Written Answers Nos. 544-563
544. Deputy Mark Ward asked the Minister for Education and Youth for an update on plans for a new ASD class in a school (details supplied); when this will be delivered; and if she will make a statement on the matter. [9214/26]
Amharc ar fhreagraI wish to advise the Deputy that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising capacity and prioritisation of school building projects to meet the most urgent needs. In this regard, there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa 10% of the school estates. These projects will, when completed, provide circa 57,000 additional and modernised school spaces with a strong SEN focus in all projects.
My department will continue to build on the progress made over the recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
Between 2020 and 2025, the Department of Education has provided €1794.95 million in capital funding for Dublin schools. There are currently 64 school projects in Dublin under construction.
I can confirm to the Deputy that the school's application is being considered by my officials and they have been in contact with the school authorities in relation to this application. My officials remain available to work with the school authorities throughout this process. I can assure the Deputy that the application will be progressed as soon as possible and an official decision will issue to the school authorities directly.
545. Deputy Mark Ward asked the Minister for Education and Youth for an update on plans for a school (details supplied) to be developed into a 1,000 pupil school; when this will be delivered; and if she will make a statement on the matter. [9215/26]
Amharc ar fhreagraI wish to advise the Deputy that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising capacity and prioritisation of school building projects to meet the most urgent needs. In this regard, there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa 10% of the school estates. These projects will, when completed, provide circa 57,000 additional and modernised school spaces with a strong SEN focus in all projects.
My department will continue to build on the progress made over the recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
Between 2020 and 2025, the Department of Education has provided €1794.95 million in capital funding for Dublin schools. There are currently 64 school projects in Dublin under construction.
I can confirm to the Deputy that the school's application is being considered by my officials and they have been in contact with the school authorities in relation to this application. My officials remain available to work with the school authorities throughout this process. I can assure the Deputy that the application will be progressed as soon as possible and an official decision will issue to the school authorities directly.
546. Deputy Mark Ward asked the Minister for Education and Youth for an update on plans for a new woodwork classroom at a school (details supplied); when this will be delivered; and if she will make a statement on the matter. [9216/26]
Amharc ar fhreagraI wish to advise the Deputy that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising capacity and prioritisation of school building projects to meet the most urgent needs. In this regard, there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa 10% of the school estates. These projects will, when completed, provide circa 57,000 additional and modernised school spaces with a strong SEN focus in all projects.
My department will continue to build on the progress made over the recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
Between 2020 and 2025, the Department of Education has provided €1794.95 million in capital funding for Dublin schools. There are currently 64 school projects in Dublin under construction.
I can confirm to the Deputy that the school's application is being considered by my officials and they have been in contact with the school authorities in relation to this application. My officials remain available to work with the school authorities throughout this process. I can assure the Deputy that the application will be progressed as soon as possible and an official decision will issue to the school authorities directly.
547. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth her views on the ongoing demand from school transport escorts for fair pay and conditions, to reflect the importance of their work for young people with disabilities and their families; and her views on whether it is acceptable that school transport escorts must sign on for social welfare supports during school holidays. [9225/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a school transport escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Board of Management/ETB are responsible for the employment of the school transport escort. The Department of Education and Youth provides grant funding directly to the school for the employment of the school transport escort and sets the rate of pay.
It is recognised that school bus escorts play a vital role in supporting children with special educational needs in their journey to and from school.
A review of the School Transport Scheme was completed in 2024. As a recommended action arising from the review, the Department committed to continuing the comprehensive analysis of matters relating to escort's pay, and the information provided to schools as the employer of the escort.
The work by School Transport Section regarding the employment of school bus escorts has been completed and an information pack has issued to schools. This pack is updated regularly and is also available on the Department’s website at: www.gov.ie/en/department-of-education/collections/services-for-schools-and-school-staff/#school-transport-escorts.
The commitment to review pay rates for school bus escorts has also been completed. Since that time, the rate of pay for escorts was increased to €15.20 per hour from 01 October 2024. It was further increased to €15.50 per hour effective from 01 March 2025 and €15.66 from 01 August 2025. The current rate per hour is €15.82 effective from 01 February 2026. Holiday pay will continue to be paid at 8%.
The Department of Social Protection (DSP) is responsible for the payment of jobseeker's benefits or allowances. Temporary Education Sector Workers (ESW), who have previously been in contact with the Department of Social Protection are issued with a repeat jobseekers application form and a holiday form in advance of school holiday periods. This advance process allows DSP to facilitate a more efficient service. Any queries relating to this process can be directed to the Department of Social Protection.
