Written Answers Nos. 241-260
241. Deputy John Clendennen asked the Minister for Enterprise, Tourism and Employment the anticipated engagement and support mechanisms his Department intends to provide for Irish enterprises and innovators participating in the forthcoming AI regulatory sandbox; and if he will make a statement on the matter. [62584/25]
Amharc ar fhreagraAs the Deputy will be aware, the EU Artificial Intelligence Act (Regulation (EU) 2024/1689) entered into force in August 2024 and provides a harmonised regulatory framework for AI systems developed or deployed in the EU. It is designed to provide a high level of protection to people’s health, safety, and fundamental rights and to simultaneously promote the adoption of human-centric, trustworthy AI. Its provisions will start to apply, in a phased manner, over the period to August 2027.
The AI Act introduces AI regulatory sandboxes as a key mechanism to foster innovation. An AI regulatory sandbox is a controlled framework set up by a competent authority which offers providers, or prospective providers, of AI systems the possibility to develop, train, validate and test, where appropriate in real-world conditions, an innovative AI system, in accordance with a sandbox plan for a limited time under regulatory supervision.
The AI Act stipulates that member states competent authorities must establish, and have an AI regulatory sandbox operational, by August 2026.
Throughout the process of developing the AI Act, consideration has been given to the circumstances and needs of SMEs. Member States must provide priority access to the AI regulatory sandboxes for SMEs as well as establish dedicated channels for communication to support SMEs throughout their development journey by providing guidance and responding to queries about the implementation of this Regulation.
My department is leading across Government on the national implementation of the AI Act and my officials are working closely with colleagues in other departments to devise the optimal configuration of national competent authorities for the Act to ensure comprehensive, robust and efficient implementation in Ireland.
Earlier this year, Government agreed to adopt a distributed model of competent authorities for the AI Act, leveraging the State's established sectoral regulatory authorities to carry out supervisory and enforcement roles. This approach recognises the capacity and expertise currently within the Irish regulatory system and enables us to position Ireland as a centre of regulatory excellence.
To date, thirteen public bodies have been designated as market surveillance authorities and four as notifying authorities under the Act, with some bodies having dual roles. Government also agreed to establish a new statutorily independent entity, the AI Office of Ireland, to facilitate coordination and provide centralised functions for the distributed model, including serving as the Single Point of Contact with the European Commission.
The AI office will act as the central co-ordinating body for EU AI Act and provide a focal point for the promotion and adoption of transparent and safe AI in Ireland, to ensure that we fully capture the strategic opportunity that AI presents. The office will also be responsible for ensuring the timely establishment of the national AI Regulatory Sandbox.
It is important to note that the European Commission is required to adopt implementing acts for sandboxes, setting out principles regarding participants selection criteria, application process, participation procedures and the general terms and conditions applicable to participants; first drafts are expected in Q1 2026.
In addition, the European AI Board has established a dedicated subgroup to support and expediate the role out of AI regulatory sandboxes across the EU. My officials are actively participating on the subgroup and contributing to the drafting process of the implementing acts.
A national AI regulatory sandbox will play a pivotal role in fostering responsible AI by balancing innovation with ethical and regulatory compliance. It will offer Irish businesses a controlled environment to innovate and test new AI technologies, products, and services under regulatory supervision, and will facilitate compliance with regulations before they are placed on the market. This will be particularly beneficial for SMEs and startups, which often lack regulatory compliance resources and expertise.
Building further on the current National AI Strategy, the forthcoming National Digital and AI strategy is expected to identify measures that enable Ireland position itself as the best location for development of responsible AI. One of its strategic actions is expected to be the role of the AI Office to ensure the establishment an AI regulatory sandbox to foster innovation in AI; to provide legal certainty for investors; and to facilitate regulatory learning. This also aligns with the Programme for Government 2025 commitment which aims to ensure that Ireland is a leader in digital economy and AI.
I would like to assure the Deputy that the Government is fully committed to the comprehensive and timely implementation of all aspects of the AI Act, including the establishment of the national AI regulatory sandbox.
242. Deputy Michael Cahill asked the Minister for Enterprise, Tourism and Employment if he will lend his support to the Killarney Innovation Centre new build project (details supplied); and if he will make a statement on the matter. [62401/25]
Amharc ar fhreagraSince 2017, my Department has approved over €150 million in regional enterprise development funding through Enterprise Ireland schemes, to support enterprise ecosystems and regional jobs growth across all regions. The vast majority of funding has been approved for projects outside Dublin.
