Written Answers Nos. 208-227
208. Deputy Pa Daly asked the Minister for Education and Youth when a child (details supplied) will receive an assessment for dyslexia, given they are not meeting developmental milestones; and if she will make a statement on the matter. [53538/25]
Amharc ar fhreagra209. Deputy Pa Daly asked the Minister for Education and Youth if funding is available to support a child (details supplied) in accessing a private assessment for dyslexia, given that they are not meeting developmental milestones and face long delays in the public system; and if she will make a statement on the matter. [53539/25]
Amharc ar fhreagra210. Deputy Pa Daly asked the Minister for Education and Youth the average waiting time for a child to receive an assessment for dyslexia where they are not meeting developmental milestones; the steps being taken to ensure timely access to such assessments; and if she will make a statement on the matter. [53556/25]
Amharc ar fhreagraI propose to take Questions Nos. 208 to 210, inclusive, together.
I would like to thank Deputy Daly for his question regarding the provision of supports for children with specific learning disabilities my Department’s National Educational Psychological Service (NEPS).
Through NEPS, all schools have access to:
• a NEPS psychologist for general support and advice
• support from a NEPS psychologist in the event of a Critical Incident
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour
• access to either a NEPS psychologist or a SCPA psychologist for individual pupil casework where a priority need is established. SCPA – the Scheme for Commissioning Psychological Assessments - is operated through the use of a panel of psychologists who must meet qualification criteria set by the Department. It is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
The National Educational Psychological Service (NEPS) works with schools using a problem-solving model to help schools identify need and interventions to support those needs. Under this model, NEPS encourages schools to use a continuum-based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they wish to for advice. If the school has concerns that a pupil is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of the NEPS psychologist to support the identification of need process.
The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for those students who experience difficulties with their learning. Students do not require a psychological assessment, or a diagnosis in order to access additional support at school.
NEPS understands dyslexia in the context the severity and persistence of an individual’s needs over time and their response to intervention. This approach aligns with the Special Educational model in schools which focuses on the identification of need and the matching of specific interventions to meet that need. Specific interventions are therefore tailored, by the school, to an individual’s observed needs, rather than being generic to a specific difficulty or disability.
With regard to dyslexia in particular, NEPS has developed a guidance document, Supporting Students with Literacy Difficulties Using the Continuum of Support, with specific versions for primary and post primary schools, available at the following link:
www.gov.ie/en/department-of-education/collections/national-educational-psychological-service-neps-guidelines-tips-and-handouts-for-parents-and-teachers
This has been designed to equip schools with strategies and information on evidence informed practice and are intended as a guide to support schools in meeting the needs of students with literacy difficulties, including dyslexia using a response to intervention approach, in all school contexts: English medium schools; Gaeltacht schools; and Irish medium schools.
In addition to online resources, training is provided by NEPS nationally for all schools, at primary and post-primary levels, facilitated by local Educational Centres, on evidence informed approaches and strategies to support students with literacy difficulties including dyslexia, using the Continuum of Support approach.
As a school based service, requests for NEPS involvement must be made by the school principal or other designated staff member. I have made enquiries with the local NEPS office in relation to the details supplied by the Deputy and at present the school has not requested NEPS involvement for the child in question. Where a parent has a concerns regarding their child’s progress, they should, in the first instance, discuss with the school principal or the child's teacher.
211. Deputy Darren O'Rourke asked the Minister for Education and Youth to clarify the amount of the €450,000 total Education for Sustainable Development Fund available for schools that has been drawn down; and the amount of the fund that is remaining for schools to apply for. [53561/25]
Amharc ar fhreagraI can advise the Deputy that a funding call for recognised primary and post primary schools for funding for Education for Sustainable Development (ESD) projects is currently open until 17th October 2025.
There is a total fund of €450,000 available and individual schools can apply for funding of up to €2,500 for ESD projects in accordance with the criteria set out in the application form which is available on our ESD to 2030 webpage here: www.gov.ie/en/department-of-education/publications/national-strategy-on-education-for-sustainable-development-in-ireland/#esd-to-2030-funding
None of this funding has been drawn down to date. The total fund of €450,000 is available under this call. All applicants will be notified of the outcome of their application in due course after the closing date and payments will be made to successful applicants before the end of the year.
This is a competitive process and depending on the level of applications received, not all applications may be successful, subject to the €450,000 funding ceiling.