548. Deputy Robert O'Donoghue asked the Minister for Education and Youth the criteria, assessment process and decision-making framework used to select the 105 school building projects announced for delivery in 2026 and 2027, including whether demographic need, school capacity and regional balance were considered; and if she will make a statement on the matter. [9246/26]
Amharc ar fhreagraMy department’s NDP Sectoral Investment Plan 2026-2030 involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The first tranche of 105 projects covers the initial two-year period of NDP rollout. The next tranche of projects will be finalised and published following a stakeholder engagement process to identify the next most urgent priorities. This stakeholder engagement will be undertaken in 2026 and 2027 and will include an assessment of how well existing capacity is maximised and enrolment policies and processes are prioritising local special education provision and mainstream requirements. The Department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
The criteria for identifying the first tranche of 105 prioritised projects to go to construction / tender in 2026 and 2027 included the condition of the school, projects in areas with capacity pressures, growing demographics and projects in the pipeline for a long time.
The 105 prioritised projects consist of 80 large-scale and ASA (additional school accommodation) projects along with 25 projects to be delivered under the Modular Accommodation Programme.
The 80 large-scale and ASA projects are estimated to cost just under €1.6bn.
Of the 80 projects,
• 45 projects that are already at tender stage (Stage 3)
• 35 projects that have planning permission and are at pre-tender stage (Stage 2b).
Regarding the 45 projects that are currently already at tender stage (Stage 3), these projects are being progressed on a rolling basis to ensure that the Department of Education continues to operate within NDP funding parameters. These projects include 19 new school buildings of which the majority are either special schools or primary/post-primary schools that are currently operating from interim accommodation and have an urgent need for permanent accommodation.
Regarding the 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b), these have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools. These projects include new school buildings for 12 schools – of which the majority of these schools are either special schools or primary/post-primary schools that currently are operating from interim accommodation and have an urgent need for permanent accommodation. It is envisaged that these projects will be progressed to tender over the course of 2026 and 2027 and within the context of NDP funding parameters.
The 25 modular projects primarily relate to additional SEN capacity for the 2026/27 school year. The number of modular projects is set to increase as further NCSE sanctions are issued. With over 260 SEN classes already approved for 2026/2027, additional projects will be prioritised to facilitate their opening through the Modular and SEN repurposing programmes.
549. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the refurbishment works for a school (details supplied); and if she will make a statement on the matter. [9250/26]
Amharc ar fhreagra550. Deputy Barry Ward asked the Minister for Education and Youth if she will engage with the school principal of a school (details supplied) in relation to their planned refurbishment project; and if she will make a statement on the matter. [9251/26]
Amharc ar fhreagra551. Deputy Barry Ward asked the Minister for Education and Youth if she can provide a timeline for the start date of a planned refurbishment project for a school (details supplied); and if she will make a statement on the matter. [9252/26]
Amharc ar fhreagraI propose to take Questions Nos. 549, 550 and 551 together.
It is intended that the school referred to by the deputy will relocate to a former primary school building that was vacated by a special school in late 2025.
My department is in ongoing engagement with the patron in relation to the school's relocation and the department carried out a technical visit to the building proposed for the relocation of the school.
My department has appointed a project manager who has examined options for refurbishment works at the planned building for this school. This report is currently under review in the Department and we will revert to the school's patron on full completion of this review.
552. Deputy Michael Lowry asked the Minister for Education and Youth the status of the case of a child (details supplied); and the changes her Department will implement going forward to ensure this does not happen for 2026-2027. [9264/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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 through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
553. Deputy Brendan Smith asked the Minister for Education and Youth when the next round of funding under the education for sustainable development scheme for primary and secondary schools will be announced; and if she will make a statement on the matter. [9267/26]
Amharc ar fhreagraI can advise the Deputy that the 2026 call for Education for Sustainable Development (ESD to 2030) funding for primary and post primary schools is expected to open in September 2026. This will be for school projects taking place in the 2026/27 school year.
For the 2025/26 school year, €860,000 was delivered to 390 schools nationwide for a wide variety of ESD related projects. ESD projects this year include a "local and community level action", giving the students the opportunity to partner with local organisations and take action for sustainable development in their local area.
A further €466,000 in ESD to 2030 funding was delivered to 21 organisations in summer 2025 for projects, resources, workshops and teacher professional learning. This included funding of €25,000 to the Irish Second Level Students Union for student led projects such as their "Debate your Decision Makers" event, in line with one of the priority aims of ESD to 2030 to "Empower and Mobilise Young People to take Action for Sustainable Development".
