and budgetary process undertaken by all Government Departments having regard to overall resource constraints and other competing demands.
980. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science the progress of the development of a traineeship in modern methods of construction, as is expected to launch in quarter 3 of 2025. [51695/25]
Amharc ar fhreagraA key commitment in the new Programme for Government is advancing Modern Methods of Construction (MMC). To increase MMC skills supply through the tertiary system, my Department works with sectoral partners such as SOLAS, Education and Training Boards (ETBs), the National Construction Training Centre (NCTC) and Skillnet Ireland.
Budget 2025 saw €2.7 million allocated to construction skills to help equip the sector with the skills required. Upskilling and reskilling workers is a priority for the construction industry, and the sector requires support as it evolves to ensure the workforce has the required skills to facilitate the increased adoption of MMC.
Traineeships play a vital role in Ireland’s education and training system by providing learners with a structured programme that combines classroom-based learning with significant on-the-job experience.
In the context of MMC, a traineeship is particularly valuable as it allows learners to gain practical experience in MMC and technologies in a real-world setting while simultaneously building their technical knowledge. This dual focus is key to ensuring the workforce is equipped to meet the changing needs of the construction industry.
The Laois-Offaly Education and Training Board (LOETB) MMC Traineeship has been designed to offer learners an internationally recognised qualification in Core Construction Principles and MMC. It is made up of the following modules selected from the Pearson BTEC Level 3 National Diploma in Construction and the Built Environment:-
• Construction Principles
• Construction Design
• Construction Technology
• Health and Safety in Construction
• Surveying in Construction
• Graphical Detailing in Construction
• Building Regulations and Control in Construction
• Management of a Construction Project
• Building Information Modelling (BIM)
• Offsite and Onsite Alternative Construction Methods
• Structured Work Placement – min 30 % as per traineeship guidelines (schedule in development)
Additional content has been tailored to reflect national and regional priorities, with a focus on key areas including MMC, NZEB/Retrofitting, Project Co-ordination, and Digital Construction. The Traineeship will also focus heavily on Offsite and Alternative Construction Methods (Modular Assembly).
LOETB is in the process of procuring a contractor to install Ireland’s first Modular Assembly Training Rig with a completion date of Q4 2025. As with all training provision, this traineeship has been modularised with the following modules currently being delivered:
• MMC Essentials
• BIM
• AutoCad / Revit
• Management of Construction Projects
There were 500 participants on these programmes in 2025. The first group of trainees will commence the full traineeship programme in Q1 2026.
In addition to this traineeship, my Department is continuing to collaborate with the National Construction Training Campus (NCTC) and LOETB to increase MMC skills provision.
LOETB continues to make strong progress in advancing its suite of MMC programmes. For example, it launched its MMC Skills Pathway Portfolio in February of this year. This pathway incorporates a comprehensive suite of accredited courses, flexible online learning options, and a pipeline of new qualifications. In this way, LOETB and the NCTC are ensuring that Ireland’s workforce is equipped with the skills and expertise needed to meet the demands of the evolving built environment.
My Department has also partnered with Skillnet Ireland, the national workforce development agency, to develop the ‘Skillnet MMC Accelerate’ platform. The platform was launched in May. It highlights MMC projects and provides information about career pathways and new education and upskilling provision.
There has already been a significant expansion of the education and training pipeline for MMC courses. For example, Skillnet Ireland and University of Galway recently launched two innovative programmes designed to meet the evolving needs of the construction sector: a Level 9 Postgraduate Certificate in Modern MMC and a Level 8 Specialist Diploma in Automation and Control. A number of other relevant programmes are available through the NCTC and Skillnet Ireland.
I would to thank the Deputy again, for her interest in this important area. Through future-focussed skills, we continue to support the transformation of Ireland’s construction sector.
981. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science the progress of the mid-term review of the national access plan. [51696/25]
Amharc ar fhreagraFollowing a competitive procurement process conducted by the Higher Education Authority (HEA), Applied Inspiration Ltd have been appointed as the independent consultants to complete a Midterm Progress Review of the National Access Plan (NAP).
This project commenced in April 2025. The review is expected to evaluate the extent of progress against the actions underpinning each NAP objective and to review progress in respect of the four targets and nine KPIs outlined in the NAP.
A consultation process with key stakeholders began with a facilitated session at the National Access Forum in May 2025 and focus groups have taken place over the summer months and will continue until October 2025. It is anticipated that the review and final published report will be completed by the end of 2025.
