Written Answers Nos. 806-825
806. Deputy Barry Ward asked the Minister for Education and Youth if the basis for the requirement for secondary school teachers to complete Croke park hours will be outlined; and if she will make a statement on the matter. [19566/26]
Amharc ar fhreagraThe Croke Park Agreement hours are part of wider productivity measures introduced under the Public Service Agreements. In schools, the Croke Park Agreement hours are 33 additional hours a year at post primary (36 hours at primary) worked by teachers.
A central purpose of the Croke Park Agreement hours is to provide for certain essential activities such as staff meetings, parent-teacher meetings, school planning, subject planning and mandated Continuous Professional Development to take place without reducing tuition time. Utilisation of the additional hours for these purposes has practically eliminated school closures which were previously necessary for activities such as the ones mentioned above.
A review of the usage of Croke Park Hours is currently in progress under the auspices of the Teachers' Conciliation Council.. (TCC). As proceedings at the TCC are confidential, it would not be appropriate for me to make any further comment at this time.
807. Deputy Barry Ward asked the Minister for Education and Youth if the basis for the requirement for secondary school teachers to complete Croke Park hours has been negotiated with the relevant teacher unions; and if she will make a statement on the matter. [19567/26]
Amharc ar fhreagraThe Croke Park Agreement hours are part of wider productivity measures introduced under the Public Service Agreements. In schools, the Croke Park Agreement hours are 33 additional hours a year at post primary (36 hours at primary) worked by teachers.
A central purpose of the Croke Park Agreement hours is to provide for certain essential activities such as staff meetings, parent-teacher meetings, school planning, subject planning and mandated Continuous Professional Development to take place without reducing tuition time. Utilisation of the additional hours for these purposes has practically eliminated school closures which were previously necessary for activities such as the ones mentioned above.
A review of the usage of Croke Park Hours is currently in progress under the auspices of the Teachers' Conciliation Council.. (TCC). As proceedings at the TCC are confidential, it would not be appropriate for me to make any further comment at this time.
808. Deputy Ruth Coppinger asked the Minister for Education and Youth the number of early intervention classes in special schools, by county, in each of the years 2017 to 2021, in tabular form; and if she will make a statement on the matter. [19581/26]
Amharc ar fhreagra809. Deputy Ruth Coppinger asked the Minister for Education and Youth the number of early intervention classes in special schools, by county, in each of the years 2021 to 2026, in tabular form; and if she will make a statement on the matter. [19582/26]
Amharc ar fhreagraI propose to take Questions Nos. 808 and 809 together.
Enabling students with special educational needs to receive an education that meets their needs 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 vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
A breakdown of special classes including class type for the years requested is available on the NCSE website.
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.
810. Deputy Ruth Coppinger asked the Minister for Education and Youth his views on issues that have been raised in relation to curriculum in a school (details supplied); and if she will make a statement on the matter. [19583/26]
Amharc ar fhreagraThe Education Act, 1998 sets out the key roles and functions that are discharged by patrons and boards of management in the running of schools. The Act provides that it is the duty of the board of management to manage the school on behalf of the patron, for the benefit of the students and their parents and to provide or cause to be provided an appropriate education for each student at the school.
The governance structure of schools is such that, in accordance with the Act, the patron of a school does not have a direct role in the day-to-day management of the school which is a matter for the board of management. However, section 19 of the Education Act provides for the patron, where they are of the opinion that the functions of a board are not being effectively discharged, following issuing a notice to the board members and consideration of any representations received, to authorise any person or persons as the patron may deem appropriate to report to the patron on any matter arising from or relating to the operation of that board. While the patron is required to inform the Minister where they propose to exercise functions under section 19, there is no requirement for the patron to provide the Minister with any further detail in relation to the matter.
Where a parent has an issue with the school that cannot be resolved informally the school should have a formal complaints procedure that can be followed. This should be available on the school’s website. If not, a parent can contact the school directly and request a copy of their complaint procedures. Complaints regarding the principal should be directed to management authority of the school. Where a parent is of the view that a school's board of management has failed to investigate or adequately investigate a complaint, it is open to them to raise the matter directly with the Chairperson of the Board of Management by correspondence marked “Private and Confidential”.
The Department does not have a role in investigating or responding to parental complaints as it is not directly involved in the day-to-day management of schools.