Applications will be assessed in accordance with the criteria set out in the application form. Priority will be given to projects that support implementation of our ESD to 2030 strategy and in particular, projects that include engagement with “Local Community Level Action” and/or an element of Teacher Professional Learning, in accordance with our strategic priorities. Other criteria apply and applications will be considered under the various criteria as set out in the application form.
Details of previous funding granted to schools and to organisations under ESD to 2030 is available on the ESD to 2030 webpage at the link above.
212. Deputy Catherine Ardagh asked the Minister for Education and Youth if she will consider establishing an independent inquiry into the circumstances surrounding the death of a person (details supplied); and if she will make a statement on the matter. [53562/25]
Amharc ar fhreagra213. Deputy Catherine Ardagh asked the Minister for Education and Youth if she will consider designating a Department between her Department and the Department of Children, Disability and Equality that can establish an independent inquiry into the circumstances surrounding the death of a person (details supplied); and if she will make a statement on the matter. [53565/25]
Amharc ar fhreagraI propose to take Questions Nos. 212 and 213 together.
I would like to extend my sincere sympathies to the family for the death of this young person and for the trauma caused by this appalling incident.
The events leading to this tragedy have previously been the subject of court proceedings, leading to a settlement by the youth organisation in question, which is an independent organisation governed by an independent Board of Directors.
Department of Education and Youth officials engage regularly with the youth organisation in question to ensure proper governance in relation to Department funding and to ensure that the youth organisation has adequate child safeguarding structures in place. Department officials are satisfied that safeguarding is a priority for the youth organisation and that it has appropriate safeguarding structures.
214. Deputy Séamus McGrath asked the Minister for Education and Youth for an update regarding a request for additional accommodation for a school in Cork city (details supplied) to provide appropriate and urgently needed teaching and support space for children who have received a diagnosis of autism. [53581/25]
Amharc ar fhreagraI can confirm that my department is in receipt of an application for funding under the Additional Schools Accommodation (ASA) scheme from the school in question.
The school was issued a provisional letter of offer following their application for capital funding and on the basis of the agreed brief the Department's project managers were appointed to carry out a viability report on the school building and a proposed neighbouring building. The viability report and a subsequent conservation report have been reviewed by the department's Technical staff with no technical issues reported. The viability of the proposed project is contingent on a lease agreement between the school and the neighbouring landowner.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. Over the last two years, my department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. My department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements.
It is my department’s priority to ensure that all children have an appropriate school placement and that the necessary supports are provided to our schools to cater for the needs of children with special educational needs. To-date the school in question has not been sanctioned a special class by the NCSE.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
My department is now preparing an NDP implementation plan which is due for publication later in the Autumn. This plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The application from the school in question will be considered in this context and the school authorities will be contacted with a decision as soon as possible.
215. Deputy Darren O'Rourke asked the Minister for Education and Youth the amount of capital funding her Department provided to a school (details supplied) in 2024 and to date in 2025, in tabular form. [53617/25]
Amharc ar fhreagraThe overall Department of Education and Youth capital spend for the school referred to by the Deputy for 2024 and 2025 to date is detailed below:
|
Department of Education & Youth Capital Spend |
|
|
|
|
2025 |
2024 |
|
Summer Works Scheme |
N/A |
€26,401 |
|
SEAI |
N/A |
€70,252 |
|
Large Scale capital spend |
€67,062 |
€12,064 |
|
Furniture & Equipment |
N/A |
€395,013 |
|
Schools ICT - Capital |
€19,875 |
N/A |
|
Total Capital Spend |
€86,937 |
€503,730 |
216. Deputy Ken O'Flynn asked the Minister for Education and Youth the measures her Department is taking to address the rise in absenteeism in Cork secondary schools, where the percentage of school days lost has increased from 8% in 2019/2020 to 11.8% in 2023/2024. [53657/25]
Amharc ar fhreagra218. Deputy Ken O'Flynn asked the Minister for Education and Youth the supports that are being put in place for schools to tackle the issue of unexplained absences, which accounted for 43% of recorded absences in Cork secondary schools in 2023/2024. [53659/25]
Amharc ar fhreagraI propose to take Questions Nos. 216 and 218 together.
In May, I announced a range of measures to tackle school absenteeism. These measures are a key part of my plan to ensure that every child can achieve their full potential, regardless of their background or their ability. Regular attendance in school is essential, not just for academic achievement, but for wellbeing, social development and long-term life outcomes.
