Tuesday, 12 May 2026

Cross-Border Co-operation

Ceisteanna (185)

Rose Conway-Walsh

Ceist:

185. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the delays with having qualifications recognised and validated by the relevant authority for the purpose of taking up employment in the State that are currently being experienced by individuals who hold third-level degrees from the North of Ireland; the steps his Department is taking to address any such delays; and if he will make a statement on the matter. [34801/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

Where a profession is regulated in Ireland, to enter this profession an individual's qualifications need to be assessed and recognised before they can register with the relevant authority.

EU citizens can have their professional qualifications obtained in one EU country recognised in other EU countries. Provisions for this are made under https://ec.europa.eu/growth/single-market/services/free-movement-professionals/policy/legislation/for Mutual Recognition of Professional Qualifications.

While this overall formal framework no longer applies, as Northern Ireland is no longer part of the European Union, The Common Travel Area (CTA) provides citizens with many rights including the right to work. In the context of accessing employment in a regulated profession the recognition of professional qualifications is an underpinning requirement. My officials along with representative from the Regulated Professional Policy unit in the Department of Business and Trade, which has responsibility for the recognition of qualifications obtained in Northern Ireland, meet regularly and this provides a forum to raise issues related to recognition of professional qualifications. My officials advise that there have been no issues raised through this mechanism.

There is extensive experience within the various competent authorities who, in consultation with my department and other Government Departments, have developed revised pathways for recognition for applicants with professional qualifications obtained in Northern Ireland and other parts of the UK. Competent authorities provide details on recognition routes on their websites that cover qualifications obtained in Northern Ireland.

Where an issue arises the first point of contact should be to the competent authority with responsibility for regulation of that profession. They can provide detail on the appropriate pathway to follow and answer any queries that an applicant may have.

My department is in regular contact with competent authorities, both through structured and informal meetings and report that no issues related to qualification recognition for applicants presenting qualifications from Northern Ireland have emerged through these engagements.

In the event that an applicant has concerns about any aspect of the recognition process they can use the regulatory complaints procedure available to raise these concerns.

Irish Language

Ceisteanna (186)

John Connolly

Ceist:

186. Deputy John Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the role his Department is playing in ensuring we meet the objective of 20% of recruits to the public sector being competent in Irish by 2030, as set out in the Official Languages (Amendment) Act 2021. [34709/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

My Department recognises the important role of the tertiary education sector in supporting the Government’s target that 20% of recruits to the public sector be competent in Irish by 2030, as set out in the Official Languages (Amendment) Act 2021 and reflected in the National Plan for Irish Language Public Services.

My Department is an active player in this space, and the work of the higher education sector is important in the development of a workforce with the language skills required to meet the 20% competency target.

The Higher Education Authority Act 2022 places a statutory obligation on the HEA to support higher education institutions to teach, promote and use the Irish language. My Department supports higher education institutions, via the HEA, through both core funding and specific funding streams for Irish language initiatives. This includes almost €1.8 million allocated in 2024 and 2025 to Acadamh na hOllscolaíochta Gaeilge at the University of Galway, as well as the HEA’s annual allocation of €900,000 aimed at supporting a greater use of the Irish language among students and staff of universities and smaller colleges.

My Department is also working to ensure learners have access to relevant professional Irish courses. Key initiatives include the new public sector apprenticeship Irish stream, micro-credentials, and FET qualifications in professional Irish.

In addition, my Department is undertaking a range of new actions to further progress this work, namely: working with the Department of Education and Youth to examine the transition of students from Irish-language post-primary to tertiary level; undertaking research to better understand existing and future demand for Irish medium education at tertiary level, which is due to report in 2027; fourth, prioritising Irish-medium courses in the assessment of expressions of interest processes for areas of skills need; and fifth, having regard to the sustainability and use of Irish in the forthcoming national tertiary strategy.

The Deputy may be aware that the current expression of interest process seeking proposals from higher education institutions to build training capacity for health and social care professionals will prioritise proposals for provision through the medium of Irish.

Finally, work to establish a sectoral working group with the Department of Rural and Community Development and the Gaeltacht under Action 4.3.3 of the Action Plan for Irish Language Public Services 2026–2028 is well underway. The purpose of the group is to consider how the full range of tertiary education provision across higher education, further education and training, apprenticeship, upskilling, reskilling and lifelong learning can support the delivery of the National Plan for Irish Language Public Services, and in particular targets relating to increasing public sector competence in Irish. Any further policy interventions from my Department will be based upon the outcomes of this work.