811. Deputy Shane Moynihan asked the Minister for Education and Youth the reason provision is not being made for an extension to a new school building (details supplied), despite having been agreed last year. [19585/26]
Amharc ar fhreagraMy department is delivering a large scale major project to provide the schools referred to by the Deputy with new permanent accommodation and this project is currently well advanced at construction with an expected completion date in the fourth quarter of 2026. The school authorities were advised that it was necessary to make provision for special education at the two school buildings due to the significantly increased demand for classes in their school planning area.
The department examined various options for how best to meet this need including the feasibility of expanding the current scale of the project. However, due to the availability of spare classrooms in the current overall school project and projected falling mainstream demographics at primary level, the department decided that the use of these spare mainstream classrooms for special education provision was consistent with the Education and Youth Sector Sectoral Capital Plan 2026 to 2030 which was published in January, 2026. This decision was outlined to the school authorities in detail at a meeting with my department officials in January.
While the NDP funding of €7.5 billion for school capital projects is substantial, the Department must manage the progression of a large pipeline of projects and meet the substantially increased need for special education provision within this funding. The Department prioritises projects to balance urgency, equity, and available resources, ensuring that investments are sustainable and provide maximum value for money. This includes the optimum use of existing accommodation particularly surplus accommodation. This allows my department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the rollout of additional special classes for children with additional needs. This approach reflects my department's fundamental objective of ensuring the availability of a school place for every child.
My department will support the schools in the practical arrangements for implementing this decision and has organised a meeting between the school authorities and the project's design team in order to explore practical solutions to address issues raised by the schools.
812. Deputy Emer Currie asked the Minister for Education and Youth the number of emergency works applications that have been submitted by a school (details supplied) in relation to current roof issues; when they were submitted; and the reasons for refusal. [19589/26]
Amharc ar fhreagraAs the Deputy may be aware, the 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.
The school in question have submitted three EWS applications pertaining to roof works. The most recent, in February 2026, was a resubmission of a December 2023 roof works application . This application is currently being reviewed by the Departments technical team. Once feedback has been received the EWS will engage further with the school as appropriate.
In January 2021 the school in question submitted an EWS for roof works. This application was refused as the works being sought did not meet the criteria set out in Circular Letter 0068/2020.
813. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth if she will review a case (details supplied); and if she will make a statement on the matter. [19611/26]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State. As such my Department has no role in the registration of individual teachers.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
As a statutory body, the Teaching Council is mandated by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration, including those who have qualified outside of Ireland.
It is the Council’s responsibility to ensure that all teachers entering the profession in Ireland have met the required standards. These standards have been established following extensive consultation with relevant stakeholders, research, and in accordance with Department of Education policies and priorities and developed over a number of years.
The Education for Persons with Special Educational Needs (EPSEN) Act 2004 provides that people with special educational needs are educated in an inclusive environment, as far as possible and have the same right to access and benefit from education as children who don’t have these needs. Central to the Department's policy is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
Cognisant that teacher education policies vary among countries, Route 4 of the Registration Regulations provides for teachers who have qualified outside of the Republic of Ireland with an initial teacher education programme in teaching children with special educational needs in primary and post-primary settings. These teachers must be fully recognised by the competent authority/teacher licensing body in the country in which they qualified and have completed any post qualification requirements such as teacher induction. These applications are assessed by the Teaching Council to ensure that they meet the requirements for Special Educational Needs (SEN) teaching in Ireland and that they are of an equivalent standard to those required in the State.
The standards for Initial Teacher Education (ITE) in Ireland are set out in the Council's policy ‘Céim: Standards for Initial Teacher Education’. All teacher education programmes in Ireland must be aligned with Céim to gain professional accreditation with the Teaching Council. The standards set Inclusive Education as one of the seven core elements which must unpin all aspects of the programme of ITE. Once primary or post-primary qualified, teachers may apply for professional development in the area of SEN. All applications for registration of teachers who qualified out-of-state are assessed to ensure they are of a comparable standard to those achieved by graduates of accredited initial teacher education programmes in Ireland. All applications from teachers who qualified outside of the Republic of Ireland are processed in line with the EU Directive 2005/36/EU (recognition of professional qualifications) and are assessed under its general system in the same manner, regardless of whether the applicant qualified within or outside of the EU. All applications for are assessed on an individual, case by case basis. The assessments are holistic and include the individual combination of relevant qualifications, teaching experience, and lifelong learning. The relevant criteria are equally applied to all applicants.
