Written Answers Nos. 34-53
34. Deputy John Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on the implementation of the Public Service Apprenticeship Plan; and if he will make a statement on the matter. [55561/25]
Amharc ar fhreagraJointly published by my Department and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, the Public Service Apprenticeship Plan is a central pillar of our Action Plan for Apprenticeship 2021-2025. It lays out a clear and ambitious roadmap to grow apprenticeship opportunities across the public service, aiming for 750 annual registrations by 2025.
Sectoral representatives from across the public service have submitted detailed workplans to boost apprentice intake. While enthusiasm and support are strong, challenges persist, particularly around awareness and lingering misconceptions that apprenticeships are somehow less valuable than university degrees.
In June, I briefed the Government on the progress of the Public Service Apprenticeship Plan, joined by my colleague, the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.
Momentum is building. Annual registrations have climbed from just 67 in 2022 to 165 in 2024. Sectors are forecasting 554 registrations in 2025, a 240% increase on last year. While still short of our target, this growth signals real progress and a deepening commitment to embedding apprenticeships across the public service.
New programmes are helping drive this change. Notably, the launch of a Level 8 Social Work apprenticeship and a Level 6 Digital Marketing apprenticeship opens exciting new pathways for public sector talent development.
To support this expansion, my Department, together with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, has introduced a suite of employer engagement initiatives, including an Employer Symposium, and published a Practical Guide to Employing Apprentices in the Public Service.
Significant progress has been made but delivering on the Government’s ambition will require continued leadership and collaboration across all public service bodies. With a workforce of over 400,000, the public service is uniquely positioned to make apprenticeships a core element of its talent strategy, helping to foster greater diversity, inclusion, and opportunity through apprentice recruitment.
35. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding the provision of a new building for an adult education centre (details supplied); and if he will make a statement on the matter. [55996/25]
Amharc ar fhreagraEarlier this year, my Department issued permission to Cork ETB to enter negotiations with a prospective landlord in respect of a facility for Macroom Youthreach.
A due diligence process must be completed, which considers value for money, assessment of needs, climate targets and any procurement issues before sanction can be sought for a lease. Cork ETB are engaging very closely with SOLAS on this matter.
Once clear cost estimates are available it is anticipated that formal sanction for a lease will be sought by the ETB.
I assure the Deputy that my Department, SOLAS and Cork ETB are very much engaged on this issue. We are working together to progress a facility that will create a suitable learning environment for all learners whilst adhering to the necessary requirements set in the relevant legislation and circulars.
36. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the engagements he has had with a union (details supplied) representing apprentices since becoming Minister in 2024; and if he will make a statement on the matter. [56052/25]
Amharc ar fhreagraThe primary mode of engagement with social partners on apprenticeship matters is the Labour Employer Economic Forum Subgroup on Apprenticeships which I chair. Its purpose is to examine and discuss issues relating to further strengthening and delivering on the reform and expansion of Ireland’s national apprenticeship system to meet priority workforce and skills needs. Both IBEC and ICTU are invited to nominate members and these include unions which represent apprentices. The inaugural meeting of the subgroup took place in July 2024. It has met three times.
Since my appointment as Minister for Further and Higher Education, Research, Innovation and Science in January of this year, the subgroup has met once on the 14th of July. This was a useful meeting where all parties shared their views on developments in apprenticeships and on the future of the system. I am grateful to all parties for their continued engagement with this important forum.
My officials engage with social partners on issues that arise as a matter of course. The full involvement, co-operation and support of social partners with and for the apprenticeship system is vital to its continued success.
37. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the details on the missed targets in the last accommodation strategy; the reason this occurred; the reason there was no mention of this in Budget 2026; for an update on targets currently; if new funding will be put in place for this; and if he will make a statement on the matter. [55741/25]
Amharc ar fhreagraThe National Student Accommodation Strategy (NSAS) 2017–2024 aimed to meet rising student housing demand and ease pressure on the private rental market. Two key goals demonstrate its progress:
The first goal was to deliver 7,000 new PBSA beds by 2019, aligned with Rebuilding Ireland. This was exceeded, with over 8,000 beds completed by the end of that year.