Further and Higher Education

Ceisteanna (187)

Ruairí Ó Murchú

Ceist:

187. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on the creation of a loan scheme for healthcare students that would see their debts written off if they choose to stay working in Ireland after graduation; and if he will make a statement on the matter. [34601/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

I recognise the significant financial pressures facing students pursuing healthcare programmes, particularly those undertaking Graduate Entry Medicine, and I am very conscious of the importance of ensuring that cost is not a barrier to accessing or completing medical education.

The Programme for Government includes a clear commitment to improving the affordability of Graduate Entry Medicine. In that context, my Department is working closely with the Department of Health to examine a range of potential support and incentive models, including financial supports that could also contribute to the retention of graduates within the Irish public health system. This work is being progressed at cross-Government level, reflecting both affordability considerations and wider workforce planning priorities.

While no decision on a preferred option has been taken at this stage, my officials along with colleagues across government are actively examining different approaches, including the potential role of loan-type or incentive-based supports and how these might, if pursued, align with service and retention objectives following graduation. Any proposal involving loans, including the possibility of debt write-off linked to service in Ireland, would require careful policy design, detailed consideration of fairness and sustainability, and Government and budgetary approval.

It is also important to note that substantial State support for Graduate Entry Medicine is already in place. The Exchequer part-subsidies tuition fees for all Graduate Entry Medicine places across institutions. Recent Budget measures have significantly enhanced this support, increasing the per-student subsidy from €11,950 in 2021/22 to €16,930 for all graduate entrants from 2026. This represents approximately €13 million in annual public funding and significantly reduces the costs faced by students, with remaining fee levels set by autonomous higher education institutions.

In addition, Graduate Entry Medicine students may access a range of existing supports where eligible, including the Student Assistance Fund for students experiencing financial hardship, National Access Plan bursaries, tax relief on tuition fees and rent, supports available through the Fund for Students with Disabilities, and the 1916 Bursary for eligible students progressing to postgraduate study.

This work on affordability complements a wider programme of reform and investment in medical education, including the expansion of medical training capacity, to strengthen the domestic supply of doctors, reduce reliance on international recruitment, and support the long-term sustainability of the Irish health workforce.

This issue remains an active priority for my Department. The examination of potential future supports, including whether financial measures could be linked to service in the Irish public health system, is ongoing, and any proposals emerging from this work will be brought to Government for consideration in due course.

Teacher Training

Ceisteanna (188)

Maeve O'Connell

Ceist:

188. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is considering initiatives to support and encourage hybrid teaching models in tertiary education to better equip students with the increasing prevalence of remote work in the workplace. [34832/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

Our tertiary education system provides a dynamic range of education and training models designed to meet the needs of diverse learners, as well as the wider needs of society and the economy.

In recent years, my department and I have been working to meet the growing demand for flexible approaches to teaching and learning, including part-time, online and hybrid programmes and pathways. We recognise the important role that these learning models can play in widening participation, enhancing flexibility for learners, and preparing graduates with the skills required for modern workplaces, including those where remote and hybrid working arrangements are increasingly embedded.

In higher education, the development and delivery of programmes – including decisions relating to in-person, blended and hybrid models – are matters in the first instance for individual higher education institutions, having regard to their academic autonomy, the needs of students, and quality assurance requirements.

However, my department has implemented a range of initiatives, in collaboration with the higher education sector, to support flexible learning. These include the extension of SUSI supports to cover fees for specified part-time undergraduate degree programmes, many of which incorporate online or hybrid delivery. In addition, over 90% of Springboard+ courses are delivered through flexible learning models, including fully online and blended formats.

Through the National Forum for the Enhancement of Teaching and Learning, the HEA supports sector-wide improvement, including in professional development and digital transformation. Since 2022, €23.8 million has been allocated under the Strategic Alignment of Teaching and Learning Enhancement (SATLE) Fund to support institutional initiatives in priority areas such as digital transformation, academic integrity and education for sustainable development, including the advancement of digitally supported and innovative teaching practices.

Quality and Qualifications Ireland (QQI) has also strengthened its framework for flexible learning through updated statutory guidelines covering blended and fully online provision. These guidelines support a consistent, high-quality learner experience, while allowing providers flexibility to determine the appropriate balance of online and in-person delivery and requiring clear communication of delivery modes to learners.

Flexible and hybrid delivery is also a significant part of Further Education and Training (FET). SOLAS supports this through a range of initiatives across the Education and Training Boards (ETBs), including the use of Moodle as a core virtual learning platform, with over 120 sites in operation. Quality assurance is underpinned by QQI guidelines and established validation processes, while Digital Learning Standards – developed in collaboration with sector stakeholders – are being embedded under the current FET strategy to ensure consistency and quality. SOLAS also funds eCollege, providing a wide range of fully online courses.

