Written Answers Nos. 523-542
527. Deputy Emer Currie asked the Minister for Enterprise, Tourism and Employment if he has reviewed a report (details supplied) and the recommendations relating to future AI jobs planning, enterprise AI adoption, business guidance on EU AI Act compliance, the functions and remit of the proposed AI Office of Ireland; and if he will make a statement on the matter. [35230/26]
Amharc ar fhreagraI am aware of the report referred to by the Deputy, including the recommendations relating to the adoption, governance and impact of AI across the enterprise base.
Many of the issues raised in the report are reflected in the recently published National Digital and AI Strategy, Digital Ireland – Connecting our People, Securing our Future.
On enterprise adoption, research from the Expert Group on Future Skills Needs (EGFSN) points to the rapid pace of AI adoption in Ireland, including a doubling of AI-related jobs and usage since 2023. CSO data shows over 20% of enterprises used AI in 2025, up from 15% in 2024.
A key priority of the Strategy is to fast-track enterprise AI adoption to boost productivity and competitiveness. Actions for my Department include the development of a new targeted sectoral strategy to drive AI adoption across key sectors of the enterprise base. The AI – Good for Business Initiative, created with industry, is also designed to increase enterprise uptake of digital and AI. It includes a series of regional roadshows to showcase the benefits of AI adoption, and a nationwide AI and Digital literacy awareness campaign. An Observatory for Business AI Readiness (OBAIR) will be established to provide intelligence on the use of AI by enterprises.
There is also a commitment to review the full suite of existing Local Enterprise Office (LEO) digitalisation supports to assess their effectiveness.
In terms of guidance on compliance with the EU AI Act, my Department, in collaboration with CeADAR, developed a free online training course – “AI for You: Introduction to AI and the EU AI Act” – to help businesses understand what the Act means for them.
We also engage regularly with providers and deployers of AI through industry meetings and events and through guidance and tools available on the Department’s website. There is also a further compliance resource available through the EU AI Act Service Desk's Compliance Checker.
These measures are aimed at both raising awareness of upcoming regulatory obligations and ensuring our enterprises can move quickly to align with the new framework.
The AI Office of Ireland will be the central coordinating authority for the EU AI Act. A key function of the office will be to promote transparent and safe AI adoption, and it will provide clarity and regulatory certainty for enterprises and individuals.
The Office will also oversee a national AI regulatory sandbox, providing a supervised environment, balancing innovation with oversight, so that innovators can test solutions with compliance experts before market deployment. This oversight will help ensure that AI systems comply with the EU AI Act.
Finally, the Strategy also recognises the impact of AI on jobs. While AI presents significant opportunities, it is also a disruptive technology which poses the risk of job displacement, and it is likely that new types of roles will emerge. As a result, the development of new skills and capacities within the workforce is essential.
This is precisely why the Strategy commits to supporting workers in managing the impacts of potential job displacement by ensuring access to agile, fit-for-purpose and high-quality upskilling and reskilling opportunities.
The Department of Further and Higher Education, Research, Innovation and Science is advancing a range of initiatives, including a commitment to upskill workers in roles which are likely to change as a result of AI. Further actions include establishing a National Skills Observatory, upskilling opportunities with SOLAS and Skillnet, a Technology Skills of the Future roadmap, and a national awareness campaign on digital and AI skills.
528. Deputy John Clendennen asked the Minister for Enterprise, Tourism and Employment the number of public houses, broken down by county, that applied for and were granted Increased Cost of Business and Power Grants; and if he will make a statement on the matter. [35275/26]
Amharc ar fhreagraThe Increased Cost of Business (ICOB) and Power Up Grant paid out over €415 million to SMEs across the country in 2024 and 2025. The Local Authorities administered both grant schemes on behalf of this Department. Both grant schemes are now closed.
ICOB (first and second payment) paid out a total of €244 million in 2024 to 75,000 SMEs across the country. Power Up paid out a total of €159 million in 2024 to almost 40,000 SMEs across the country.
Both grant schemes required a self declaration from the business owners as to their business sector category. The categories of businesses were determined by the NACE codes. The NACE Codes are a European classification system that assigns organisations according to their business activities.
There was not a standalone category for public houses, the sectoral category that would include public houses is titled Accommodation and Food services, therefore, it is not possible to determine the specific number of public houses only that applied and received the grants.
For your information under ICOB sectoral category Accommodation and Food Services 12,677 businesses made an application and grants were paid to 11,725.