I trust this clarifies the matter for the Deputy
982. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science the expected publication date of the updated careers in construction action plan. [51697/25]
Amharc ar fhreagraI would like to thank Deputy O’Connell for her question and her continued interest in the Careers in Construction Action Plan. The original Action Plan, launched in 2023, was developed in response to departmental research which identified key barriers to entering the construction sector, particularly for women, young people, and other underrepresented groups. These barriers included perceptions that construction lacks flexibility, clear career progression routes, and that the sector is not sufficiently inclusive.
This plan set out 20 targeted actions under the themes of structural, promotional, and training and upskilling. Key progress to date includes:
• A 9% increase in the construction workforce (from 161,300 in Q4 2023 to 176,000 in Q4 2024);
• A 12% increase in construction and construction related apprenticeship registrations (from 5,628 in 2023 to 6,319 in 2024);
• A 58% increase in the number of women working in construction (from 11,400 in Q4 2023 to 18,000 in Q4 2024);
• First preferences in Architecture and Construction courses up 22% in CAO First Round in 2025.
• Delivery of inclusive leadership and mentoring initiatives by partners such as CIF and Engineers Ireland;
• Expansion of Safe Pass training for underrepresented groups, including Ukrainians and women;
• Launch of the Building Heroes campaign, which has reached over 7 million people with more than 27 million impressions;
• Development and distribution of a Careers in Construction video documentary to all second-level schools;
• Enhanced second-level engagement, including an iVET transition year taster module.
The work of updating this Action plan has involved close engagement with partners across the tertiary education system, industry, professional bodies, and relevant Government Departments. It reflects new policy developments, labour market evidence, and the outcomes of previous actions.
In relation to the publication date of the updated Careers in Construction Action Plan, I can say that this is currently going through final internal approvals and I expect the plan will be published shortly.
Some of the new actions in the revised Action Plan will include:
• Embedding Modern Methods of Construction (MMC) into education and training pathways in line with this Department’s new MMC Action Plan
• Piloting construction training in prisons
• Exploring parent-focused flexibility initiatives
I would like to thank the Deputy once again for her interest in the Careers in Construction Action Plan.
983. Deputy Naoise Ó Muirí asked the Minister for Further and Higher Education, Research, Innovation and Science the total number of apprenticeship options to be available for enrolment in the coming academic year; and the level of respective enrolment in each of these options for the most recent period for which data is available. [51903/25]
Amharc ar fhreagraThere are currently 78 apprenticeship programmes available to learners. 25 of these are traditional craft apprenticeships and 53 are post-2016 consortia-led apprenticeships.
Post 2016 consortia-led apprenticeships have fixed intake timing, with a set intake number of training places and funding. Off-the-job training and progression of the apprentice is facilitated based on the academic calendar.
However, it is important to note that the craft apprenticeship system functions differently to other educational programmes and consortia-led apprenticeships. Unlike other educational programmes or consortia-led apprenticeships, craft apprenticeships do not have fixed intake periods. Apprentices can be registered by their employers at any time of the year and they are scheduled for off-the-job training based on their registration date. An apprentice who has successfully completed the minimum on-the-job training period becomes eligible for scheduling to the next off-the-job phase.
From January 2025 to the end of August 2025, the most recent period for which data is available, there have been a total of 4,982 registrations - 3,936 registrations for craft apprenticeships and 1,046 registrations for consortia-led apprenticeships.
This registration data is provided below, and is broken down by registrations for each of the apprenticeships active as of end-August in tabular form. Please note that the consortia-led Accounting Technologist apprenticeship programme commenced in mid-September 2025.