It is important to note, however, that remote and hybrid learning cannot fully substitute for in-person engagement in all cases. Many learners rely on face-to-face teaching, access to specialist facilities, and the wider supports available on campus. Ensuring an appropriate balance between in-person and flexible provision, while maintaining high-quality physical infrastructure, therefore remains a key priority in order to support inclusive access and strong learner outcomes.

Third Level Fees

Ceisteanna (189)

Pa Daly

Ceist:

189. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science if he has plans to reduce third level contribution fees over the course of this Government; to outline his plans for delivery; and if he will make a statement on the matter. [34855/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

The Programme for Government contains several commitments which are intended to reduce the financial burden on students and families. One of these commitments is to reduce the Student Contribution Fee over the lifetime of the Government in a financially sustainable manner.

In my first budget as Minister for Higher Education, I have delivered on this commitment. I have reduced the student contribution by €500, and I have done so in a manner that is financially sustainable. This flat rate reduction has reduced the student contribution fee from €3,000 to €2,500; the first permanent reduction since the Free Fees Initiative was introduced in 1995.

In considering the student contribution it is important to also note that tens of thousands of students have their student contribution paid in full or part by SUSI, with over 65,000 students receiving supports last year.

As part of Budget 2027 I will consider options to make further improvements to student supports, such as the student contribution, SUSI grants, student assistance fund, mental health and disability supports, apprenticeship funding and many other areas.

In looking at future options to improve the student support framework, I must have regard to the Government’s overall expenditure management and budgetary policy. Whilst the recent Government decision to levy Departments to cover expenditure pressures in the Department of Education may limit the options available to me in this year’s budget, it won't diminish my resolve to deliver for students and their families.

While I cannot confirm specific items that will be included in Budget 2027 or subsequent budgets, I can assure the Deputy that options to reduce the cost of education for students and their families, will remain a primary objective for me.

Further and Higher Education

Ceisteanna (190)

Edward Timmins

Ceist:

190. Deputy Edward Timmins asked the Minister for Further and Higher Education, Research, Innovation and Science the initiatives being taken to incentivise Irish graduates to remain or return to Ireland, particularly in the medical and engineering professions; and if he will make a statement on the matter. [34856/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

The Programme for Government recognises the importance of retaining Irish graduates and supporting those who wish to return home, particularly in professions that are critical to Ireland’s social and economic development, including medicine and engineering.

In the area of medicine, the Programme for Government includes a clear commitment to progress tuition fee supports for students on Graduate Entry Medicine (GEM) programmes. I have tasked my officials with advancing this work, and they are actively engaging across Departments in this regard. Senior officials from my Department and the Department of Health met last week to advance consideration of potential supports for medicine students, including those undertaking GEM programmes. This engagement reflects a shared willingness to collaborate in identifying fair, sustainable and implementable approaches across the higher education and health systems.

It is important to note that the State already provides substantial support for Graduate Entry Medicine. Tuition fees are significantly subsidised through Exchequer funding of over €16,000 per student per year, with total annual investment of approximately €13 million. Nevertheless, I recognise the significant financial pressures faced by students undertaking these programmes. In line with the Programme for Government, current work is focused on improving affordability while also supporting the retention of medical graduates within the Irish public health system, informed by workforce planning needs.

Alongside affordability measures, Government is also delivering a major expansion of medical education capacity as part of long-term workforce planning, including new programmes and additional places designed to strengthen domestic supply and reduce reliance on international recruitment.

With regard to engineering and construction-related professions, Ireland faces significant skills demand. Between now and 2030, Ireland will require between 69,000 and 79,000 additional construction sector workers to meet ambitious targets for residential construction and retrofitting alone. While my Department does not provide direct financial incentives for engineering or construction graduates to remain in or return to Ireland, it is leading a targeted communications campaign, Build Back Home, aimed at encouraging Irish construction workers currently abroad who are considering returning home.

The campaign was developed following feedback from Irish construction workers overseas, which identified a perception that skills and experience gained abroad may not be fully valued on return. Build Back Home seeks to address this by dispelling common misconceptions about moving home and by reassuring workers that experience gained internationally is valued and recognised in Ireland. The overall aim is to accelerate decision-making among those already considering a return.

I will continue to work with colleagues across Government to support initiatives that respond to workforce needs and that encourage Irish graduates and skilled professionals to build their careers in Ireland.