Under Power Up sectoral category Accommodation and Food Services 11,216 businesses made an application and grants were paid to 11,105.
Under the ICOB and Power Up Reclassification sectoral category Accommodation and Food Services 2,364 made an application and grants were paid to 1,358.
The list of recipients of these grants per county are published on each Local Authority website.
529. Deputy John Clendennen asked the Minister for Enterprise, Tourism and Employment to provide details on the number of public houses, by county, that applied for and have been granted various Local Enterprise Office Grants in 2024, 2025 and to date in 2026; and if he will make a statement on the matter. [35276/26]
Amharc ar fhreagra530. Deputy John Clendennen asked the Minister for Enterprise, Tourism and Employment the number of grants issued by Local Enterprise Offices, by grant category, by sector for each of the years 2021 to 2025 and to date in 2026; and if he will make a statement on the matter. [35278/26]
Amharc ar fhreagraI propose to take Questions Nos. 529 and 530 together.
The Local Enterprise Offices (LEOs) located within the 31 Local Authorities offer direct grant assistance to small businesses in the manufacturing and internationally traded services sectors. This funding, known as Measure 1, includes Priming, Feasibility and Business Expansion grants. This specific funding is available to those businesses with the potential to develop into exporting entities and that could transition to Enterprise Ireland’s portfolio. These LEO grants are not normally available to domestically trading areas such as retail, personal services, hospitality, professional services or construction.
However, LEOs do provide consultancy and grants in the areas of Green, Digital and Lean to all small businesses, up to 50 employees, in all sectors. These grants are focused on providing capital to assist in implementation of recommendations to digitalise or decarbonise a business.
A wide range of business and management development programmes are also available for all businesses through the LEOs. These programmes are tailored to meet specific business requirements, to support anyone who is starting or growing a business.
Unfortunately, due to current limitations of data collection facilities, it is not possible to extract detailed data on grant approvals by sector.
The overall approved projects by grant are detailed below and this data shows strong and growing engagement with the available supports. All 2026 figures are currently provisional.
|
No. of LEO Grant Approved - Projects |
|
|
|
|
|
|
|
Support |
2021 |
2022 |
2023 |
2024 |
2025 |
2026 to date (01.01.2026 to 07.05.2026) |
|
Feasibility: |
219 |
159 |
185 |
210 |
274 |
81 |
|
Priming: |
242 |
233 |
171 |
167 |
186 |
48 |
|
Business Expansion: |
425 |
362 |
323 |
323 |
340 |
90 |
|
Market Explorer Grant |
- |
- |
- |
- |
152 |
50 |
|
TAME: |
148 |
315 |
344 |
440 |
13 |
- |
|
Agile / R & D |
21 Agile / 6 R&D |
18 Agile / 2 R&D |
20 Agile |
2 Agile /6 R&D |
6 R&D |
- |
|
Grad Start |
27 |
21 |
22 |
27 |
35 |
8 |
|
Green Start |
- |
2 |
2 |
4 |
13 |
8 |
|
Ukraine Enterprise Crisis Scheme |
- |
- |
3 |
0 |
0 |
- |
|
IP Start |
- |
- |
34 |
27 |
39 |
12 |
|
IP Plus |
- |
- |
6 |
0 |
9 |
- |
|
Trading on-Line Vouchers: |
4450 |
1881 |
1715 |
2397 |
620 |
- |
|
Grow Digital* |
- |
- |
- |
6 |
318 |
156 |
|
Energy Efficiency Grant |
- |
- |
10 |
138 |
725 |
278
|
*The Grow Digital Voucher was introduced in 2024, replacing the Trading Online Voucher.
531. Deputy Malcolm Byrne asked the Minister for Enterprise, Tourism and Employment his Department's definition of 'full employment' and if Ireland currently could be classified as having full employment. [35311/26]
Amharc ar fhreagraThe Irish labour market has been effectively at full employment over the past number of years with the unemployment rate historically low and close to 5%. In terms of definitions, the International Labour Organisation (ILO) refers to full employment as “…a situation where all people who are available and searching for work can find a job at the prevailing remuneration rates and conditions. It does not mean zero unemployment - there are always some who may be temporarily unemployed, as they move from one job to the other or for other reasons. What it means exactly is that those who do not work do so voluntarily. For economists, this is the situation where all labour resources are fully utilized and where an increase in the demand for workers brings about an increase in inflation, not in output.”[1]
The CSO is responsible for producing Ireland’s official labour market statistics. My Department monitors these statistics closely, in particular through the quarterly Labour Force Survey (LFS). The most recent LFS figures were published on the 19th February 2026 and show sustained employment growth, rising labour force participation and record job numbers. In April 2026, the seasonally adjusted unemployment rate was 4.8%, down from a revised rate of 5.0% in March 2026. On an annual basis, the unemployment rate increased from 4.6% in April 2025 to 4.8% in April 2026.