Tusla Education Support Service (TESS) is under the remit of my Department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
TESS has developed a 5-year plan (2023-2028) to improve school attendance nationally. Initiatives in the plan include improved data collection and analysis, expansion of the Anseo framework to all schools over the next three years, research and policy development, attendance initiatives and the continued development of the service delivery of the three TESS strands.
Anseo is a school-level support, providing an actionable attendance tool for schools, using a three-tiered model. Schools can identify patterns of absenteeism at the student, class and whole-school level and develop nuanced and timely responses to drivers of school absenteeism.
The Anseo model was trialed in four schools during the 2023/24 school year and it is now being extended to 60 additional schools from the start of the current school year. The Anseo team will support schools in recognising the value of using attendance data to implement effective, whole-school strategies to help improve student attendance. There are 6 schools in Co. Cork participating in this phase. The aim is to roll the framework out to all schools by 2028.
A multimedia campaign launched towards the end of September. This campaign aims to raise awareness of the school attendance issue with parents and guardians by communicating the many benefits for children and young people of daily attendance at school. The campaign also signposts supports for families who may be experiencing school attendance problems.
Across the State, there are 159 educational welfare officers, 528 school based HSCL coordinators and staff in 121 SCP local projects who continue to work closely to ensure that, where there is a particular issue around school attendance, parents, guardians and children get the support they need.
I will be bringing forward an amendment to the Education (Welfare) Act 2000 that will bring all children under the age of 6 attending recognised primary schools within the scope of the Act. This legislative change will ensure children under the age of 6 years, attending recognised schools, can access the supports of the Education Welfare Service.
217. Deputy Ken O'Flynn asked the Minister for Education and Youth if she will provide a county-by-county breakdown of secondary school absenteeism levels for each of the past five years, including the percentage of students missing more than 20 days per year. [53658/25]
Amharc ar fhreagra219. Deputy Ken O'Flynn asked the Minister for Education and Youth if she will report on the outcomes of the multimedia campaign on school attendance launched with Tusla Education Support Service, and whether her Department has set attendance targets to measure its effectiveness. [53660/25]
Amharc ar fhreagraTusla Education Support Service (TESS) is under the remit of my department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
In May I announced a range of new measures to tackle school absenteeism. Among the key initiatives is a multimedia campaign on school attendance, which has been developed by my department and TESS in consultation with key stakeholders. The campaign is one element of a 5-year plan for school attendance developed by TESS.
The multimedia campaign aims to raise awareness of the school attendance issue with parents and guardians, to communicate the many positive benefits that daily attendance at school provides for our children and young people and to signpost the available supports for schools, parents and guardians.
TESS is undertaking pre and post media campaign evaluation to assess the attitudinal and behavioural changes to school attendance as a result of the multimedia campaign.
In addition, the Economic and Social Research Institute has been engaged by TESS to complete a joint research programme on school attendance data, policy and practice in Ireland, an evaluation of the Anseo framework and a research paper on the long-term effects of school absenteeism. Developing a better understanding of the drivers of school absence and the impact on children through research and improved data collection will greatly assist schools and services.
The 2023/24 school year attendance report shows some improvements in attendance from the 2022/23 school year attendance report. TESS will continue to collect and publish attendance data in line with the Education (Welfare) Act 2000.
220. Deputy Ken O'Flynn asked the Minister for Education and Youth if Tusla will expand resources for its Education Support Service in Cork, in view of the increase in secondary school absenteeism reported in the agency's own data. [53661/25]
Amharc ar fhreagraIn May, I announced a range of measures to tackle school absenteeism. These measures are a key part of my plan to ensure that every child can achieve their full potential, regardless of their background or their ability. Regular attendance in school is essential, not just for academic achievement, but for wellbeing, social development and long-term life outcomes.
Tusla Education Support Service (TESS) is under the remit of my Department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
TESS currently provide a range of services in Cork including dedicated educational welfare officers (EWOs) who work with children and their families to support consistent school attendance and the HSCL scheme and SCP, operate in all DEIS urban primary and post-primary schools throughout county Cork.
Other initiatives developed in response to concerning rates of absenteeism include:
• TESS 5- year plan for school attendance 2023-2028 to improve school attendance nationally. Initiatives in the plan include improved data collection and analysis, expansion of the Anseo framework to all schools over the next three years, research and policy development, attendance initiatives and the continued development of the service delivery of the three TESS strands.