The second goal aimed for 21,000 new PBSA beds by 2024, above the 2017 baseline of 33,441. By June 2025, the total reached approximately 49,000 beds, despite major challenges like Brexit, Covid-19, the war in Ukraine, inflation, and global supply chain issues.
A new Student Accommodation Strategy (2025–2035) will be published later this year, focusing on expanding student housing, especially in the regions.
Funding comes from the National Development Plan capital allocation to my department. Funding announcements are made only at the time of programme or project approval. This is done to protect the public interest, ensure value for money when going to market and avoid market speculation or inflationary pressure on construction costs.
Significant investment is already underway, with €100 million allocated under the Short-Term Activation Programme. I officially opened Maynooth University’s 116-bed project on 8th of September and on 5th of September, I approved funding of €67m to enable University College Dublin to enter into a contract for the delivery of 493 Student Accommodation beds.
38. Deputy Grace Boland asked the Minister for Further and Higher Education, Research, Innovation and Science the specific measures being taken to address the underrepresentation of women in certain STEM fields, particularly engineering, computer science and physics at third level; and if he will make a statement on the matter. [54976/25]
Amharc ar fhreagraInclusion is a core goal of my Department, ensuring equal access to learning and research opportunities. The Government’s STEM Education Policy Statement (2017) aims for a 40% increase in female participation in STEM subjects at Leaving Certificate level to strengthen representation at third level.
Research Ireland promotes equality through its External Equality, Diversity, and Inclusion Strategy 2023–2028 and a public Gender Dashboard that tracks gender-disaggregated data across funding programmes since 2011. The analysis shows comparable success rates for male and female applicants, no funding disparities, and positive effects from initiatives like the Starting Investigator Research Grant (SIRG), Frontiers for the Future (FFP), and Pathway programmes. However, women remain underrepresented at advanced career stages such as Research Professorships and Research Centres, prompting targeted actions to close these gaps.
Research Ireland also collaborates with the Department of Education and Youth to promote STEM engagement and gender balance from primary to tertiary education. Key performance indicators for 2025 include the percentage of women award holders, gender balance in research teams, and gender representation in review panels.
The Senior Academic Leadership Initiative (SALI), launched in 2019, addresses gender inequality in senior academic posts. Of 30 awarded posts, 24 were in STEM and are filled by senior female academics.
The Athena SWAN Charter, established in Ireland in 2015, provides a framework for advancing equality in higher education and research. Supported by the HEA and Advance HE, it recognises institutional progress through Bronze, Silver, and Gold awards. Updated in 2021 and 2024, the Charter aligns with Irish legislation and EU Gender Equality Plan requirements, ensuring that diversity and academic freedom remain central to higher education policy.
39. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made to date in increasing the number of places for Irish students in dentistry colleges in Cork and Dublin; and if he will make a statement on the matter. [55462/25]
Amharc ar fhreagraI am pleased to inform the Deputy that the new Dentistry programme in Royal College of Surgeons Ireland (RCSI) commenced intake of 20 students in September this year. This new Bachelor of Dental Surgery will train students in a community-based model of dental education, significantly increasing the number of dentistry training places available nationally and expanding access to dentistry training. An additional eight places are due to commence this course next September, and seven the following September bringing the total annual EU intake in this course to 35 places. This will represent a 60% increase on dental training places in Ireland compared to 2024.
There are now three undergraduate programmes for Dentistry, including the existing programmes in Trinity College Dublin and University College Cork. This is as a result of the initial HEA Expression of Interest process.
My Department does not place a quota on dentistry programmes, and therefore the number of places offered is a matter for the higher education institutions, in line with their autonomy. However, I do acknowledge that due to a number of factors including the high cost of specialised equipment and facilities required for dentistry training, there can be material constraints on the number of students that can be accepted onto dentistry courses.