This overall robust employment performance reflects both the inherent dynamism within the economy and the success of government policies aimed at supporting job creation, fostering innovation, and providing opportunities for all sectors.
The latest forecasts from the Department of Finance and the Central Bank anticipate that unemployment will remain around 5% on average in 2026, 2027 and 2028, largely consistent with full employment conditions. Indeed, the Department in the most recent Annual Progress report, noted that employment growth will be sufficient to absorb further increases in the labour force.
The Government remains fully committed to improving Ireland’s competitive position to add more jobs in the future and the Action Plan has a range of measures to address and build a more resilient economy. The Programme for Government was clear in our ambitions here, that is to create 300,000 extra jobs by 2030.
[1] See: www.ilo.org/resource/article/moving-towards-full-employment-interview-aurelio-parisotto#:~:text=What%20it%20means%20exactly%20is,tight%20the%20labour%20market%20is.
532. Deputy Malcolm Byrne asked the Minister for Enterprise, Tourism and Employment the strategies his Department has in place to address the current slowdown in recruitment in the global tech sector; the measures available to those workers being offered redundancy; and if he will make a statement on the matter. [35312/26]
Amharc ar fhreagraThe technology sector has undergone a period of sustained growth for over 20 years. Sectors that have helped to drive this growth include microelectronics, cloud computing, software as a service, and cyber security. Innovation in networking and communications technologies, including in 5G, are also driving investment across all business sectors including for example, industrial, healthcare, and automotive.
Demand for technology and services that support the trend for digitalisation accelerated during Covid, as companies sought to automate and digitalise their processes, and to increase efficiencies. Consumers also moved online at a faster pace, in line with trends in e-commerce, hybrid work and remote learning. Companies providing the infrastructure and applications that supported these trends expanded at a faster pace, leading to increased hiring rates. In the FDI base, this has since led to modest contraction for some tech clients. Where job losses have occurred, in most cases this has been part of a global reorganisation or action. In many cases, Ireland has endured a smaller impact on a proportional basis, and the impacted skills are highly transferrable.
Technology is now pervasive in all business sectors and the need for tech skills across the entire industrial base remains strong. The technology sector continues to be a highly strategic one for Ireland, as evidenced by a number of announcements over the past year, including from Quest, Microsoft, IBM and Dedalus.
It is important to note that the demand for highly skilled qualified talent, particularly in areas such as computer science, cyber security and electronic engineering, continues to outstrip supply. These careers will continue to be in high demand well into the future and offer an excellent career choice for students considering future study options.
Ireland’s commitment to innovation coupled with a skilled workforce and a favourable business environment continues to offer a compelling proposition for prospective investors. Furthermore, as the global economy evolves, Ireland’s adaptability and commitment to sustainability positions the country as an attractive destination for businesses seeking stability and growth.
Government has published strategies which help to position Ireland internationally for investment, including the Government Action Plan on Market Diversification and IDA Ireland’s latest strategy, “Adapt Intelligently: - A Strategy for Growth & Innovation 2025-2029”. Government is focused on delivering the objectives outlined in these strategies.
These objectives are important in the implementation of the recently published National Digital and AI Strategy, “Digital Ireland- Connecting Our People, Securing Our Future”, which outlines a whole of government approach to position Ireland as a European and global leader in digital innovation.
IDA Ireland has established internal processes for dealing with potential and actual job loss situation with its client companies. In the event of any announced or pending job losses, IDA partners with other support agencies at a local level to implement the Job Loss Protocol. This provides a coordinated response by relevant Government Departments and agencies at a local level to support impacted employees. The types of supports that may be provided include:
• Provision of a detailed skills profile for the site; a talent catchment map and timings for when individuals will be available, provided by the company.
• Identification of other employers who may be hiring across IDA and EI client companies.
• Sharing of skills profiles with other companies who may be hiring and direct engagement with HR departments, when appropriate through IDA and EI.
• Briefings by local Department of Social Protection/Intreo officials to impacted employees on social welfare and employment support services to support impacted employees’ transition to new employment opportunities.