The assessment of applications enables the Council to accommodate teachers who may have shortfalls identified in their qualifications by providing conditional registration for up to three years to enable those shortfalls to be addressed.
The person referred to by the Deputy has the Irish Language Requirement as a condition of registration, which can be addressed via an Aptitude test (Scrudú le hAghaidh Cáilíochta sa Ghaeilge) or via an Adaptation Period (Oiriúnú le hAghaidh Cáilíochta sa Ghaeilge).
Marino Institute of Education administer both the SCG and the OCG. Both the SCG and OCG programmes are designed to ensure that primary teachers qualified outside ROI can demonstrate they are sufficiently qualified and competent to teach the Irish language.
Information on the Irish language requirements, including the fee schedule, can be found on a dedicated website, ilrweb.ie.
If applicants have not addressed their registration condition(s) within the three-year period, they can apply for an extension of time to meet the condition.
Extensions are granted at the discretion of the Council. Further details on extension requests are available on the Teaching Council website. If the conditions are not met within the timeframe and if an extension request is not granted, a teacher’s registration will lapse.
I would encourage the person that the Deputy is referring to in this query to continue to engage with the Teaching Council. The Teaching Council is best placed to provide further information to teachers registered with conditions as to how best to meet any mandated conditions.
814. Deputy Pádraig Rice asked the Minister for Education and Youth if plans have advanced for a new school building in Cork (details supplied); to provide clarification on the delays associated with the project; and if she will make a statement on the matter. [19612/26]
Amharc ar fhreagraThe project to which the deputy refers is devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects. (Project Lee bundle).
The project brief provides for the development of a new 12 Classroom Primary School with a 2 class Special Education Needs (SEN) base.
The project is currently at Stage 2b of the architectural process (post planning permission), which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. A final grant of planning permission was received in October 2025.
The department 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 existing 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 roll out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll out 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 department will continue to build on the progress made over recent years with the continued roll out 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, a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027 has also been published.
These projects are in addition to the €781.77 million in capital funding for County Cork schools since 2020. Over that period a total of 155 schools have been upgraded through the provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 19 school projects in County Cork under construction. Another 12 school projects will go to tender or construction in 2026 and 2027 and this summer 35 schools are approved to undergo works as part of the Summer Works Scheme/Climate Action Scheme..
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision. Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027.? Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and 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.
The department recognises that there are schools with important building projects that are not included in the first tranche of prioritised projects. As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same. The accommodation needs at Gaelscoil Chionn tSáile will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
The NDFA will continue to engage directly with the respective school authorities to keep them fully informed of progress on this important project.
The current status of all projects continues to be set out under item number ten at the following link: [www.gov.ie]. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
815. Deputy Carol Nolan asked the Minister for Education and Youth if she will provide the outcome of a recent SNA review which was carried out at a school (details supplied); if the outcome is not yet available to provide an approximate timeframe for when this outcome will be available to the school; and if she will make a statement on the matter. [19624/26]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
Special needs assistants (SNAs) play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools. It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
The 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.
816. Deputy Máire Devine asked the Minister for Education and Youth to review a situation regarding a school building project (details supplied); and if she will make a statement on the matter. [19667/26]
Amharc ar fhreagraThe Major building project referred to by the Deputy will deliver a 1,000 pupil Post Primary School and accommodation, including 6 classrooms for children with special educational needs at Le Fanu Road, Ballyfermot.
This project is currently planned to be delivered as part of Phase 2 of my Department's ADAPT 4 Programme - Programme Innovate.
This programme uses a professional external Programme Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
This programme will be led by (IPT's) Integrated Project Teams consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
The Project Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of IPTs for the Phase 2 bundle of projects, which includes this project.
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 existing 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 estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over 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.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and 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.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by my department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
My Department will continue to keep the school and it’s patron body updated as the project progresses.
817. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the emergency works application by a school (details supplied); the actions she will take to expedite this application to reflect the urgency in progressing these works; and if she will make a statement on the matter. [19681/26]
Amharc ar fhreagraAs the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. 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 the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
The application in question has already been approved and is with the school to progress.