The Smart Regions Enterprise Innovation Scheme, co-funded under the European Regional Development Fund and administered by Enterprise Ireland, was launched in October 2023 and remains open for applications. Stream 1 supports the development of local enterprise infrastructure. The scheme also supports clusters and consortia, design and delivery of innovation programmes for SMEs, and feasibility and priming.
Smart Regions aims to support economic growth in all regions of the country. Among the projects approved so far, there are three projects underway in Kerry, including an allocation of €1 million for the AI Navigator Programme by the RDI Hub, located in Killorglin, which aims to assist small business in adapting to AI.
I note that Government has provided significant funding to support the Killarney Innovation Centre over a period of almost 30 years.
I understand that Killarney Innovation Centre has now applied to the Smart Regions scheme and is currently awaiting assessment of a priming application. The application has been received by Enterprise Ireland and I believe that a date for the presentation and assessment that forms the next step of the application process will be scheduled shortly.
Enterprise Ireland, as the administrators of the scheme, determine the success or otherwise of applicants based on a set of criteria examining the proposed goals and likely impact of funding. Part of Enterprise Ireland’s remit around this scheme is to help applicants such as the Killarney Innovation Centre to develop proposals in line with the scheme and its goals.
While it would not be appropriate to commit to funding such a project in advance of the outcome of the evaluation process, the Deputy can rest assured that appropriate consideration will be given. I wish Killarney Innovation Centre well in its application.
243. Deputy George Lawlor asked the Minister for Enterprise, Tourism and Employment given the heavy reliance in previous consultations with online travel agent platforms, and the limited engagement with the grassroots micro-businesses who will be most impacted, if he will commit to structured, meaningful and time-bound consultation with representative short-term letting host groups; and if he will make a statement on the matter. [62412/25]
Amharc ar fhreagraOn 15 April, Government approved the General Scheme for the Short Term Letting and Tourism (STLT) Bill. This Bill, when enacted, will provide the statutory basis for the introduction of a register for all Short Term Lettings (STLs) in Ireland, to be implemented and managed by Fáilte Ireland from 20 May 2026, ensuring compliance with the new EU Short Term Rental Regulation, which was adopted on 11 April 2024.
The decision by Government to establish a register for short term letting (STL) has been broadly welcomed by the tourism sector.
Fáilte Ireland has estimated that, based on data for September 2025 which has been screen scraped from publicly available STL listings across four major booking platforms, there are c.34,680 STL properties in the State currently being advertised online and up to 65% of these properties are advertised as “entire” houses and apartments. The research points to a 25.1% increase from an estimated 27,720 units listed in September 2022. It is important, in such a fast-growing area, that we have oversight and data on where this growth is happening.
My officials hold regular stakeholder engagement meetings with tourism industry representatives, including the Irish Self Catering Federation who represent individual STL accommodation providers, the Irish Tourism Industry Confederation and the major booking platforms, the most recent on 29 April and 30 June.
These meetings were held to ensure all stakeholders are aware of the new STL registration requirements in advance of their introduction from 20 May next year. Earlier this week, as part of this engagement process officials from my Department, attended and spoke at the Irish Self Catering Federation Annual Conference in County Clare. This engagement provided another opportunity to hear the concerns of individual STL accommodation providers and to provide further clarity on the new regulatory requirements for this sector.
Tourism is an important economic driver that supports one in 10 jobs in Ireland, and I am acutely aware of its importance and the concerns of the tourism industry, in particular short-term letting accommodation providers based throughout rural Ireland.
The STL sector has emerged and developed at a fast pace over the past decade and most (99%) of the Short Term Letting (STL) accommodation providers are not associated with industry representative groups. To ensure all accommodation providers are aware of their obligations from next May, my Department launched a communications campaign on 28 October. This campaign relates to the Short Term Letting and Tourism (STLT) Bill and the establishment of the Short Term Letting (STL) Register, which is my responsibility.
My Department has also developed a webpage where information is easily accessible for the sector and this is available at enterprise.gov.ie/en/what-we-do/the-business-environment/tourism/short-term-letting/.