• Identification of training and further education opportunities for employees (ETBs; Skillnet; Universities)
• Exploring opportunities to start your own business through LEOs and Enterprise Ireland.
Ireland has a robust framework of legislative protections and supports for workers who are impacted by redundancy.
The Redundancy Payments Act 1967, as amended, requires employers to pay a statutory redundancy payment to eligible employees who are being made redundant and have more than 2 years’ service.
The Protection of Employment Act 1977, as amended, imposes certain legal obligations on employers proposing collective redundancies. Employers are required to consult and provide information to employees' representatives for a 30-day period, before any notice of redundancy can issue.
Employers proposing collective redundancies must also notify the Minister for Enterprise, Tourism and Employment at least 30 days before the first dismissal takes effect.
Collective redundancies arise where, during any period of 30 consecutive days, the employees being made redundant are: 5 employees where 21-49 are employed; 10 employees where 50-99 are employed; 10% of the employees where 100-299 are employed; 30 employees where 300 or more are employed.
Where redundancies occur which fall below collective redundancy thresholds, employers are still legally obliged to conduct the redundancy process fairly and to use reasonable selection criteria in selecting employees for redundancy. In accordance with the principles of fair procedures and natural justice, any such process should normally include a consultation with potentially affected employees.
If an employee believes their employer has failed to comply with collective redundancy rules or they believe their employment rights have been breached, they can make a complaint to the Workplace Relations Commission (WRC). For most employment rights issues, complaints to the WRC must be made within 6 months of the date of the alleged breach. The WRC can extend this time period to 12 months if the employee can demonstrate reasonable cause.
533. Deputy Brian Brennan asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in the Wicklow Wexford constituency in each of the past five years, in tabular form; and if she will make a statement on the matter. [33961/26]
Amharc ar fhreagraSince 2020, the Department of Education has provided over €100 million in capital funding for Wicklow-Wexford Constituency . Over this period, a total of 37 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 10 school projects in Wicklow-Wexford under construction.
This summer, 5 schools are approved to undergo works as part of the Climate Action Summer Works Scheme. In addition to this, 9 special classes are sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at (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.
534. Deputy Mark Ward asked the Minister for Education and Youth the way in which her Department will ensure access to structured, evidence-based literacy instruction in all mainstream classrooms for children with dyslexia; and if she will make a statement on the matter. [33970/26]
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.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
The functions of the NCSE include planning and coordinating the provision of education and support services to children and young people with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs.
In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs. The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia. Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local SENO for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
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 achieve their full potential.
535. Deputy Mark Ward asked the Minister for Education and Youth the way in which her Department intends to address gaps in initial teacher education and mandatory training in dyslexia and structured literacy for children with dyslexia; and if she will make a statement on the matter. [33971/26]
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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
A range of options are available to teachers and special needs assistants (SNAs) in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. Other options include short, flexible on-line opportunities and funding for placement on graduate and post-graduate programmes. The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
A host of skills and teaching approaches are required every day by teachers in their classrooms. The NCSE support service is vital in this regard to ensuring teachers have the training needed to support all students to ensure no matter where a child is enrolled, they are supported and provided the opportunity to reach their full potential. It is open to any school who feels it has a training need to contact the NCSE and arrange training.
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 achieve their full potential.
536. Deputy Mark Ward asked the Minister for Education and Youth the reason guidance continues to delay identification, contrary to international research for children with dyslexia; whether this will be reviewed; the specific measures that will ensure that inclusion is meaningful, rather than nominal; and if she will make a statement on the matter. [33972/26]
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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
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 achieve their full potential.
537. Deputy Séamus McGrath asked the Minister for Education and Youth for an update on the proposed building extension for a school (details supplied). [33985/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my Department's pipeline of projects under the Additional School Accommodation (ASA) scheme. The project will provide one multimedia room, one textiles room, one graphics room, one construction studies room, one technology preparation room, one project store and one science lab and preparation area. The inclusion of a PE Hall or GP/Dining Hall depends on site feasibility, constraints and input from the Local Authority and Heritage Officer. This project has been devolved to Cork Education and Training Board (CETB) for delivery.
The Stage 1 (early design) report outlining the proposed design and costings was submitted to my Department in July 2025. This is currently under review from both a technical and cost perspective. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program. Once the review is completed, the outcome will be communicated to Cork Education and Training Board. Cork Education and Training Board will continue to engage directly with the school authorities to keep them fully informed of progress.