2025 Apprentice Registrations (to-end of August)
|
Pre-2016 (Craft) Trades |
Male |
Female |
|
Construction |
1106 |
17 |
|
Brick and Stonelaying |
43 |
0 |
|
Cabinet Making |
0 |
0 |
|
Carpentry and Joinery |
442 |
12 |
|
Painting and Decorating |
9 |
0 |
|
Plastering |
18 |
0 |
|
Plumbing |
532 |
2 |
|
Stonecutting and Stonemasonry |
4 |
0 |
|
Wood Manufacturing and Finishing |
58 |
3 |
|
Electrical |
1860 |
53 |
|
Aircraft Mechanics |
1 |
0 |
|
Electrical |
1694 |
47 |
|
Electrical Instrumentation |
42 |
3 |
|
Electronic Security Systems |
44 |
0 |
|
Instrumentation |
7 |
0 |
|
Refrigeration and Air Conditioning |
72 |
3 |
|
Engineering |
340 |
11 |
|
Farriery |
7 |
0 |
|
Industrial Insulation |
12 |
0 |
|
Mechanical Automation & Maintenance Fitting |
86 |
2 |
|
Metal Fabrication |
142 |
6 |
|
Pipefitting |
57 |
2 |
|
Sheet Metalworking |
24 |
0 |
|
Toolmaking |
12 |
1 |
|
Motor |
530 |
19 |
|
Agricultural Mechanics |
51 |
1 |
|
Construction Plant Fitting |
44 |
0 |
|
Heavy Vehicle Mechanics |
100 |
3 |
|
Motor Mechanics |
307 |
11 |
|
Vehicle Body Repairs |
28 |
4 |
|
Total |
3836 |
100 |
|
Post-2016 (Consortia-Led) Trades |
Male |
Female |
|
Agriculture and Arboriculture |
65 |
4 |
|
Arboriculture |
15 |
0 |
|
Farm Manager |
10 |
1 |
|
Farm Technician |
2 |
0 |
|
Horticulture |
21 |
3 |
|
Sportsturf Management |
17 |
0 |
|
Auctioneering and Property Services |
43 |
63 |
|
Auctioneering and Property Services |
43 |
63 |
|
BioPharmaChem |
10 |
14 |
|
Laboratory Analyst |
6 |
5 |
|
Laboratory Technician |
4 |
9 |
|
Construction |
18 |
2 |
|
Advanced Quantity Surveyor |
2 |
2 |
|
Geo Driller |
0 |
0 |
|
Scaffolding |
16 |
0 |
|
Electrical |
16 |
0 |
|
Industrial Electrical Engineer |
16 |
0 |
|
Engineering |
169 |
38 |
|
Advanced Manufacturing Engineering |
8 |
3 |
|
Civil Engineer |
52 |
13 |
|
Civil Engineering Technician |
12 |
3 |
|
Engineering Services Management |
18 |
0 |
|
Equipment Systems Engineer |
2 |
0 |
|
Lean Sigma Manager |
21 |
8 |
|
Manufacturing Engineer (Level 7) |
16 |
1 |
|
Manufacturing Technology (Level 6) |
22 |
5 |
|
OEM Engineering Technician |
8 |
0 |
|
Polymer Processing Technology |
4 |
1 |
|
Principal Engineer |
6 |
4 |
|
Wind Turbine Maintenance Technician |
0 |
0 |
|
Financial Services |
44 |
65 |
|
Accounting Technician |
43 |
64 |
|
International Financial Services Associate |
1 |
1 |
|
International Financial Services Specialist |
0 |
0 |
|
Hair |
8 |
43 |
|
Hairdressing |
8 |
43 |
|
Healthcare |
12 |
44 |
|
Advanced Healthcare Assistant Practitioner |
0 |
4 |
|
Social Worker |
12 |
40 |
|
Hospitality and Food |
22 |
5 |
|
Bar Manager |
3 |
1 |
|
Butcher |
9 |
0 |
|
Chef de Partie |
1 |
0 |
|
Commis Chef |
8 |
3 |
|
Sous Chef |
1 |
1 |
|
ICT |
56 |
37 |
|
Computer Network Associate |
18 |
2 |
|
Cybersecurity |
14 |
10 |
|
Cybersecurity Practitioner - Level 8 |
0 |
0 |
|
Digital Marketing |
9 |
15 |
|
Network Engineer Associate |
0 |
0 |
|
Software Development Associate |
12 |
10 |
|
Telecommunications and Data Network Technician |
3 |
0 |
|
Insurance |
25 |
23 |
|
Insurance Practitioner |
25 |
23 |
|
Logistics |
65 |
30 |
|
Logistics Associate |
21 |
13 |
|
Supply Chain Associate |
13 |
3 |
|
Supply Chain Manager |
14 |
12 |
|
Supply Chain Specialist |
4 |
2 |
|
Transport Operations and Commercial Driving |
13 |
0 |
|
Media |
0 |
0 |
|
CGI Technical Artist |
0 |
0 |
|
Recruitment |
4 |
7 |
|
Recruitment Executive |
4 |
7 |
|
Sales |
61 |
53 |
|
Retail Supervision |
21 |
26 |
|
Sales |
40 |
27 |
|
Total |
618 |
428 |
|
Overall Total to End of August 2025 |
|
4982 |
984. Deputy John McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the serious delays in completing college phases of apprenticeship (details supplied); the steps being taken to remedy the situation; and if he will make a statement on the matter. [51909/25]
Amharc ar fhreagraThe Government is committed to supporting apprenticeships, with €67 million allocated in Budget 2024 and €77 million allocated in Budget 2025, bringing the total budget to €339 million in 2025. This is an 84% increase from the apprenticeship budget of €184 million in 2020, the year in which my department was formed.