244. Deputy Ken O'Flynn asked the Minister for Enterprise, Tourism and Employment given the Irish Times’ assertion that Ireland remains structurally exposed to the risks of de-globalisation and weakening export-momentum, if he could set out the contingency scenario-planning that has been undertaken for Ireland’s FDI/export model; the role regional centres such as Cork play in diversification plans; and how the Government proposes to monitor and mitigate knock-on risks from UK/EU regulatory-trust issues, including the Windsor Framework, for Irish trade corridors. [62499/25]
Amharc ar fhreagraThe Government is acutely aware of the risks Ireland faces in the context of global economic shifts, including the risks posed by de-globalisation and a potential slowdown in export momentum.
The Government Action Plan on Market Diversification sets out a path to support Ireland’s businesses – large and small – to adapt to the global trading environment by striking out into new and diverse markets while deepening their engagement in existing markets and expanding where possible and opportunities exist. As a global and open trading economy deeply connected into international supply chains, the Action Plan also serves to mitigate the current risks and bolster our economic resilience.
The Department of Enterprise, Tourism and Employment, in collaboration with IDA Ireland and Enterprise Ireland, has undertaken scenario planning to assess and prepare for a range of global economic developments. This includes stress-testing Ireland’s FDI model against potential disruptions in global supply chains, changes in international tax regimes, and geopolitical tensions. The focus is on enhancing resilience through diversification of markets, sectors, and investment sources.
Regional development is central to our economic strategy. Centres such as Cork play a vital role in supporting balanced growth and reducing over-reliance on the Greater Dublin Area. Cork’s strong life sciences, tech, and maritime sectors are key to our diversification efforts. IDA Ireland continues to promote regional investment, with tailored strategies to attract high-value FDI to Cork and other regional hubs.
The Government closely monitors developments related to UK/EU regulatory alignment, including the implementation of the Windsor Framework. A dedicated interdepartmental group assesses potential impacts on Irish trade corridors, particularly those involving Northern Ireland and Great Britain. We are working to ensure that regulatory divergence does not undermine trust or disrupt trade flows. Engagement with EU partners and UK authorities remains ongoing to safeguard Ireland’s interests.
In summary, while Ireland remains exposed to global economic shifts, proactive planning, regional investment, and diplomatic engagement are central to our mitigation strategy.
245. Deputy Malcolm Byrne asked the Minister for Enterprise, Tourism and Employment if his Department has considered the recently delivered judgment of the English High Court in the case of Getty Images v Stability AI; and to outline the implications for Irish copyright law; and if he will make a statement on the matter. [62520/25]
Amharc ar fhreagraI am aware of the recent judgment delivered by the High Court of England and Wales in the case of Getty Images v Stability AI, which considered complex issues relating to copyright infringement in the context of generative artificial intelligence (AI) model training and output.
My officials are reviewing and considering the implications of this ruling in the context of Irish copyright law. However, our legislative approach will closely align with developments at the European Union level.
To this end, my Department led Ireland’s negotiations on the EU AI Act. This Act includes provisions on general-purpose AI available in the EU which came into effect on 2 August 2025 that require providers to put in place a policy to comply with EU copyright law, to make publicly available a completed template summarising the data used to train their model, and to document technical information about the model for the purpose of providing that information upon request to the AI Office and national competent authorities.
The Text and Data Mining (TDM) exception under the 2019 Copyright in Digital Single Market (DSM) Directive permits commercial use of copyrighted material unless rights holders opt out, if they are lawfully accessed. However, rights holders face challenges in exercising this opt-out. A May report by the EUIPO highlighted emerging technical solutions to improve this process, though industry consensus is still needed. The European Commission is currently exploring the feasibility of a TDM opt-out registry.
The Act also introduced a Code of Practice for General-Purpose AI Models, clarifying copyright and transparency obligations. Signatories commit to respecting standards like the Robot Exclusion Protocol (robots.txt). The Code was developed with experts, the AI Office, and stakeholders, and approved by the European Commission and Member States.
Furthermore, an obligation will apply from August 2026 under Article 50 of the AI Act requiring generative AI systems to digitally watermark AI-generated content to ensure that it is clearly identifiable as such.
In addition, the European Commission has begun its review the Copyright in the DSM Directive. My Department is actively engaging with stakeholders to ensure that account is taken of their views and will continue to do so at all stages of the review. I am committed to safeguarding the rights of creators while supporting innovation and responsible AI development.