818. Deputy Paula Butterly asked the Minister for Education and Youth the funding streams, emergency works schemes, or capital supports which are available to a school (details supplied) for the purposes of undertaking essential roof repairs and addressing severe mould issues within the school building. [19726/26]
Amharc ar fhreagraI should explain that applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. 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 remains open on a year-round basis and it is open to the school in question to make an application for funding for any issues it believes may meet the criteria under the EWS.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
The purpose of the SWS is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.
The Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. Schools can now undertake additional measures such as insulation upgrades, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works alongside traditional maintenance.
In the case of the school in question my department can confirm an application was received from the school in question however the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link;
gov.ie Summer Works Scheme
819. Deputy Eoin Ó Broin asked the Minister for Education and Youth reason two SEN classroom extensions requested by her Department are not now being provided alongside an ongoing project (details supplied); if reasoning is based on budgetary constraints; if so, the reason funding was not available for these important classroom additions; if the decision to omit the SEN classrooms will be reviewed and overturned given the need for increased special education capacity in the area; and if she will make a statement on the matter. [19739/26]
Amharc ar fhreagraMy department is delivering a large scale major project to provide the schools referred to by the Deputy with new permanent accommodation and this project is currently well advanced at construction with an expected completion date in the fourth quarter of 2026. The school authorities were advised that it was necessary to make provision for special education at the two school buildings due to the significantly increased demand for classes in their school planning area.
The department examined various options for how best to meet this need including the feasibility of expanding the current scale of the project. However, due to the availability of spare classrooms in the current overall school project and projected falling mainstream demographics at primary level, the department decided that the use of these spare mainstream classrooms for special education provision was consistent with the Education and Youth Sector Sectoral Capital Plan 2026 to 2030 which was published in January, 2026. This decision was outlined to the school authorities in detail at a meeting with my department officials in January.
While the NDP funding of €7.5 billion for school capital projects is substantial, the Department must manage the progression of a large pipeline of projects and meet the substantially increased need for special education provision within this funding. The Department prioritises projects to balance urgency, equity, and available resources, ensuring that investments are sustainable and provide maximum value for money. This includes the optimum use of existing accommodation particularly surplus accommodation. This allows my department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the rollout of additional special classes for children with additional needs. This approach reflects my department's fundamental objective of ensuring the availability of a school place for every child.
My department will support the schools in the practical arrangements for implementing this decision and has organised a meeting between the school authorities and the project's design team in order to explore practical solutions to address issues raised by the schools.
820. Deputy Ryan O'Meara asked the Minister for Education and Youth to consider providing transport funding for schools who qualify for a championship (details supplied); and if she will make a statement on the matter. [19740/26]
Amharc ar fhreagraThe purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for school transport where they satisfy the distance criterion and are attending their nearest national school or post primary education centre, having regard to ethos and language.
In accordance with the terms of my Department's School Transport Scheme, school transport services operate during the standard school year and facilitate a child's attendance in school. Transport to the event referred to by the Deputy does not come under the remit of the scheme.
821. Deputy Ryan O'Meara asked the Minister for Education and Youth the steps being taken to ensure that teachers are being supported to teach STEM; and if she will make a statement on the matter. [19741/26]
Amharc ar fhreagraThis Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
The Department of Education and Youth’s STEM Education Policy Statement 2017–2026 sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners from early learning and care to post-primary school.
The Redeveloped Primary School Curriculum is for all children attending primary and special schools and consists of the Primary Curriculum Framework (2023) and five curriculum specifications (published September 2025) which includes the STEM Education Specification (Science, Technology, Engineering and Mathematics Education). Enactment of the curriculum is supported by professional learning and online resources.
In addition, a range of measures have been introduced to encourage more people to take up teaching STEM subjects.
Budget 2025 introduced a €2,000 annual bursary for student teachers in STEM fields (including maths, chemistry, physics, biology, computer science and engineering) during the final two years of their undergraduate teacher education, with a requirement to complete at least 2 years of post-qualification teaching in a recognised post-primary school. The aim of the scheme is to encourage more students to train as STEM teachers to help increase the number available to post-primary schools. The Department issued Circular 0019/2026 Concurrent Initial Teacher Education Bursary Scheme (STEM Bursary) in January 2026 setting out the eligibility criteria and application process.
Budgets 2024 and 2025 included the expansion of upskilling programmes including in STEM subjects, free to teachers, aimed at increasing the number of qualified teachers in high-demand subjects and reducing out-of-field teaching. New programmes including in computer science commenced in 2025 which complement existing programmes including Maths and Physics.