It is important that any increases in training provision is achieved in a sustainable way with an evidence based understanding of the future needs of the health system and in collaboration with the Dental Council. My officials have been engaging with officials in the Oral Health unit of the Department of Health regarding Dentistry training provision in both Dublin and Cork. We are continuing to engage with the higher education sector, the HEA and colleagues in Department of Health to ensure sustainable increases in student places while maintaining high quality training in Dentistry.
40. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is considering extending the Human Capital Initiative Programme; if not, if replacement programmes are being developed in lieu of an extension; and if he will make a statement on the matter. [55835/25]
Amharc ar fhreagraThe Human Capital Initiative (HCI) represents a ring-fenced €300 million investment from the National Training Fund into our higher education sector over the period 2020 to 2024. The initiative has been highly successful in increasing capacity in areas of key skills need and in enhancing innovation and agility within higher education institutions.
While the HCI programme has now concluded and is not being extended, the Department and the Higher Education Authority are working with the sector to ensure that key innovations developed under HCI Pillar 3 are embedded within participating institutions.
Although HCI has formally ended, HCI Pillar 3 Micro-Credential Learner Fee Subsidy, introduced in February 2024, continues into the current academic year, learners can avail of the subsidy up until 31st October 2025. This provides a 50–80% fee reduction for almost 13,900 places across more than 650 micro-credential courses in areas such as Artificial Intelligence, Biopharma, Construction, Cyber Security, Engineering, ICT and Finance.
In addition, Springboard+ 2025, launched in May, is offering almost 8,000 places on 249 courses, including micro-credentials and full-time ICT skills conversion courses. In January, a call was issued to HEIs for proposals for courses to be included in the Springboard+ for the next three years, the call specified that courses subsidised under HCI Pillar 1 and micro-credential courses may be included in proposals.
Furthermore, the Enterprise Focused Higher Education (EFHE) measure provides recurrent funding to HEIs for programmes aligned with identified labour market needs, complementing the objectives of the HCI.
These measures will ensure that our higher education sector can continue to respond to skills needs and respond to emerging industry requirements in an innovative and agile manner.
41. Deputy Naoise Ó Muirí asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans to introduce apprenticeships into further business sectors similar to the existing apprenticeship in insurance; and if he will make a statement on the matter. [55611/25]
Amharc ar fhreagraI am committed to the apprenticeship model of learning. It is a proven pathway to a valued qualification and to employment. Since 2019 the total apprentice population has grown from 17,829 to 29,772 as of the end of last year. This has been matched by an increase in investment from €142m in 2019 to the over €400m earmarked for apprenticeship in 2026.
Since 2016, indeed starting with the insurance practitioner apprenticeship mentioned by the deputy, the model has been made available in an increasingly diverse range of sectors, including business in which there are now nine offerings.
These are in finance, where there are four programmes, including the recently launched level 8 accounting technologist apprenticeship. In sales where there are two, and in property services, recruitment, and insurance, where there is one each.
Registrations in these apprenticeships have grown from 632 in 2021 to 748 in 2024, an 18% increase.
The Government is committed to supporting the apprenticeship model within the civil service to support skill development and recruitment. In line with this commitment a civil and public service Business and Operations apprenticeship at level 6 is currently in development and expected to launch in 2026. This programme will promote an alternative and inclusive pathway to employment in the civil and public sector.
There remains considerable interest in developing new business apprenticeships which demonstrates the continuing relevance of apprenticeship in addressing skills needs in this rapidly evolving sector.
Apprenticeship is a key pillar of the government’s skills strategy and delivers highly skilled workers directly to business. I am committed to growing this skills pathway in the coming years and look forward to setting out my vision for this in the next Action Plan for Apprenticeship which is currently under development.