My department is committed to ensuring appropriate accommodation is available for all school pupils and will, in the wider context outlined, ensure that each school project on the school building programme is subject to the due diligence required under the Public Infrastructure Guidelines.
As the deputy is aware my Department 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.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
538. Deputy Niamh Smyth asked the Minister for Education and Youth to review correspondence (details supplied); and if she can provide an update on this application. [33987/26]
Amharc ar fhreagraI can confirm that the department is in receipt of an application from the school in question under the additional school accommodation scheme (ASA) for the replacement of an existing prefab.
As you will be aware, the department published in January 2026 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. While primary enrolments have been in decline nationally for many years and this trend is set to continue, the NDP Plan will seek to optimise outputs from the capital allocation, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs. A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects.
This school’s application is under consideration, and the school will be contacted directly by the department as soon as a decision has been made.
539. Deputy John Brady asked the Minister for Education and Youth to provide an update on the process for contractors receiving payment from Bus Éireann and the practice of withholding payments from contractors, citing alleged delays or administrative failures on the part of schools for school transport; and if she will make a statement on the matter. [34007/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The scheme is operated using a mix of Bus Éireann owned vehicles and drivers, and private contractors who operate the scheme.
As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by private contractors under the School Transport Scheme.
Bus Éireann advise, as part of the payment process, school authorities are required to sign the relevant school transport contractors' invoice on a periodic basis. This signed invoice is submitted by school transport contractors to the relevant Local Office for payment. Payment is processed in line the terms and conditions as set out in the contractor's Bus Éireann school transport contract.
If the Deputy has a query regarding a specific case, officials in the School Transport Section in my Department would be happy to follow up with Bus Éireann if he can provide the details.
540. Deputy Ryan O'Meara asked the Minister for Education and Youth for an update on a school building project (details supplied) that is part of a school amalgamation of three secondary schools; and if she will make a statement on the matter. [34047/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will deliver a new 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.
As part of planning ahead, 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.
As part of this forward planning, projects to be included as part of Phase 2 ADAPT 4 Programme are currently being assessed by department officials. Upon completion of this process, procurement of the IPT's (Integrated Project Teams) may progress.
The ADAPT 4 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.
Integrated Project Teams (IPT's) consist of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
As the Deputy will be aware, earlier this year I 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.
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 referred to above, 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 St Setons Secondary School will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
541. Deputy Grace Boland asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Fingal in each of the past five years, in tabular form; and if she will make a statement on the matter. [34053/26]
Amharc ar fhreagraSince 2020, the Department of Education has provided over €218 million in capital funding for Fingal schools. Over this period, a total of 35 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 9 school projects in Fingal under construction.
One further school project will go to tender or construction in 2026 or 2027, and this summer, 7 schools are approved to undergo works as part of the Climate Action Summer Works Scheme. In addition to this 12 special classes are sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at (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.
542. Deputy Ken O'Flynn asked the Minister for Education and Youth to confirm whether the designated email account (details supplied) remains active and monitored; and if she will make a statement on the matter. [34070/26]
Amharc ar fhreagra543. Deputy Ken O'Flynn asked the Minister for Education and Youth the average response time for correspondence received through the designated email account (details supplied) in 2024, 2025 and to date in 2026. [34071/26]
Amharc ar fhreagra544. Deputy Ken O'Flynn asked the Minister for Education and Youth whether an automatic acknowledgement is issued for emails sent to the designated email account (details supplied); and if not, the reason. [34073/26]
Amharc ar fhreagra545. Deputy Ken O'Flynn asked the Minister for Education and Youth whether she accepts that failure to respond to queries from Oireachtas members through the designated email account (details supplied) obstructs constituency casework and delays supports for children with additional needs; and the measures being taken to improve response times. [34074/26]
Amharc ar fhreagra557. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of emails received through the designated email account (details supplied) in 2024, 2025 and to date in 2026 that remained unanswered after ten working days and after 20 working days. [34196/26]
Amharc ar fhreagra558. Deputy Ken O'Flynn asked the Minister for Education and Youth whether she accepts that failure to respond to queries from Oireachtas members through the designated email account (details supplied) obstructs constituency casework and delays access to supports for children with additional needs; and the measures being taken to improve response times. [34198/26]
Amharc ar fhreagraI propose to take Questions Nos. 542, 543, 544, 545, 557 and 558 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 the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
The NCSE Customer Charter is available on its website at, www.ncse.ie/ncse/publications/customer-charter/
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 achieve their full potential.