All schools in receipt of ESD to 2030 funding are committed to developing a Sustainability Policy Statement in accordance with the School Sector Climate Action Mandate. The department published a Sustainability Toolkit to assist schools with this work and Schools Sustainability Policy Statements, where published by the school, are being mapped by the department to help inform other schools of this work.
The 2026 ESD funding call for organisations and for schools will be announced in our quarterly ESD newsletter which issues to all schools.
Further information on all of the above including a list of organisation and school grantees and projects awarded funding in 2025 is available on the ESD to 2030 webpage here: www.gov.ie/en/department-of-education/publications/national-strategy-on-education-for-sustainable-development-in-ireland/.
556. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to a child (details supplied) who does not yet have a SEN place for the coming school year; the actions she will take to address this case; and if she will make a statement on the matter. [9271/26]
Amharc ar fhreagra557. Deputy Barry Ward asked the Minister for Education and Youth if she will engage with the NCSE in relation to progressing a letter of eligibility for a child (details supplied) who requires this intervention to get a SEN place for the coming school year; and if she will make a statement on the matter. [9272/26]
Amharc ar fhreagraI propose to take Questions Nos. 556 and 557 together.
I propose to take PQs 556 and 557 together.
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (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 email address.
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 through the Parent Notify process that they are seeking a special educational placement for their child.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
558. Deputy Aisling Dempsey asked the Minister for Education and Youth if she will remove the obligation on principals of schools with under 60 pupils to teach, given the increased administration and operational duties on them; and if she will make a statement on the matter. [9277/26]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. Similarly, the allocation of an administrative principal to a school is generally enrolment based. The current thresholds for administrative principal is 169, 136 and 113 pupils in ordinary, DEIS 2 and DEIS 1 schools respectively. Where a school has two or more special classes, an administrative principal is allocated regardless of enrolment.
All schools with a teaching principal have a minimum of 37 Principal Release Days, that is, one administrative day per week. Schools with one special class have four additional release days, a total of 41 in the school year. Schools may employ a substitute teacher for the day to facilitate the principal’s release day. Alternatively, schools may cluster their release days with other schools in order to create a full-time fixed-term post, or combine their release days with Special Education Teaching (SET) hours with principal release days in order to create a full-time post. The inclusion of principal release days in cluster posts allows for consistency in the teaching cover provided to schools.
Restoration of middle management positions were prioritised in recent Budgets with 500 additional Assistant Principal (AP) II posts allocated to primary schools in the 2024/25 school year. For the 2025/26 school year, the equivalent of 500 AP II posts is being distributed as 110 AP I and 251 AP II for the purposes of fully restoring all posts of responsibility in primary schools. In addition, the second teacher in two-teacher schools has Deputy Principal status as opposed to holding an AP II post.
559. Deputy Niall Collins asked the Minister for Education and Youth to address matters raised in correspondence (details supplied); and if she will make a statement on the matter. [9286/26]
Amharc ar fhreagraI wish to thank the Deputy for his communication regarding my Department’s MMC 3d volumetric modular framework relating to a modular provider (details supplied). As you will be aware I also received this communication directly to my office.
The primary objective of my department in the running of this competition is to establish a framework agreement of suitably qualified economic operators for the provision of MMC pre-fabricated modular 3D volumetric educational accommodation. The framework agreement which is now established will operate for a term of up to four years.
The communication from the provider relates to their unsuccessful submission to obtain a place on the Framework and specifically the qualification criteria applied in regard to joint-venture minimum requirements.
Under EU public procurement law, contracting authorities may require that both members of a Joint Venture meet specific pre-qualification selection criteria, including those related to technical capability and experience, provided that this is objectively justified, proportionate, and clearly stated in the procurement documents. My department gave comprehensive feedback to the modular provider as to why it was stipulated in the competition that both members of a joint venture must demonstrate past experience in the delivery of modular buildings:
The purpose of the competition is to establish a framework agreement for Category 1 MMC only (i.e. 3D volumetric modular buildings). Other MMC solutions or traditional methods of construction are not acceptable as was clearly stated in the PIM document.
To ensure a level playing field, all applicants - including JV members - must be assessed on a consistent basis. Evaluating each JV member individually ensures that the contracting authority can verify that the JV as a whole meets the minimum standards for Technical Capability Criteria; specifically that each member can demonstrate past experience in the delivery of MMC Category 1 buildings.
The requirement for both JV members to demonstrate personnel and company past experience in modular buildings was a key requirement of this procurement competition as part of the contracting authority’s risk management strategy, such as:
the importance of ensuring contract performance reliability and guarantee, necessitated the assessment of the capability of both JV members,
the importance of ensuring that both members had experience and track record in the delivery of 3D volumetric modular buildings, specifically in the event of a potential future dispute between JV members, default or insolvency event by one member.