42. Deputy John Clendennen asked the Minister for Further and Higher Education, Research, Innovation and Science the number of third level students who will benefit from increasing the SUSI income threshold from €115,000 to €120,000; and if he will make a statement on the matter. [55739/25]
Amharc ar fhreagraI recognise that third level education can be a significant cost for families and students.
Introduced in the 2023/24 academic year, the €500 Student Contribution Grant has had a significant impact, with over 18,000 students receiving the grant in the 2024/2025 academic year. These are students who previously would never have qualified for any form of grant support.
In Budget 2026 I was delighted to be in a position to bring in the first permanent reduction to the Student Contribution Charge reducing the charge from €3,000 - €2,500 this academic year.
In addition, I secured funding to increase the threshold to avail of the €500 Student Contribution Grant from €115,000 - €120,000. This will come into effect in September 2026. Combined with the permanent fee reduction, this means that eligible undergraduate students whose households earning are under €120,000 will pay no more than €2,000 towards the student contribution charge in the 26/27 academic year.
As this is a demand led scheme it is not possible to determine how many people will apply as a result of this measure. It is estimated that there may be over 2000 families eligible between the income brackets of €115,000 - €120,000. However, beyond this, there may be many thousands of other students who are eligible to apply for the €500 grant who have not yet applied. Students are encouraged to check out www.susi.ie to consider whether they may be eligible for support.
43. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to encourage more uptake in apprenticeships in skills necessary for the green transition; and if he will make a statement on the matter. [55311/25]
Amharc ar fhreagraMy Department is driving forward the development of apprenticeships, with a particular focus on the construction sector. Through the Action Plan for Apprenticeship 2021–2025 and its successor, the Apprenticeship Action Plan 2026–2030, currently in development, we are shaping a strategic vision for the future of apprenticeship in Ireland. This is complemented by the Careers in Construction Action Plan, which sets out 20 targeted actions to promote inclusive, attractive, and sustainable careers, especially for women, young people, and under-represented groups.
To foster early engagement, the Initial Vocational Education and Training (iVET) module is now available to all Transition Year students. Developed by the NCCA, ETBI, and SOLAS, iVET offers hands-on exposure to vocational pathways through FET taster courses, career talks, and workshops. An example is Adamstown Community College, which gave Transition Year students a taster course in plumbing, complete with a dedicated training room. Students earned a manual handling certification and progressed to plumbing theory and practice, installing working toilets, radiators, and basins. The programme was supported by Chadwicks (materials) and CJK (CV workshops, interviews, and work experience), and has since expanded to two additional Dublin schools.
My Department provides funding for WorldSkills Ireland, an event where over 30,000 students from more than 300 secondary schools across the country celebrated the talent and ambition of Ireland’s apprentices. The event highlighted the critical role of skills in building a future-ready workforce.
My Department remains committed to positioning apprenticeships, including in construction, as a valued and viable option for secondary school students.
44. Deputy Micheál Carrigy asked the Minister for Further and Higher Education, Research, Innovation and Science the plans his Department currently has in place to promote apprenticeships, particularly in the construction sector, to school leavers; and if he will make a statement on the matter. [55566/25]
Amharc ar fhreagraMy Department is driving forward the development of apprenticeships, with a particular focus on the construction sector. Through the Action Plan for Apprenticeship 2021–2025 and its successor, the Apprenticeship Action Plan 2026–2030, currently in development, we are shaping a strategic vision for the future of apprenticeship in Ireland. This is complemented by the Careers in Construction Action Plan, which sets out 20 targeted actions to promote inclusive, attractive, and sustainable careers, especially for women, young people, and under-represented groups.
To foster early engagement, the Initial Vocational Education and Training (iVET) module is now available to all Transition Year students. Developed by the NCCA, ETBI, and SOLAS, iVET offers hands-on exposure to vocational pathways through FET taster courses, career talks, and workshops. An example is Adamstown Community College, which gave Transition Year students a taster course in plumbing, complete with a dedicated training room. Students earned a manual handling certification and progressed to plumbing theory and practice, installing working toilets, radiators, and basins. The programme was supported by Chadwicks (materials) and CJK (CV workshops, interviews, and work experience), and has since expanded to two additional Dublin schools.