The demand for craft apprenticeships has increased significantly since 2019. Registrations for craft programmes grew by 34% between the end of 2019 and the end of 2024, from 5,300 to over 7,000. The number of craft apprentices reached 25,000 at the end of 2024, up from 16,000 in 2019. This growth is both welcome and essential. A robust and expanding craft apprenticeship pipeline is critical to achieving Government targets in housing delivery, retrofitting, and infrastructure development.
Craft apprentices undertake their off-the job training based on their registration date and available provision across the country. This ensures that all apprentices are queued in order of their registration. Apprenticeships involve scheduled off-the-job training according to the specific programme and agreements between the apprentice, employer and training provider. Craft apprenticeships take a minimum of 208 weeks, or four years, to complete, meaning completion time varies on a case by case basis.
The minimum times provided are guidelines to ensure sufficient exposure to all necessary components at each phase. An apprentice who has successfully completed the minimum on-the-job training period becomes eligible for scheduling to the next off-the-job phase, however the waiting time periods for their next scheduling call does not necessarily mean that an apprentice is delayed in their apprenticeship.
Currently, the median aggregate completion time for a craft apprenticeship is 228 weeks, including a 12 to 16-week period required for QQI validation, indicating that most apprentices are completing their apprenticeship within a timely period. As of September 2025, the median time an apprentice will spend in Phase 1 is 65 weeks including a 12-week minimum mandatory period prior to eligibility at Phase 2. The median time an apprentice spends in Phase 3 is 42 weeks including 26-week minimum mandatory eligibility criteria for Phase 4. The median time an apprentice spends in Phase 5 is 40 weeks including a 26-week minimum mandatory eligibility period for Phase 6.
It is important to note that there needs to be a healthy pipeline of apprentices eligible for off-the-job training to ensure that this training can be scheduled efficiently, and cost effectively. Since apprentices register throughout the year, and classes are scheduled on a rolling basis, this pipeline grows and shrinks throughout the year. SOLAS works with Education and Training Boards to monitor each trade individually and ensure sufficient training capacity on an ongoing basis.
985. Deputy Naoise Ó Muirí asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who will become eligible for the maintenance payment for postgraduate study in 2025. [51920/25]
Amharc ar fhreagraThe decision on eligibility for a student grant is a matter, in the first instance, for the awarding authority, SUSI to determine.
Postgraduate students who meet all the conditions of the Student Grant Scheme may become eligible for the following supports:
• A student Maintenance grant which was restored in September 2024 for the first time since the financial crash. The annual rates and the income thresholds for maintenance grants are the same for undergraduate and postgraduate students.
• A postgraduate fee contribution of €4,000 or a postgraduate fee grant, up to a maximum of €6,270 towards the cost of fees is available.
• To be eligible for the postgraduate fee contribution grant of up to €4,000 plus a maintenance grant, the total household income must be within the income thresholds, see: www.susi.ie/eligibility-criteria/income/postgraduate-income-thresholds-and-grant-award-rates/#d.en.14684
• To be eligible for the postgraduate fee grant up to a maximum of €6,270, the student must be eligible for a maintenance grant at the special rate.
This is dependent on the level of a student's reckonable income and meeting all other eligibility criteria.
As of the 25th September, 2025, 2,779 postgraduate students have been awarded a maintenance grant for the 2025/26 academic year. Figures are subject to change as processing is ongoing.
986. Deputy Naoise Ó Muirí asked the Minister for Further and Higher Education, Research, Innovation and Science the number of courses and places available in the coming academic year under Springboard and under the human capital initiative; whether new general areas of skill shortage have been added to the range of courses being offered under these options; the payments to be made by students; and if participants on these courses can be paid under SUSI or under the back to education allowance while participating. [51921/25]
Amharc ar fhreagraIn May 2025, Springboard+ 2025 was launched, providing 7,719 places on 249 courses. Included in this list are 26 ‘micro-credentials’ courses which are suitable for those interested in shorter courses to upskill in very specific areas.
The course list includes a range of critical skills areas, including renewable and offshore wind energy; infrastructure planning; sustainable building; digital skills, cyber security and artificial intelligence.