• Development of the Anseo framework, a school-level support, providing an actionable attendance tool for schools, using a three-tiered model. Schools can identify patterns of absenteeism at the student, class and whole-school level and develop nuanced and timely responses to drivers of school absenteeism.
• The Anseo model was trialed in four schools during the 2023/24 school year, and it is now being extended to 60 additional schools from the start of the current school year. The Anseo team in TESS will support schools in recognising the value of using attendance data to implement effective, whole-school strategies to help improve student attendance. There are 6 schools in Co. Cork participating in this phase. The aim is to roll the framework out to all schools by 2028.
• Multimedia campaign on school attendance which launched at the end of September. This campaign aims to raise awareness of the school attendance issue with parents and guardians by communicating the many benefits for children and young people of daily attendance at school. The campaign also signposts supports for families who may be experiencing school attendance problems.
In addition, I will be bringing forward an amendment to the Education (Welfare) Act 2000 that will bring all children under the age of 6 attending recognised primary schools within the scope of the Act. This legislative change will ensure children under the age of 6 years, attending recognised schools, can access the supports of the EWS.
221. Deputy Ken O'Flynn asked the Minister for Education and Youth how Tusla categorises and verifies "unexplained absences" in school attendance data, and what proportion of these cases receive follow-up engagement with families. [53662/25]
Amharc ar fhreagraTackling school absences is a key part of my plan to ensure that every child can achieve their full potential. Regular attendance in school is essential not just for academic achievement, but for wellbeing, social development and long-term life outcomes.
Tusla Education Support Service (TESS) is under the remit of my department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
Under the Act, schools report to Tusla twice a year on all students who have missed 20 cumulative days or more of school for any reason. Data collected is used to provide statistical reports on school absence for those aged between 6 and 16 years. Data is provided to TESS from schools under absence categories including unexplained absences. It is the responsibility of the parent/guardian to provide an explanation for the absence, and the school must have an attendance policy stating the method by which a parent provides explanations and the procedures that the school employs to follow up on absences.
Where a school has a cause for concern in relation to a student's attendance, a formal referral can be made to the Educational Welfare Service (EWS). All referrals received by the EWS are screened and assessed by a Senior Education Welfare Officer (SEWO) and receive a response. Referrals with significant unexplained absences are prioritised for follow up engagement by an allocated educational welfare officer (EWO). The school will also be asked to document interventions already made in line with their school attendance strategy and DEIS schools will be asked to include additional interventions deployed, for example, interventions by the HSCL coordinator or the SCP project worker.
During the first 10 months of the 2024/25 school year, 9,059 referrals were screened by a SEWO.
222. Deputy Duncan Smith asked the Minister for Education and Youth to provide the number of children from the Donabate and Portrane area travelling to primary and secondary school outside of the area in the 2024 school year, in tabular form; and if she will make a statement on the matter. [53671/25]
Amharc ar fhreagraThe Donabate school planning area covers the Portrane area. There were 1,392 and 1,071 primary and post-primary pupils living in the Donabate school planning area in the 2024-25 academic year, with 88% of those primary pupils attending schools in the Donabate area and 68% of post-primary pupils attending schools in the Donabate area.
|
- |
Total |
Att. Donabate Schools (Total) |
Att. Donabate Schools (%) |
|
Primary |
1392 |
1223 |
0.88 |
|
Post-Primary |
1071 |
731 |
0.68 |
223. Deputy Duncan Smith asked the Minister for Education and Youth to outline the details of the schools included in the national development plan in the Donabate area; to confirm if funding has been secured for these schools; and if she will make a statement on the matter. [53672/25]
Amharc ar fhreagraSince 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. Supplementary capital funding of €210 million approved by Government has brought the total capital allocation for 2025 for my department to €1.6 billion.
In July, the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation, my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
My department is now preparing an NDP implementation plan, which is due for publication in quarter four 2025. This plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The status of all projects, including those in Donabate area, is set out at: www.gov.ie/en/collection/d73cb-building-works-for-the-construction-extension-and-refurbishment-of-schools/#school-building-projects-large-scale-additional-accommodation-scheme-current-status-lists
This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
224. Deputy Niamh Smyth asked the Minister for Education and Youth further to Parliamentary Question No. 263 of 23 September 2025, if she will confirm the length of time families ordinarily expect to wait before receiving an update following an inspector’s review; if she will clarity the process and time frame for assessment of school transport pick-up points by local Bus Éireann inspectors; the appropriate channels through which parents or guardians may contact the local inspector or Bus Éireann directly to follow up on such cases; and if she will make a statement on the matter. [53690/25]
Amharc ar fhreagraFurther information on this matter has been requested from Bus Éireann by School Transport Section of my Department and they will revert directly to the Deputy on this matter.