My Department provides funding for WorldSkills Ireland, an event where over 30,000 students from more than 300 secondary schools across the country celebrated the talent and ambition of Ireland’s apprentices. The event highlighted the critical role of skills in building a future-ready workforce.
My Department remains committed to positioning apprenticeships, including in construction, as a valued and viable option for secondary school students.
45. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the actions that have been taken by him since 2024 to protect apprenticeships in Ireland due to the over-reliance on employer stability leaving the system vulnerable to fluctuations in the labour market; and if he will make a statement on the matter. [56054/25]
Amharc ar fhreagraIt is my priority that apprenticeship will be recognised and valued by employers across all sectors of the economy as a key mechanism for building a highly skilled workforce, contributing to productivity and sustainable growth. As part of this, plans are also in place to increase apprenticeship opportunities in the public and civil services. Currently, there are over 530 apprentices in the public and civil service.
To support this work, my Department and DPER have launched a range of employer engagement initiatives and published a Practical Guide to Employing Apprentices in the Public Service. With over 400,000 employees, the public service has a unique opportunity to mainstream apprenticeships as part of workforce strategy.
In a National Survey of Apprentices published last month, 87% reported that they are enjoying their apprenticeship experience and 84% have developed confidence in their ability to learn; 85% are glad they chose the apprenticeship route and feel part of their organisation, and 94% of apprentices believe their apprenticeship will provide good employment opportunities.
This positive experience is reflected in the relatively low non-progression rates. Between 90 and 92% of first year of apprentices progress to their second year, figures that compare positively to other tertiary education options.
The Government is committed to maximising the number of people who start and finish apprenticeships, and a training allowance is available for craft apprentices during off-the-job training phases.
In Budget 2026, €79 million has been invested in the apprenticeship system, bringing overall funding to over €400 million. Investment in apprenticeship delivery has more than doubled since 2020.
46. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on the work his Department is carrying out to assist independent students who have become estranged from their families after the age of 18 years, to prove their independence in order that they can access SUSI; if he plans to revise the rules regarding eligibility to be classed as an independent student for SUSI purposes; and if he will make a statement on the matter. [55764/25]
Amharc ar fhreagraIn general, for student grant purposes students are categorised according to their circumstances either as students dependent on their parent(s) or legal guardian(s), or as independent mature students.
A student may be assessed as an independent student if
• they have attained the age of 23 on the 1st of January of the year of first entry or re-entry to an approved further education course or an approved higher education course and;
• have not been ordinarily resident with their parent(s) from the previous 1st October.
Otherwise, they are assessed as a dependent student i.e. assessed with reference to parental income.
Applicants who do not meet the criteria to be assessed as an independent student for grant purposes, or who cannot supply the necessary documentation to establish independent living for the required period, may still apply to the awarding authority SUSI to have their grant eligibility assessed as a dependent student.
Only in exceptional cases, where compelling evidence of estrangement from parents/guardians is provided, can candidates who are under 23 be assessed without reference to their parents/guardians income or address, Article 21(3) (b) of the Student Grant Scheme 2025 refers.
If an applicant is irreconcilably estranged from their parents or legal guardians they can declare this on their SUSI application. Such applications are reviewed on a case-by-case basis by a specialist assessment team who are dedicated to giving them the care and thorough consideration required around such a sensitive issue.
Applicants are requested to provide documentary evidence of estrangement to confirm their situation. The type of documentary evidence required is dependent on the applicant’s individual circumstances and may vary widely from case to case.
The requirement to provide sufficient evidence is necessary, due to the fact that, where estrangement is confirmed, applicants may be exempted from having their parent’s or legal guardian’s income taken into account for grant assessment purposes.