Those teachers who complete an upskilling programme will be able to apply to the Teaching Council for an additional subject to be added to their registration record. In the course of completing a programme each participant will be provided with content knowledge and empowered to become an effective and enthusiastic teacher of the particular subject. These flexible programmes boost teachers’ employment opportunities while addressing subject-specific teacher shortages.
The Department continues to promote the teaching profession through development of the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. Promotion campaigns have been developed to coincide with the CAO closing date and change of mind deadline in recent years.
These measures reflect the commitment to ongoing investment in the education system and are designed to ensure a steady flow of qualified teachers, including in STEM subjects, into the profession. I am considering further measures to strengthen the teaching workforce and ensure schools have the support needed to provide an excellent education for every student.
822. Deputy Darren O'Rourke asked the Minister for Education and Youth if she is aware that a school (details supplied) has been waiting for a permanent school building for 15 years despite progress such as her Department approving the plan for the building and planning permission notices going up, this project was not selected in the 105 priority list for school buildings; if she will consider funding this project this year as a matter of urgency; and if she will make a statement on the matter. [19760/26]
Amharc ar fhreagraThis project to which you refer is devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects. (Project Lee bundle).
The project brief provides for the development of a new 12 Classroom Primary School with a 2 class Special Education Needs (SEN) base.
The project is currently at Stage 2b of the architectural process (post planning permission), which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. A final grant of planning permission was received in October 2025.
The department 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 existing 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 roll out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll out 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 department will continue to build on the progress made over recent years with the continued roll out 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, a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027 has also been published.
These projects are in addition to the €781.77 million in capital funding for County Cork schools since 2020. Over that period a total of 155 schools have been upgraded through the provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 19 school projects in County Cork under construction. Another 12 school projects will go to tender or construction in 2026 and 2027 and this summer 35 schools are approved to undergo works as part of the Summer Works Scheme/Climate Action Scheme..
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision. Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and 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.
The department recognises that there are schools with important building projects that are not included in the first tranche of prioritised projects. As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same. The accommodation needs at Gaelscoil Chionn tSáile will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
The NDFA will continue to engage directly with the respective school authorities to keep them fully informed of progress on this important project.
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
823. Deputy Emer Currie asked the Minister for Education and Youth to provide details of the €300 million to be used as a contingency fund for 2026 to 2030 period under the NDP Sectoral Plan; the way in which projects will be deemed eligible for funding under this stream; and if she will make a statement on the matter. [19764/26]
Amharc ar fhreagraAs 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 existing 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 €2 billion will used to support the operation of the existing school estate through clarity and certainty on Minor Works and ICT grants, rollout of the Climate Action Summer Works Scheme, delivery of climate initiatives, continued support for school maintenance through our emergency and summer works schemes and facilitating annual payments for existing schools built and operated under Public Private Partnerships.
The remaining €300 million, which represents just under 4% of the total allocation, will operate as contingency funding not as a separate funding stream for school projects. The contingency fund is allocated over a 5-year period to provide flexibility for a variety of potential issues including unforeseen site conditions, planning restrictions, or minor changes in project briefs. It also assists in safeguarding the programme against inflation and market fluctuations.
824. Deputy Emer Currie asked the Minister for Education and Youth to provide details of the €300 million to be used as a contingency fund for 2026 to 2030 period under the NDP Sectoral Plan; whether a project could be included (details supplied); and if she will make a statement on the matter. [19765/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my departments pipeline of school building projects under the Additional Schools Accommodation (ASA) Scheme to provide ten mainstream classrooms (prefab replacement), three Special Education Tuition (SET) rooms, two Special Education Needs (SEN) classrooms and ancillary works.
I can confirm that this project was approved by my Department to proceed to Stage 2b and submission of the post planning report is awaited. Once received, this will be evaluated from both a technical and cost perspective All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
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. As part of planning ahead for the next tranche of projects to progress to tender, the department led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, my department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
825. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her plans to support the continued professional learning of teachers with respect to the Irish language; and if she will make a statement on the matter. [19768/26]
Amharc ar fhreagraTeacher Professional Learning Section reflects the Department’s view of teacher education as a continuum from initial teacher education through induction to Professional Learning Experience (PLE). The section supports the quality of teaching and learning through the provision and oversight of teacher education programmes, PLE and supports for school leaders and teachers. This is delivered through teacher education programmes, Education Support Centres and Oide – the Teacher Support Service for principals and teachers at primary and post-primary level.