In terms of fees paid by a Springboard+ participant, these vary depending on the applicant's employment status, the course level and the course type. Please see the table below which provides an overview of fee information on Springboard+ part-time, ICT Skills Conversion, and Micro-credential courses. Note that for Springboard+ funded courses at NFQ Levels 7 to 9, if an applicant is employed and in receipt of the Working Family Payment or employed on a Community Employment Scheme, the 10% fee contribution is waived. For NFQ Level 6 Springboard+ courses, there is no fee contribution, regardless of employment status.
|
NFQ LEVEL 6 |
Employed |
Unemployed |
Returner |
Recent Graduate |
|
Springboard+ PT |
No fee |
No fee |
No fee |
Not eligible |
|
ICT Skills Conv. |
n/a |
n/a |
n/a |
n/a |
|
Micro-credential |
Pay 50% |
Pay 50% |
Pay 50% |
Not eligible |
|
NFQ LEVELS 7-9 |
Employed |
Unemployed |
Returner |
Recent Graduate |
|
Springboard+ PT |
Pay 10% |
No fee |
No fee |
Not eligible |
|
ICT Skills Conv. |
Pay 10% |
No fee |
No fee |
Pay 10% (Eligible NFQ L8 only) |
|
Micro-credential |
Pay 50% |
Pay 50% |
Pay 50% |
Not eligible
|
Springboard+ applicants are not eligible for SUSI grants. However, they may be eligible for the Back to Education Allowance (BTEA) depending on their circumstances. Applicants should clarify this with their local Intreo Centre.
As regards the Human Capital Initiative (HCI), this is a five-year programme (2020–2024) aimed to increase capacity in higher education and to provide skills-focused programmes designed to meet priority skills needs. Although this programme is now concluding, HCI Pillar 3 Micro-Credential Learner Fee Subsidy funding commenced in February 2024 and continues for the autumn intake in the current academic year. The subsidy provides a 50-80% reduction on the student fee for 13,879 places across 654 courses in skill needs areas. The course offering is under regular review and new areas of skills shortage have been added for the current academic year in the areas of AI, Biopharma, Construction, Cyber Security, Engineering, ICT and Finance. Eligibility for the subsidy is in line with Springboard+ criteria for employed and unemployed learners who, subject to Department of Social Protection criteria, may be entitled to the BTEA. SUSI funding does not apply to Micro-credential courses due to their short duration and smaller number of ECTs awarded.
987. Deputy Louis O'Hara asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is responsible for the funding of ongoing operational costs (rent, rates, staffing, administration, etc.) of publicly funded programmes such as music generation and ETB music services; and if he will make a statement on the matter. [52018/25]
Amharc ar fhreagraMy Department is not responsible for the funding of music generation and ETB music services. This may fall under the remit of the Department of Education and Youth.
988. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science given the current student accommodation crisis, if his Department will begin the process of collating data on the numbers of students studying English language courses in the State, regardless of the fact the majority of these students are studying in privately owned providers; and if he will make a statement on the matter. [52043/25]
Amharc ar fhreagraThe Deputy will be aware, further to Parliamentary Question No. 985 of 17 June 2025, that TrustEd Ireland – a new international education quality mark – is being introduced by Quality and Qualifications Ireland (QQI). As part of the application process for authorisation to use the TrustEd Ireland mark, education institutions are required to submit information on the number of students enrolled on English language education programmes to QQI. There are currently no plans for my Department to collate this data directly.
To obtain the TrustEd Ireland mark providers will have to demonstrate compliance with requirements on corporate fitness, quality assurance and the protection of enrolled learners, alongside key criteria and practices surrounding the recruitment and admission of international students, information provision, student welfare and academic support provisions.
In addition, providers must also demonstrate compliance with an associated Code of Practice. The Code of Practice for the provision of English language education programmes to international learners includes requirements in relation to accommodation services. The Code specifies that clear, accurate, transparent, accessible and up to date information on the availability of accommodation, whether provided by an English language education provider or not, should be made available to learners and other relevant stakeholders, prior to a learner’s enrolment on an education programme.
989. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department can provide details of the amount of funding accrued from international student fees towards third level institutes in the State for the years 2022 to 2024 and to date in 2025, in tabular form; and if he will make a statement on the matter. [52044/25]
Amharc ar fhreagraHigher Education Institutions are autonomous institutions responsible for their own academic affairs including the development of relevant curriculum, setting tuition fee rates, and student numbers on individual courses.