If a student is dissatisfied with a decision in relation to a grant application they can appeal to a SUSI Appeals Officer. If they remain dissatisfied with the decision of the Appeals Officer, they can further appeal to the independent Student Grants Appeals Board within the required timeframe (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant).
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances.
Any student in such circumstances can contact the access or student services office in the institution they are attending for further information on how to apply for the SAF.
The Student Grant Scheme is kept under continuous review, any changes to student status can only be considered in the context of the budgetary allocation, having regard to overall resource constraints and other competing demands in the further and higher education sector.
47. Deputy Paula Butterly asked the Minister for Further and Higher Education, Research, Innovation and Science when the FET strategy for 2025-2029 will be published and implemented. [56016/25]
Amharc ar fhreagraThe Further Education and Training system is central to the delivery of skills across the country, contributing significantly to national competitiveness and supporting inclusion.
The Further Education and Training Act 2013 requires SOLAS to prepare a strategy in relation to the provision of further education and training and to submit it to my Department for my consideration and approval.
SOLAS has been working in partnership with my Department to develop and refine the next Strategy under these provisions, ensuring that it fully aligns with departmental and Government priorities.
This Strategy will seek to build an ambitious roadmap for further education and training, ensuring that it can play a critical role in meeting Ireland’s future workforce and skills needs, widen participation in learning amongst adults of all ages, provide a consistent learner experience, and continue to drive reform across the sector.
It is expected that the Strategy will be submitted to the Department in Q4 of 2025. Once agreed, the Strategy will be launched, subject to my approval, and in line with the legislation. A corresponding implementation plan will outline how the Strategy will deliver on agreed objectives over its lifetime.
48. Deputy Naoise Ó Muirí asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans to introduce apprenticeships into further business sectors similar to the existing apprenticeship in insurance; and if he will make a statement on the matter. [55610/25]
Amharc ar fhreagraI am committed to the apprenticeship model of learning. It is a proven pathway to a valued qualification and to employment. Since 2019 the total apprentice population has grown from 17,829 to 29,772 as of the end of last year. This has been matched by an increase in investment from €142m in 2019 to the over €400m earmarked for apprenticeship in 2026.
Since 2016, indeed starting with the insurance practitioner apprenticeship mentioned by the deputy, the model has been made available in an increasingly diverse range of sectors, including business in which there are now nine offerings.
These are in finance, where there are four programmes, including the recently launched level 8 accounting technologist apprenticeship. In sales where there are two, and in property services, recruitment, and insurance, where there is one each.
Registrations in these apprenticeships have grown from 632 in 2021 to 748 in 2024, an 18% increase.
The Government is committed to supporting the apprenticeship model within the civil service to support skill development and recruitment. In line with this commitment a civil and public service Business and Operations apprenticeship at level 6 is currently in development and expected to launch in 2026. This programme will promote an alternative and inclusive pathway to employment in the civil and public sector.
There remains considerable interest in developing new business apprenticeships which demonstrates the continuing relevance of apprenticeship in addressing skills needs in this rapidly evolving sector.
Apprenticeship is a key pillar of the government’s skills strategy and delivers highly skilled workers directly to business. I am committed to growing this skills pathway in the coming years and look forward to setting out my vision for this in the next Action Plan for Apprenticeship which is currently under development.
49. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to encourage more uptake in apprenticeships in the construction sector; and if he will make a statement on the matter. [55310/25]
Amharc ar fhreagraI would like to thank Deputy O’Sullivan for raising this important question.
This Government is focused on equipping Ireland’s workforce with the skills needed to deliver new housing, drive retrofitting projects, and meet infrastructural priorities under the National Development Plan.
Workers are needed across different skills levels and the apprenticeship model is an invaluable part of the overall tertiary response to these requirements.
This Government is backing that pipeline with action. Through Budget 2026 my Department has secured a €79 million investment in apprenticeships, the highest investment in core apprenticeship funding since the Department’s formation.