246. Deputy Paul Lawless asked the Minister for Enterprise, Tourism and Employment the number of vacant and derelict buildings in County Mayo owned by his Department that are vacant or rented, by the region/towns location of the buildings, in tabular form. [62670/25]
Amharc ar fhreagraMy Department does not own any property in County Mayo.
247. Deputy Peadar Tóibín asked the Minister for Education and Youth the measures in place to stop an individual, or group of individuals, from undertaking the Primary School Survey multiple times by inserting a different Eircode each time; and the systems in place to prevent a group of ideologically motivated individuals from skewing the survey. [62298/25]
Amharc ar fhreagra248. Deputy Peadar Tóibín asked the Minister for Education and Youth if she is aware of the flaws in the Primary School Survey (details supplied). [62299/25]
Amharc ar fhreagra249. Deputy Peadar Tóibín asked the Minister for Education and Youth if she aware that the framing of a survey question can significantly change the answer that will be given by the person completing the survey (details supplied). [62300/25]
Amharc ar fhreagraI propose to take Questions Nos. 247, 248 and 249 together.
On 4 November 2025, I announced a major step in expanding parental choice in education, with the launch of an online, school-specific survey of parents, guardians and primary school communities. This is the first time that a national survey of this scale is being undertaken. The survey will ensure that my department has a greater picture of parental choice on a number of important matters to enable the department to plan into the future.
My department’s Statistics Section, led by a Senior Statistician on secondment from the Central Statistics Office (CSO), oversaw the development of the survey instrument. The survey has been designed to be short and as simple as possible to complete to facilitate good response rates. The survey has been peer reviewed by the CSO who has confirmed that ‘the goal of the survey is very clear, and the instrument suitably straightforward and responsive’.
The survey instrument has been designed to be simple, straight-forward and user friendly. Best practice has been taken into account in respect of the use of plain English on the wording of the survey instrument, the letters to parents and guardians and schools and the web resources and the National Adult Literacy Agency (NALA) were engaged in this regard.
The position with regard to the specific questions raised by the Deputy is as follows.
The inclusion, or otherwise, of a “no preference” option was carefully considered. While this option would usually be given for the purposes of reporting on response rates, in this instance the most critical data from school communities is their preference for a change to take place or not (for example, from a single-sex school to a co-educational school, from a denominational school to a multi-denominational school, from a school which provides education primarily through English to a school which provides education primarily through Irish). There will be some people who are very clear on their preferences and there will be some who do not have strong views. My department would like this latter group to reflect and consider whether they would prefer the primary school their children currently attend or will attend in coming years or the school they work in to stay as it is or for change to be explored (even if their views are not strong on this). Where respondents do not have a preference, it is permissible for them to indicate the existing configuration for their schools which their children attend or will attend in coming years or the school they work in. In doing so, they are in essence indicating “no preference” for a change to take place.
The duration of the survey is long enough to give school communities time to look at the information on the [www.gov.ie/primaryschoolsurvey] webpage, to discuss with their school if they wish and to consider what they prefer.
The probability of malicious attack is very low. However, it is a possibility that has been weighed against the usability of the survey. While the survey is running, my department is monitoring the results in real time. The Eircode parents and guardians provide to the primary schools their children attend is the key to completion of the survey. The validation of survey returns is done after surveys have been submitted in order to have as high a response rate as possible (as opposed to validating the Eircode while the respondent is completing the survey). Submitted Eircodes are checked against my department’s Primary Online Database (POD) in respect of primary school children and Child Benefit data in respect of younger children to ensure that the responses are from households with primary school children or younger children. My department also checks for duplicate responses and ensures that the principle of one set of preferences per household, per school, in respect of primary school children, and one set of preferences per household, per school, in respect of children not yet in school is followed. Eircode coverage on my department’s Primary Online Database (POD) is very high and the data/statistics obtained through POD are Irish Statistical Code of Practice (ISSCOP) certified. Matches are done only at Eircode level (no other data are used to match records) and is done in compliance with the relevant data protection legislation. All primary school households who submit a survey return are strongly encouraged to ensure their Eircode is registered with their schools to ensure their preferences are counted.
Measures are taken to ensure only one submission can be made. In cases where a pattern of multiple submission is detected, the Eircodes are flagged and action can be taken. If multiple occurrences of suspect activity occur, additional security measures can be deployed to eliminate the ability of automated responses.