The fee payable by a student can vary depending on a variety of factors including the type of course and the student's access route. The assessment of a student’s application and the determination of the appropriate fee rate is a function of the institution attended.
Fee income, including Non-EU or International fees, forms part of the overall income generated by each higher education institution. Income sources can include state grants, research grants and contracts, EU funding, investment income, donations and endowments, and other income such as library, catering etc.
My Department does not compile information on the international tuition fee income generated in the higher education sector. As such, the information that the Deputy has requested is not readily available. However, the Deputy may wish to note that details of the various types of income generated by publicly funded higher education institutions are set out in their annual Financial Statements which are available to view on each institution’s website
990. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science if it is possible for a student who applied through the CAO system to pursue her nursing qualification using her QQI level 5 results in pre-nursing in lieu of insufficient points from the leaving certificate; and if he will make a statement on the matter. [52045/25]
Amharc ar fhreagraHigher education institutions (HEIs), such as universities, have autonomy in relation to their admissions. Irish HEIs utilise the CAO, a non-profit private company, to centrally and impartially manage the admissions process and instruct the CAO to make offers on their behalf to applicants. Neither I nor my Department has a role in matters relating to these processes.
However, together with the Higher Education Authority and HEIs, my Department is working to address challenges and respond to demand to ensure students can access the opportunities they deserve, particularly in the healthcare sector. Over the last number of years, we have added over 1,000 places in high-demand courses such as medicine, nursing, and therapy disciplines, with new dentistry and pharmacy programmes starting this year. Two new veterinary medicine courses will commence next year, providing 80 additional places and doubling national provision in this discipline. These measures will expand opportunities for students and help maintain a health care system that can meet the evolving needs of society.
My Department is also continuing to work to diversify and expand pathways into and through third-level education. In May this year, I launched the third iteration of the Tertiary Degree Programmes. This sees the number of programmes double compared to last year to 39, with new courses launched this year in occupational therapy, social care, and the creative arts, among others.
In collaboration with the HSE, the NTO is working to expand tertiary programmes in Nursing. At present, tertiary programmes in General Nursing are offered in Education and Training Boards in Donegal, Roscommon, Sligo, Cork and Kerry. Tertiary programmes in Mental Health Nursing are offered in Cork and Kerry. The tertiary programmes offered in Nursing have been expanded this year with the addition of Intellectual Disability Nursing, which is offered in Louth, Monaghan, Cavan, and Waterford.
Applications for tertiary courses are open until late September and are outside of the CAO points system. Further details on tertiary degree programmes are available on the National Tertiary Office’s website at nto.hea.ie/courses.
Students who are unhappy with their results or are uncertain about their next steps should not be discouraged, as many options remain open to them. Supports are available from websites such as www.careersportal.ie.
991. Deputy Ruth Coppinger asked the Minister for Further and Higher Education, Research, Innovation and Science if he will support the roll-out of free Irish language classes based on the Common European Framework of Reference for Languages to all third level students; and if he will make a statement on the matter. [52049/25]
Amharc ar fhreagraOur higher education system plays an important role in supporting and promoting the use of the Irish language. I am determined to see that students who wish to learn and continue to use Irish at third level be given opportunities to do so.
The Higher Education Authority Act 2022 highlights the importance of the Irish language by placing a responsibility on the Higher Education Authority (HEA) to ensure that higher education institutions (HEIs) promote and use the language. My Department, through the HEA, also provides ring-fenced funding to this end. However, it should be noted that HEIs are autonomous in their Irish language strategies, including the provision and expansion of university courses offered through the Irish language.
Ring-fenced funding of €900,000 is provided annually by my Department to support greater use of the Irish language by students and staff in our higher education institutions. This funding is allocated through the HEA as block grants, allowing institutions fund their own Irish-language initiatives.
The HEA also distributes funding of €1.8 million annually from my Department for the development of Acadamh na hOllscolaíochta Gaeilge at the University of Galway, with additional funding coming from the Department of the Gaeltacht.
Additionally, the HEA sponsors the Gníomhaí Gaeilge initiative and has provided €150,000 in funding over the last three years to develop Irish language skills among students in Irish language clubs and societies through mentorship and training, in partnership with Aontas na Mac Léinn in Éirinn and Conradh na Gaeilge. Given the success of this project, the HEA has approved further funding over the next three academic years totalling more than €220,000.
These supports are in addition to any initiatives which are independently sponsored by third level institutions themselves, in order to support students who wish to learn or improve their Irish language skills.