The work of the section embraces policy formulation, coordination, strategic oversight, quality assurance and financial governance in supporting the provision of education and continuing professional support for teachers and school leaders throughout their careers.
Oide
Oide promotes the quality of teachers and learning through the provision of a more efficient, effective and responsive model of professional learning and support for teachers and school leaders. Oide facilitates optimum teaching and learning and enables students to achieve their potential and contribute to Ireland’s social, economic and cultural development.
Oide recognise that learners are diverse and through the provision of a range of supports, each of which are designed and underpinned with the fundamental principles of Universal Design for Learning (UDL) in mind, invite teachers to examine and alter teaching and learning approaches that meet the needs of all learners. All of Oide’s professional learning provision is designed and underpinned with the fundamental principles of Universal Design for Learning (UDL).
As part of Oide, a new Division called GaelAonad has been created with specific responsibility for the curricular area of Irish and school contexts operating through the medium of Irish. The provision of the GaelAonad division ensures that Oide’s focus as an organisation on the development of the language and support for school contexts operating through the medium of Irish becomes more visible and explicit both internally and externally.
The GaelAonad Division is a cross-sectoral division in Oide and has responsibility for all elements of professional learning for school leaders and teachers in, and through the medium of, Irish. The Division also supports and advises the other divisions of Oide in ensuring the provision of high quality professional learning as Gaeilge. The GaelAonad Division supports provision for the professional learning needs of schools, school leaders and teachers in the Irish-medium sector at primary and post-primary level as well as teaching and learning Irish in all school contexts.
In 2025/26 the approved staffing of the GaelAonad Division increased significantly from 18 secondees at the end of 2024/25 academic year to 39 secondees in September 2025. This included provision for a new team tasked with supporting the implementation of the new Action Plan for Irish in English-Medium Schools. Since the publication of the plan in November 2025, the new team are working specifically to develop supports and provide professional learning to school leaders and teachers. This includes support with fostering positive attitudes towards Irish, increasing the use of Irish and supporting access by all children and young people to learning Irish in English-medium schools.
In addition to the above professional learning provided by the Department, upskilling programmes are provided over two years on a part-time basis free to teachers. These programmes are aimed at increasing the number of qualified teachers in high-demand subjects and reducing out-of-field teaching. New programmes in Irish, French, politics & society, and computer science complement existing programmes in maths, physics, and Spanish. The upskilling programme in Irish is open to registered post-primary teachers irrespective of employment status who are not already registered in the subject of Irish. Trinity College Dublin are delivering the new Irish upskilling programme for post-primary which commenced in January 2025 with a second cycle commencing recently in January 2026.
An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) was established under Article 31 of the Education Act of 1998. One of COGG’s core functions as set out in the Act is the provision of support services. COGG has additional functions under the 20 Year Strategy for the Irish Language, the Policy for Gaeltacht Education, the Policy for Irish-medium education outside the Gaeltacht and the Action Plan for Irish in English-medium schools.
COGG also provide a wide variety of supports to teachers to support teaching Irish and through Irish. These include, teacher supports, live and interactive online sessions, sustained school supports, workshops, online resources, summer courses, webinars, whole school days as Gaeilge and in some cases dedicated teams to provide specific areas as Gaeilge.
COGG is supporting teachers of Irish in all settings to further develop their skills, through:
• developing exemplars of learning, including good practice teaching and learning,
• developing Teacher Professional Learning models with a focus on methodologies for enhancing communicative approaches and also on support for the practical transfer of skills using the Primary Language Curriculum,
• providing school-based supports that create opportunities for modelling and observation
COGG is playing a key role in the development of the Irish language competence of teachers who work in Irish-medium settings and funds an annual Irish Language course to develop and enrich the Irish language ability of Irish Medium and Gaeltacht School teachers. https://www.cogg.ie/dianchursa/.
In addition, COGG have developed ‘Cosán Foghlama’ a programme of upskilling opportunities for all Irish-medium post-primary teachers.