The Primary School Survey is school specific. Parents and guardians of children who are either in, or have yet to start primary school, are being asked their preference on important aspects of school provision and choice in respect of the school that their children attend now or will attend in the future. The answers will help my department to plan for the future. My department will examine in respect of each of the schools which provide education primarily through English, whether parents and guardians of children who currently attend these schools or who will attend these schools in coming years, would prefer their school to provide education through Irish. In tandem with the survey, my department has published a suite of online material to provide clear information for parents and guardians to enable them to make an informed decision. The survey preferences on providing education primarily through the English language or through the Irish language will inform potential future local consultation around opportunities to increase the provision of education through Irish. The survey is not a final step. Where there is clear support from parents and guardians for change to be considered, a further process of inclusive dialogue will begin. My department will work with the relevant stakeholders where there is support from the parents and guardians for change.
I encourage all parents, guardians, primary school staff and members of primary school Boards of Management to take the opportunity to “Have Your Say” and complete a survey at [www.gov.ie/primaryschoolsurvey].
250. Deputy Pat the Cope Gallagher asked the Minister for Education and Youth the position regarding the progression to stage 2 to provide two special education teacher rooms at a school (details supplied); and if she will make a statement on the matter. [62304/25]
Amharc ar fhreagraI can confirm to the Deputy that the school referred to was approved to enter my Department’s pipeline of school buildings for a project providing 2 SET Rooms under my Department's Additional School Accommodation Scheme. This project is devolved to the school authority for delivery.
I can confirm that the Stage 2a (detailed design) report was submitted to the Department in Q3 2025 and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, are subjected to the required due diligence as specified in the Department's infrastructure guidelines.
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. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s 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 NDP implementation plan will be considered as part of the ongoing review of this school building project. Once the NDP implementation plan is finalised my Department will be in a position to inform the school of the outcome.
251. Deputy Mark Wall asked the Minister for Education and Youth if she will consider a request for school transport from a person (details supplied) in County Kildare; and if she will make a statement on the matter. [62305/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Bus Éireann has advised that the pupils referred to are not attending their nearest post primary school/centre and are, therefore, not eligible under the terms of the scheme.
Bus Éireann has further advised that the service in question is currently operating at capacity.
It is recognised that all pupils issued with tickets will not travel every morning and every evening. In addition, certain after school activities may also result in pupils not travelling on certain days.
Bus Éireann organises for vehicles to be full to capacity with tickets based on applications received and based on the seating capacity of the vehicle. It is not feasible to issue additional tickets over and above the seating capacity of the vehicle which could result in a potential overload situation arising and all pupils not being carried on the service.
The terms of the School Transport Schemes still remain that children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Under the terms of the scheme, the availability of concessionary transport varies from year to year based on the capacity on the buses running on all the various routes and the number of eligible children accommodated on each route.
252. Deputy Charles Ward asked the Minister for Education and Youth the reason a school (details supplied) which has four children with additional needs including autism who started in September 2025 will not be given any additional SNA support this year; and if she will make a statement on the matter. [62312/25]
Amharc ar fhreagraEnabling children with special educational needs to receive an appropriate education is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at [oireachtasqueries@ncse.ie].
253. Deputy Jen Cummins asked the Minister for Education and Youth the amount of money allocated to the DEIS + programme; the amount which will be allocated to primary education; the amount which will be allocated for secondary education. [62317/25]
Amharc ar fhreagraThe DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and to introduce the DEIS Plus scheme commencing in 2026.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The details of the DEIS Plus scheme, including the allocation of resources, are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which will be published before the end of the year.
254. Deputy Jen Cummins asked the Minister for Education and Youth her plans for a specific TY curriculum. [62318/25]
Amharc ar fhreagraTransition Year is a valuable programme for students and under the redevelopment of Senior Cycle programme, it is my ambition that in the future every student who wishes to avail of Transition Year will have the opportunity to do so.?
As part of the redevelopment of Senior Cycle, a new Programme Statement for Transition Year was published in 2024. The Programme Statement guides schools in developing innovative programmes that facilitate students to explore diverse future pathways, gain first-hand workplace experience, and develop career-related competencies.
Each school designs it's own Transition Year programme, within the parameters of the Programme Statement, to suit the needs and interests of its students. In establishing its own distinctive programme content, schools are advised to take into consideration students’ needs, parents’ views, employers and the wider interests of the local community. The level of autonomy is valued by schools and was reflected in the feedback received during the consultation conducted by the NCCA as the Programme Statement was being developed.