Since 2020, we have more than doubled the investment in apprenticeships – increasing funding by 122% - bringing the total annual current budget to over €400 million.
Budget 2026 also baselines €10 million in previously temporary funding, securing long-term stability for the system and ensuring it is on a firm footing to meet current and future skills demand.
Annual registrations in craft apprenticeships have risen by 63%, from 4,377 in 2020 to 7,113 in 2024. Over the same period, the total number of apprentices in construction and related fields has grown by 45%, from 17,183 to 24,974. This underpins the value of this training route at a time of near-full employment and high demand for construction skills.
Recognising the importance of incentivising employers, we introduced an employer grant of €2,000 per year for consortia-led apprenticeships. We also introduced a gender-based bursary of €2,666 which is available to employers who hire apprentices in programmes where there is greater than 80% representation of a single gender.
Next year will see the launch of the Action Plan for Apprenticeship 2026-2030. A key commitment in the Programme for Government, it will have a headline target of 12,500 new apprentice registrations per year by 2030 and two-thirds of these will be in craft and construction-related programmes.
To further support this momentum, a concerted effort is being made to attract more people into the craft trades through cross-partner campaigns.
Research undertaken by my Department found a lack of knowledge and understanding about the industry and the roles available, a poor perception of the working environment as well as a perception that construction is not suitable for women. In response, the Department is implementing the Careers in Construction Action Plan, which comprises 20 actions that relate to structural, promotional, and training activities to minimise barriers, promote career opportunities, and make construction jobs more attractive to women.
Several key industry and education partners are collaborating with my Department on updating the action plan, with the new plan set to be published in the coming weeks.
Among the actions are several campaign initiatives supported by the 2024 and 2025 Housing for All Implementation Fund. These include the Building Heroes peer-to-peer social media campaign and a documentary on careers in construction for second-level schools, both of which include young role models from the trades. The National Apprenticeship Office is also running the Facts, Faces, Futures campaign which is highlighting the growing participation and leadership of women in apprenticeship.
I am particularly pleased to report that the Building Heroes campaign is going from strength to strength. The first phase of the 2025 campaign, with almost 100 pieces of content across social media, has exceeded targets for engagement with a 23% increase in followers across all platforms. There have been almost 8,000 engagements, an increase of 140% per post compared with 2024. Phase two of this year’s campaign kicked off at WorldSkills.
My Department also works with the Department of Social Protection on the Future Building Initiative. Through the initiative Intreo, SOLAS and Education and Training Boards of Ireland have formed a dedicated cross-functional team to support recruitment and training across the construction sector. The team collaborate closely to drive progress in recruitment for training courses, apprenticeships and jobs.
Together, these activities reflect a broad range of approaches and initiatives aimed at encouraging more uptake in apprenticeships in the construction sector.
I remain committed to ensuring that the apprenticeship system is robust, responsive, and ready to meet the evolving skills needs of Ireland’s economy.
50. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had with the Residential Tenancies Board with regard to the student housing crisis since becoming Minister in 2024; and if he will make a statement on the matter. [56053/25]
Amharc ar fhreagraThe Residential Tenancies Board is a quasi-judicial, independent statutory body under the Residential Tenancies Acts 2004 to 2025 that operates the national tenancy registration system and facilitates the resolution of disputes between landlords and tenants. This includes specific student accommodation.
I can confirm that officials from my Department have engaged with the Residential Tenancies Board in relation to a range of student accommodation matters, including, as part of the stakeholder engagement process for the development of the new Student Accommodation Strategy, which is due to be published later this year.
I have also personally written to the RTB to highlight my concerns over potential breaches of the Acts, directly. One of my key priorities as Minister is to do everything possible to ensure that any barriers to third level education are removed and that students are not forced into paying excessive amounts for accommodation, creating unnecessary hardship and additional costs for students and their families.