The Department of Education and Youth is satisfied that it has conducted the competition in a fair, transparent and objective manner in compliance with procurement law and has iterated this in its feedback correspondence to the modular provider.
560. Deputy Michael Healy-Rae asked the Minister for Education and Youth on behalf of a person (details supplied), when the parents notify process was changed or introduced; the measures that were taken to ensure that families of children with additional needs were fully aware of the requirement and its implications; and if she will make a statement on the matter. [9287/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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 through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
561. Deputy Malcolm Byrne asked the Minister for Education and Youth the status of a possible ASD class for a school (details supplied). [9334/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs. The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. The NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
562. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department has assessed the extent to which the current restrictions on the recognition of overseas and private sector teaching experience for incremental salary purposes are acting as a barrier to the recruitment and retention of qualified teachers, particularly in shortage subjects and high demand areas; and if she will make a statement on the matter. [9352/26]
Amharc ar fhreagraThe criteria for the award of incremental credit are set out in the Department of Education’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU and/or relevant non-teaching service. The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC).
In accordance with the circulars, the incremental credit scheme is open to teachers who are employed in Oireachtas funded teaching posts. There is no contractual entitlement to incremental credit and applicants must submit a fully completed incremental credit application to have prior service assessed.
Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, which can be of relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit. Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council, and which meets on an ongoing basis. Through the Teachers Conciliation Council, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit. The Department is continuing to examine ways in which the matter may be progressed in the future.
Some teachers, as is the case for many individuals in other professions, will decide to seek employment abroad for several different reasons, such as personal, family, professional or financial reasons, and they may also decide to return to Ireland for such a variety of reasons. While amending the terms of the incremental credit scheme may act as one factor, amongst others, for a teacher to seek to return to Ireland, it may also act as a factor in a teacher deciding to leave Ireland to teach abroad, or indeed to stay abroad teaching for longer than they may otherwise have done.
Teaching is an attractive career. The current starting salary of €44,879 for primary and €46,448 for post-primary teachers is greater than for most other graduates, and the profession continues to attract highly motivated teachers. The number of teaching graduates continues to be high with 3,700 newly qualified teachers registered in 2024.?Demand for teaching courses remains high.
The vast majority of teachers who joined the workforce in 2024/25 are employed on a full-time basis – over 3 in 4 new teachers are working full-time.
New initiatives aim to support subject choice. New programmes are increasing teacher numbers in high-demand subjects. Upskilling programmes and a new STEM bursary are supported by a PME fee refund scheme. Amendments to the process of awarding a CID to allow for a teacher to be eligible for the award of a CID after 1 year of continuous service, rather than 2 years of continuous service, subject to satisfying the relevant, which will be coming into effect this year, will assist in making teaching more attractive.
563. Deputy Barry Heneghan asked the Minister for Education and Youth when she expects the work of the incremental credit committee and the ongoing teacher workforce planning project to result in specific and costed policy proposals to expand the recognition of overseas teaching experience for salary and incremental purposes; and if she will make a statement on the matter. [9353/26]
Amharc ar fhreagraThe criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001, for primary teachers, and 29/2007 and 29/2010, for post-primary teachers. The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made. There is no contractual entitlement to incremental credit.
Criteria such as whether the school is subject to state funding, which can be of relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit.
Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on the Department of Education’s teacher payroll or teaching in an Education and Training Board school before an application can be processed.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council, and which meets on an ongoing basis.
Through the Teachers Conciliation Council, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit. The department examined this as part of the 2025 budgetary process. However, it was not possible to secure funding to progress this request through the 2025 budgetary process. The Department is continuing to examine ways in which the matter may be progressed in the future.
The Department is also working with international partners, including the European Union, Council of Europe, OECD and UNESCO, to enhance international policy co-operation in education and training. UNESCO representatives are leading a European Union-funded research project on Strategic Workforce Planning for Teachers in Ireland. The initiative aims to support the Department of Education and Youth in identifying the key drivers of teacher shortages and developing evidence-based solutions and will deliver recommendations in mid-2026 to ensure the profession remains attractive.
This project brings together stakeholders for a comprehensive review of the drivers of teacher shortages to develop a set of actionable recommendations, accompanied by a roadmap, for effective workforce planning. As part of the project, UNESCO surveyed school principals and teachers to gather critical insights. To support the work, an ad-hoc Working Group has been established, comprising representatives from the Department of Education and Youth, key national stakeholders, and major institutional actors in teacher supply.
Further details in relation to the project are available at: www.unesco.org/en/teachers/strategic-workforce-planning.