Schools can also offer students specific micro modules during Transition Year. A TY micro-module is typically designed to provide a concentrated learning experience, within the parameters of the TY Programme Statement, to enhance the educational experience of students. They can be designed and delivered as standalone components or designed to be integrated with other TY components.
TY micro-modules can be developed for a duration of up to 10, 20, or 30 hours, whilst having the flexibility for schools to decide on the most suitable balance of class contact time and self-directed, independent learning. Schools can offer micro modules that are designed by the NCCA or external providers. You can find out more about these modules [here (www.curriculumonline.ie/senior-cycle/transition-year/supports-for-the-ty-programme-statement/externally-developed-micro-modules/ncca-developed-micro-modules/)].
In January 2025, the NCCA, in collaboration with ETBI and SOLAS published the initial vocational education and training (iVET) module. This is a flexible module that gives students the opportunity to engage in interactive programmes and off-site learning through collaboration with industry and Further Education and Training (FET) providers during their Transition Year. The specification is available [here (www.curriculumonline.ie/getmedia/89b13ed2-6efa-4c88-a543-c3469d2767dd/iVET-Module.pdf)].
In the 2024/25 school year, over 60,000 students are enrolled in TY programmes representing a record level of participation. Since 2018, the number of students choosing Transition year has increased by more than 14,000. The Programme for Government commits to promoting the expansion of the Transition Year programme and addressing the barriers faced by some students in accessing it.
Under the redevelopment of Senior Cycle, I am committed to ensuring that in the future, every student in every school who wishes to participate in the programme will have the opportunity to do so. The measures necessary are not likely to be uniform in nature nor are they likely to be all amenable to implementation in the short term particularly where capital investment may be required. However, my Department is determined to work with schools incrementally to realise universal access.
255. Deputy Jen Cummins asked the Minister for Education and Youth her plans to address inequalities in TY programmes across schools; and in particular DEIS schools. [62319/25]
Amharc ar fhreagraTransition Year is a valuable programme for students that offers opportunities to develop future life skills, for personal, social and academic development and to experience other aspects of adult and working life. Transition Year can bring a unique and important value into the lives of students.
The management authority of each school carries responsibility for making decisions regarding the Transition Year programme in that school. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students.
As part of the redevelopment of Senior Cycle, a new Programme Statement for Transition Year was published. in 2024 It guides schools in developing innovative programmes that facilitate students to explore diverse future pathways, gain first-hand workplace experience, and develop career-related competencies.
Under the redevelopment of Senior Cycle, I am also committed to ensuring that in the future, every student in every school who wishes to participate in the programme will have the opportunity to do so.
The Programme for Government and the Senior Cycle Redevelopment Implementation Support Measures document (published in May of this year) contain commitments to work with students and schools to identify and address any barriers that remain to ensuring that all student who wish to avail of Transition Year can do so.
At present, over 99% of schools indicate that they offer a Transition Year programme, however, not every school is able to accommodate every student who wishes to participate. The 2024/25 school year saw a continued trend of record participation in TY with over 60,000 students enrolled or just over 80% of the number of students enrolled in Third Year in the previous year.
My officials are currently assessing the level of unmet demand for access to TY, identifying the causes, and determining how to allow schools met that demand, whilst recognising that some students prefer to proceed directly to a Leaving Certificate programme.
Currently, the Transition Year programme is supported by the Transition Year Grant, which is paid on a per capita basis each year in addition to regular capitation payments to all post-primary schools in the free scheme. As part of the capitation package in Budget 2024, the rate of the Transition Year Grant was restored to the pre-2011 level of €100 per student in post-primary schools.
Under the final phase of the Post-Primary Schoolbooks Scheme, free schoolbooks and core classroom resources are being provided to all students in post-primary schools in the Free Education Scheme from the 2025/26 school year. Under this scheme schools are being provided with funding of €142 per Transition Year student in this regard.
Schools may also apply a contribution from students who participate in Transition Year which ranges across schools depending on their particular circumstances and to the extent that external experiences form part of the school’s programme.
If the school is a DEIS school, they receive a DEIS grant annually, which must be directed at those children and young people most at risk of educational disadvantage. The DEIS grant should be utilised to attain the targets set in the schools DEIS Action Plan for Improvement across the DEIS themes.