51. Deputy Michael Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made in the setting up of a hospitality education college at a site (details supplied) at Upper Park Road, Killarney; and if he will make a statement on the matter. [55956/25]
Amharc ar fhreagraSOLAS continue to support Kerry ETB (KETB) in the development of its Preliminary Business Case (PBC) proposal for Killarney under the FET College of the Future Major Projects fund. The proposal is one of twelve projects that are currently being progressed under this fund.
The proposal put forward by KETB under the FET College of the Future Major Projects fund aims to transform FET provision in Killarney in a state-of-the-art campus primarily focusing on skills development in Hospitality Training.
KETB is currently progressing a site option for the location of this new FET College. In this respect, SOLAS have been engaging with Local Authority and ETB officials to progress this matter. I have recently given approval for KETB to agree a price with the vendor and engage in the due diligence process for the preferred site.
In parallel to the work on the site, SOLAS are also supporting KETB in developing their PBC for the proposed infrastructure they would like delivered on the site. Once KETB have completed this business case, it will be submitted to SOLAS for evaluation.
My department and I remain committed to ensuring there is appropriate infrastructure in place to meet the needs of FET learners and teaching staff in Kerry and the wider region.
52. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if he will carry out a full review of affordability of third level fees for students who come from median household income; and if he will make a statement on the matter. [55761/25]
Amharc ar fhreagraI am conscious of financial challenges facing students and the need for the progressive implementation of measures to address costs as a barrier to education. It is a priority for me to explore the most effective ways to support students in managing the cost of education, with a view to enhancing our student support framework in a sustainable way that benefits students across the tertiary education system.
I also recognise that costs are not limited to the student contribution or other tuition fees. Students encounter additional expenses such as fuel, food, and accommodation, as well as specific course-related costs like books and materials.
As part of Budget 2026, I am implementing a permanent €500 reduction to the Student Contribution for students eligible under the Free Fees Initiative — lowering it from €3,000 to €2,500. This is the first such reduction since the scheme's introduction in 1995. It will benefit around 108,000 undergraduate students and 14,000 apprentices, who will see up to a 17% pro-rata reduction.
Additionally, the income threshold for the €500 student fee grant will increase to €120,000 from next year. These changes will deliver a €1,000 reduction in student costs for qualifying families from next year. SUSI maintenance grants will also increase by €200–€430, with a €500 rise in the postgraduate fee grant.
These changes are meaningful steps toward a fairer, more affordable system and were cognisant of the need to support middle income families.
It’s really important that we make the right interventions in the area of access, which are actually informed by evidence. For example, work produced by the Geary Institute in 2010 suggested that the abolition of student fees in the 1990s did not meet the policy’s objective of promoting educational equality.
That’s why I have asked my Department to undertake and commission new research to better understand and forecast the impacts of different student finance and student support policy measures. My intention is that this will inform future budgetary measures, and will complement the stakeholder engagement and cost of education publications which are produced annually.
53. Deputy Jen Cummins asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to bring community training centre staff into public sector pay grades and pay and conditions; and if he will make a statement on the matter. [55973/25]
Amharc ar fhreagraBy way of background, Community Training Centres, or CTCs, were established in 1977 as Community Training Workshops to support young, unemployed people aged 16 and 25. Since 1988, they have been delivering the Youthreach programme.
There are 31 CTCs throughout the country who are grant-funded by the Education and Training Boards, or ETBs, to deliver the Youthreach programme. CTCs are non-profit companies with their own independent Boards of Directors who are responsible for governance and the employment of their staff.
The relationships between ETBs and CTCs are managed within the parameters of the Department of Public Expenditure’s (DPER) Circular 13 of 2014 titled “Management of and Accountability for Grants from Exchequer Funds”. This circular guides the management, accountability, and reporting of public funds allocated through grants. It applies to all bodies receiving such grants, including agencies, charities, and other entities.
Specifically in response to your query, the Department has no role in the employment of CTC staff including, terms and conditions and pay. This is the responsibility of their independent Boards of Directors, within the parameters of DPER’s Circular 14/2013.