COGG has a role in co-ordinating Teacher Professional Learning seminars relating to the specific needs of principals and teachers in Gaeltacht schools participating in the Gaeltacht Schools Recognition Scheme to support the implementation of their action plans and to improve the provision of all-Irish education. They provide Irish courses for Gaeltacht and all-Irish post-primary teachers to support teachers of Gaeltacht and all-Irish post-primary schools to improve their Irish language proficiency
Under the Policy for Irish-medium Education Outside the Gaeltacht (POLG) COGG have been asked to develop and provide professional learning opportunities on various aspects of Irish-medium education for school leaders and teachers in Irish-medium schools throughout the country. They will also work to increase the professional learning opportunities available to Irish-medium schools on how to support learners with special educational needs, including literacy difficulties.
COGG provide Irish language upskilling courses for English-medium primary teachers in education centres around the country. These are attended by almost 350 primary teachers each year since starting in 2024. Interim short courses in the various education centres take place throughout the year depending on resources and demand demonstrated. In 2026 there will be a dedicated course for teachers who have been trained abroad and who are in real need of improving their language skills.
The departments’ Irish Language Content and Language Integrated Learning (CLIL) project provides opportunity for children in English-medium primary and post-primary schools experience and benefit from partial immersion in Irish. The aim of this CLIL project is to improve learner competence, confidence and disposition to Irish. The project focuses on Infant classes, fifth and sixth class in primary schools and first-year students in post-primary schools. Oide, in collaboration with COGG have developed a comprehensive support plan for the CLIL project at Primary and Post Primary level. Professional Learning Leaders and Associates in collaboration with Educational Officers in COGG are providing training and sustained support for CLIL in participating schools.
The Action Plan for Irish in English-medium Schools, will see COGG take steps to increase school leaders’ and teachers’ awareness of and engagement with summer courses and other professional learning experiences, including Irish language immersive courses that support the maintenance and development of their proficiency in Irish. COGG will also be supporting teachers and trainee teachers to familiarise themselves with and use existing resources within professional learning experiences.
COGG also supports the colleges of Initial Teacher Education and Irish medium third level courses in Universities around the country, providing advice and support as required and showcasing available resources to student teachers. This support continues through conferences/seminars for newly qualified teachers in conjunction with the third level institutions.
COGG has a funding scheme for teaching and learning resources and is accepting applications for the 2026-28 scheme until 16 March. See https://cogg.ie/bursary-scheme/
The Department of Education and Youth published the Policy for Irish-Medium Education outside of the Gaeltacht in November 2025. The policy recognises that school leaders and teachers are the most valuable teaching and learning resources for our learners and commits to implementing actions to support school leaders and teachers to achieve excellence in their own practice. Additional resources have been provided to Oide and to COGG under the policy to allow them to increase the provision of supports, including teacher professional learning opportunities, to Irish-medium schools. In the course of the consultation to develop the policy, particular areas were identified where TPL would be beneficial to school leaders and teachers in Irish-medium contexts. Oide and COGG will focus on these in the coming years.
The Policy for Irish-Medium Education outside of the Gaeltacht builds on what has been achieved under the Policy on Gaeltacht Education since its publication in 2016. Additional TPL has been provided to schools participating in the Gaeltacht School Recognition Scheme since its inception, with additional resources made available to COGG to support this. Additionally an M.Ed. in Irish-medium and Gaeltacht education, funded by the department under the Policy on Gaeltacht Education, is currently being delivered by Trinity College Dublin, providing further TPL opportunities to school leaders and teachers in the Irish-medium and Gaeltacht education sector.
In November 2025, the Department of Education and Youth published an Action Plan for Irish in English-Medium Schools to be implemented within a two-year period, 2025 to 2027. It supports primary and post-primary schools in implementing existing curriculum specifications to provide better learning experiences of Irish and increase the use of Irish among children and young people.
A key action in the Action Plan is to maintain and enhance teachers’ proficiency in Irish.
This involves
• working with higher education institutions to
• provide innovative and motivating opportunities for student teachers to use and improve their Irish
• identify and increase awareness of the supports they are providing for Irish in the school sector
• exploring ways to fund access to Irish-language courses for teachers.
• exploring how initial teacher education programmes can best support student teachers to develop the Irish language and pedagogical skills and competencies necessary for the teaching of Irish as part of the next review of Céim: Standards in Initial Teacher Education.
• actions to ensure a supply of teachers of Irish in post-primary schools, including provision of upskilling courses and exploring the potential for sharing of teachers.
• increasing school leaders’ and teachers’ awareness of and engagement with summer courses and other professional learning experiences, including Irish language immersion courses.