Tackling educational disadvantage and helping students reach their full potential is a key priority for the me as Minister for Education and Youth. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS strategy and introduce the DEIS Plus scheme, which will commence in 2026.
The new DEIS strategy is focused on developing more innovative approaches to addressing educational disadvantage and working towards a more flexible system of support to ensure that schools can receive the right support at the right time.
256. Deputy Jen Cummins asked the Minister for Education and Youth her plans to ensure same sex girl schools have equal access to STEM subjects, equipment and opportunities. [62320/25]
Amharc ar fhreagra257. Deputy Jen Cummins asked the Minister for Education and Youth her plans to ensure girls have equal access to STEM subjects, equipment and opportunities in DEIS and DEIS plus schools. [62321/25]
Amharc ar fhreagraI propose to take Questions Nos. 256 and 257 together.
The Department of Education and Youth is committed to providing an education system that is inclusive, equitable, and empowering for all. Every learner deserves the opportunity to thrive. Our focus is on high standards, inclusive practices, and strong supports to ensure no one is left behind.
The range of subjects offered depends on each school’s resources, staffing, and student needs. Each school retains autonomy to design timetables and determine which programmes and subjects to provide. Schools aim to balance available resources with student demand.
The promotion of STEM and digital learning is a key priority for the Department of Education and Youth. This commitment is reflected in multiple national strategies, including the STEM Education Policy Statement 2017–2026, the Digital Strategy for Schools, the National Skills Strategy, , and the Literacy, Numeracy and Digital Literacy Strategy.
The STEM Education Policy Statement 2017–2026 aims to improve STEM experiences and outcomes for all learners, from early learning and care through to post-primary level.
It acknowledges that there is a need to increase the uptake of STEM subjects and to enhance STEM learning for learners of all backgrounds, abilities and gender, with a particular focus on uptake by females. Between 2019 and 2023, there was a steady upward trend in the number of students taking STEM subjects at Leaving Certificate level. Although modest, these increases reflect wider international patterns of growth in STEM participation.
The policy statement acknowledges the need for coordinated interventions across the STEM education ecosystem to drive meaningful change. It emphasises that no single initiative can achieve gender equity; instead, multiple, complementary interventions are required to address different components of the ecosystem. These interventions must collectively tackle barriers that exist within the home, educational environments, and broader society.
Curricular reform, with its stronger focus on key skills, has been a significant step in driving change and advancing many of the qualities promoted in STEM education. STEM related curricular reform which have been implemented since 2018 include Junior Cycle Mathematics, Leaving Certificate Applied Mathematics, Leaving Certificate Agricultural Science, Leaving Certificate Computer Science and Primary Mathematics Curriculum. The new Science Technology and Engineering specification for primary school was published in September 2025.
The STEM Education Implementation Plan (2022–2026) sets out targeted actions in relation to females in STEM to include:
• Embed gender balance in early learning and care training.
• Continue to ensure gender equity is considered in all curriculum and policy reviews.
• Develop a national accreditation framework to support whole-school culture change on equity, diversity, and inclusion.
• Equitable access STEM/STEM and the Arts role models and career awareness activity.
• Development and provision of high-quality resources and professional learning.
The Department recognises that persistent gender stereotypes, the limited visibility of female role models, and misconceptions about career pathways continue to affect participation in STEM. Addressing these challenges requires sustained and multi-faceted action. Current measures aimed at increasing girls' exposure to and interest in STEM subjects a include:
• Supporting the STEM Passport for Inclusion programme, led by NUI Maynooth, which will engage over 5,000 female students from disadvantaged communities by 2026.
• Providing ongoing support for informal STEM initiatives such as IWISH, the Stripe Young Scientist and Technology Exhibition, Scifest, and ESB Science Blast.
• Partnering with Research Ireland to fund STEM education and public engagement projects nationwide, with allocations of €500,000 in 2022, €869,474 in 2023, €510,666.50 in 2024, and €702,929 in 2025.
• Updating the Guidelines for STEM School–Business/Industry Partnerships to strengthen learning experiences, broaden career awareness, and inspire girls to pursue opportunities in science, technology, engineering, and mathematics.
• Collaborating with BioPharmaChem Ireland, the Department of Enterprise, Trade and Employment, and STEM Southwest to undertake a Schools STEM Industry Engagement Survey, aimed at identifying gaps in provision and ensuring all schools are equally supported to access industry-supported programmes. The results and recommendations will be published later this year.