225. Deputy Ruairí Ó Murchú asked the Minister for Education and Youth to outline the number of skills assessment tests (textiles, fashion and design skills for home economics) that have been requested by the Teaching Council, and that have been completed, for the years 2020 to date inclusive, by year, in tabular form; and if she will make a statement on the matter. [53698/25]
Amharc ar fhreagraThe Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 - www.irishstatutebook.ie/eli/2001/act/8/enacted/en/html - and in line with the Teaching Council Registration Regulations, 2016 - www.teachingcouncil.ie/assets/uploads/2023/08/revised-teaching-council-registration-regulations-2016.pdf. There are five routes of registration, the minimum registration requirements for each route are set out in the Schedule of the Regulations.
Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council does not hold the information requested by the Deputy in the format outlined. I have asked the Teaching Council to respond to the Deputy directly with a view to providing such information as is available to assist with this matter.
226. Deputy James O'Connor asked the Minister for Education and Youth if she will outline the applications for the additional accommodation scheme for both primary and post-primary schools in Cork county; the monetary value of each project; the stage each project is currently at and the timeline before completion; and if she will make a statement on the matter. [53710/25]
Amharc ar fhreagraI can confirm to the Deputy that there are 36 applications from Cork schools for my department's Additional Schools' Accommodation (ASA) Scheme. The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area. Of the 36 ASA applications, 30 relate to applications from primary schools and special schools for mainstream and special education accommodation and 6 are from post primary schools. The 36 applications are at the assessment stage.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. Supplementary capital funding of €210 million approved by Government has brought the total capital allocation for 2025 for my department to €1.6 billion.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
My department is now preparing an NDP implementation plan which is due for publication later in the Autumn. This plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
In light of the above and the complexities involved in each individual school's situation it is not possible to indicate how long it will take for projects to reach the next stage nor the costs involved. Factors such as the mode of delivery, project size and complexity will affect cost and progression to the next stage.
As the deputy will be aware a full list of all projects for Cork is available online for those projects in train, including their current stages. This is available at: assets.gov.ie/static/documents/ASA_ongoing_projects_July_2025.pdf
227. Deputy James O'Connor asked the Minister for Education and Youth if she will reconsider her Department's policy for the UBU project applications submitted for each county; if she will reconsider that Cork should be allowed more than one project, as per her Department's guidelines; and if she will make a statement on the matter. [53711/25]
Amharc ar fhreagraThe department is dedicated to enhancing the delivery and development of youth work services and opportunities for young people across the country, including in county Cork.
The UBU Your Place Your Space (UBU) scheme is a youth funding scheme that targets young people aged between 10 – 24 years who are identified as marginalised, vulnerable and at risk of not flourishing. The UBU scheme provides funding to 249 targeted youth services across 16 education and training boards (ETBs) that coordinate delivery of funding to the services in their local ETB areas.
In 2025, over €3.8 million was allocated to Cork ETB under the UBU scheme to support the 30 UBU funded organisations under their remit. Additional funding of €46,463 has been allocated to Cork ETB under the Resilience and Effectiveness Scheme in 2025 to further support UBU-funded organisations to develop capacity and respond to emerging needs.
In Budget 2025, €1.2 million was secured to provide for the establishment of ten new UBU services across the country which will provide targeted youth worker-led support for up to 1,000 young people where they are most needed.
Following an assessment process led by the department, the ten ETBs that have been awarded funding for a new UBU service were announced on 27 August 2025 and are as follows:
• Cavan Monaghan ETB
• Donegal ETB
• Kerry ETB
• Kildare Wicklow ETB
• Kilkenny Carlow ETB
• Laois Offaly ETB
• Longford Westmeath ETB
• Louth Meath ETB
• Mayo Sligo Leitrim ETB
• Tipperary ETB
The ETBs awarded funding have issued calls for youth organisations to apply to establish and deliver these new services in the selected areas.