• Developing subject information leaflets, including STEM subjects at Junior Cycle, to support primary school students, parents, and teachers during the transition to post-primary. A pilot will commence in the coming weeks.
• Delivering professional learning events for teachers and guidance counsellors, ensuring students receive accurate information about STEM opportunities. Additional resources are being prepared to help families better understand STEM subjects and related careers.
• Undertake a study in relation to timetabling and availability of subjects at post-primary level to understand where, how and why barriers prevent access to students to specific subjects. The results of this study will inform the development of guidelines for schools in relation to successful strategies to improve uptake and access to a wider range of STEM subjects.
• Refresh and supplement already collected data to inform an audit of STEM infrastructure in primary and post-primary schools.
Measures introduced in recent budgets included a STEM bursary to increase the number of STEM teachers available to post-primary schools, a PME fee refund scheme, an expansion of upskilling programmes including in STEM and school grants for the purchase of resources for STEM. These grants provided higher amounts to DEIS schools.
Budget 2025 introduced a €2,000 bursary for student teachers in STEM fields, payable in the final two years of their undergraduate programme, in exchange for a two-year teaching commitment. Work has begun on the implementation of this initiative, which aims to increase the number of STEM teachers.
Registered post-primary teachers, regardless of employment status, can avail of free upskilling programmes including in STEM subjects. These flexible programmes boost teachers’ employment opportunities while addressing subject-specific teacher shortages. Existing upskilling programmes are in high demand subjects such as maths, Spanish, Irish and physics. French, politics & society and computer science will commence this year. Over 980 post-primary teachers have already completed or are currently participating in such upskilling programmes.
The Department is committed to ensuring that all learners, including those in geographically isolated areas, can access a wide range of subjects. Under the Policy on Gaeltacht Education, the e-Hub project allows students in Gaeltacht post-primary schools to study Leaving Certificate subjects remotely through the medium of Irish. In the 2024/2025 school year, 24 students across eight schools, including four island schools, studied Physics and/or Chemistry through the e-Hub.
258. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if in view of her reply (details supplied) her Department will cover the costs of the re-tendering process for the school in question; and if she will make a statement on the matter. [62352/25]
Amharc ar fhreagraThe purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
In the present circumstances the school proceeded to tender for a scope of works above the approved scope and on this basis the school was informed that these additional works were unapproved and that only the approved works could be tendered for and completed.
The school in question did not obtain approval for these additional works which were tendered for, beforehand, therefore the Department is not in a position to cover the costs of the re-tendering process for the school.
259. Deputy Pat Buckley asked the Minister for Education and Youth if a school (details supplied) will be given permission to establish a special class within their school to support children with additional learning needs in their community. [62359/25]
Amharc ar fhreagraBudget 2026 has provided funding for 3,000 new special educational places within our education system and the National Council for Special Education (NCSE) is currently examining where this provision is best placed for the 2026/27 school year.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some children are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October was set for parents to do so.
This notification process will provide the NCSE with valuable information as to which children will continue to require a special class as they progress to post-primary level and details on students who require a place for the first time.
The earlier date will allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
The NCSE will have a clear picture of the local demand for special class places for the 2026/27 school year after they review and assess all of the information which has been provided through the parents' notification process which closed on 1 October.
Once the NCSE has fully collated and assessed this information, the NCSE will be in a position to engage with schools across the country to open new special classes. The NCSE will also have due regard to any vacant places in existing special classes in an area and any places that will become available through the normal movement of children leaving primary or post-primary school.
I would like to stress that the NCSE will continue to support all children made known to them after the October deadline also, however, it is important for planning purposes that we set an earlier timeframe for which the NCSE has as much local knowledge and detail as possible in order to plan what new provision is required.
260. Deputy Michael Healy-Rae asked the Minister for Education and Youth whether there are plans to review the decision to disallow over 70s from driving school buses, as this is placing significant strain on school bus operators who have contracts with Bus Éireann;; and if she will make a statement on the matter. [62379/25]
Amharc ar fhreagraThe School Transport Scheme is a substantial national operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The policy and criteria also apply to drivers nominated by private operators who operate services as part of the School Transport Scheme, provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70.
Under the new Programme for Government, a commitment has been made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
There is ongoing engagement between the Department and Bus Éireann to advance this commitment as quickly as possible, while also being cognisant of available evidence regarding any safety risks in the context of any change in policy.