Artificial Intelligence

Ceisteanna (191)

Eoghan Kenny

Ceist:

191. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had with further and higher education institutions on the impact of AI on further and higher education; and if he will make a statement on the matter. [34348/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

The adoption of AI is one of the largest structural forces that is shaping our country. We need to ensure that noone is left behind. This ambition underpins the Digital Ireland – Connecting our People, Securing our Future" the Government’s strategy. It echoes the recommendations of the National Skills Council and what I heard at the first of a series of Skills Roundtable discussions – a national programme of high-level engagements focused on ensuring Ireland has the right skills for a rapidly changing economy.

The acquisition of AI literacy by learners in education and learners in the workplace is one my priorities. To this effect, I have launched an upskilling platform AIready.ie. and a set of micro-qualifications related to AI available, for free, in the country’s 16 ETBs. In response to the new competency requirements for those in education, many programmes and courses are being revised.

To guide the responsible, values-based adoption of generative artificial intelligence in Irish higher education, the HEA leads on policy development on the use of generative AI with regards to teaching and learning in higher education settings. Earlier in the year, it published Generative AI in Higher Education Teaching & Learning: Policy Framework to provide guidance and promote the development of AI literacy for both students and staff.

Quality and Qualifications Ireland established the National Academic Integrity Network (NAIN) in 2019 as a peer-led initiative that produced Academic Integrity Guidelines and Generative AI Guidelines for Educators. These resources help institutions, staff, and learners understand AI’s capabilities and limits, promote ethical use, and support students in developing independent knowledge, self-awareness, and practices that uphold academic integrity.

Education and Training Provision

Ceisteanna (192)

Grace Boland

Ceist:

192. Deputy Grace Boland asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on the current status of the proposed Swords College of the Future; the progress that has been made since the project received Government approval to proceed; and if he will make a statement on the matter. [34691/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

Dublin and Dún Laoghaire ETB (DDLETB) are currently being supported by SOLAS in developing their Preliminary Business Case (PBC) for their proposal under the FET College Major Capital Programme. The proposal put forward by DDLETB is expected to encompass the transformation of FET provision in the area by developing a state-of-the-art further education campus to drive economic growth and social development.

In parallel to this work, DDLETB is also progressing work on a preferred site option for the location of this new FET College. Following a robust evaluation of a number of sites, a preferred site option was identified in Swords. The site preference for this new college is Swords due to its population base and future growth projections. DDLETB is currently undertaking the relevant legal and site due diligence for its preferred site which is a key requirement to the progression of all property acquisition, this work remains ongoing.

SOLAS and my department will endeavour to continue to support DDLETB in progressing this major capital project which will deliver key FET infrastructure to meet the needs of learners and teachers in Fingal and surrounding areas.

Further and Higher Education

Ceisteanna (193)

Pádraig O'Sullivan

Ceist:

193. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the measures he is taking to align higher education course provision in Cork with the needs of the IDA and Enterprise Ireland-backed employers located in the Cork region; and if he will make a statement on the matter. [34331/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

My Department is working to ensure that higher education course provision in Cork continues to respond to the needs of employers in the region, including IDA Ireland and Enterprise Ireland-backed employers.

My Department supports a network of nine Regional Skills Fora nationwide to help employers to address their skills needs. The Regional Skills Fora are a key component of the national skills infrastructure and are responsible for identifying, interrogating and validating skills needs at local level, ensuring that employers are sign-posted to the most appropriate skills solution.

The South West Regional Skills Forum plays a key role in facilitating structured partnerships between education providers and enterprise, ensuring that local education provision is as closely aligned as possible with evolving enterprise skills needs, including STEM-related fields. Enterprise Ireland and IDA Ireland are members of the South West Regional Skills Forum and can raise any additional requirements through the Forum to support targeted developments, in addition to their ongoing and strong partnerships with University College Cork, Munster Technological University and the Education and Training Boards.

Springboard+ remains responsive to labour market needs by delivering flexible, blended learning across multiple regions, including Cork. The delivery of Springboard+ courses is closely aligned with identified skills gaps through targeted, flexible, and industry informed provision. Local industry were engaged with higher education providers in the development of programmes funded under Springboard+ 2026. Over the next 2–5 years, ongoing collaboration with key agency stakeholders will continue to inform the development of higher education course provision, drawing on their advisory role on labour market needs.

Taighde Éireann - Research Ireland is vital in strategically developing and supporting talent, empowering collaborations that transfer the benefit of public investment in academic research and innovation to industry, government and wider society. Its Centres for Research Training nurture and develop highest-level skills across the country in areas of strategic importance including AI, data science, genomics, machine learning, digitally enhanced reality and advanced networks for sustainable societies. University College Cork and Munster Technological University both participate in the ADVANCE Centre for Research Training in Advanced Networks for Sustainable Societies, and University College Cork hosts the Centre for Research Training in Artificial Intelligence.

In 2025, I launched the Accelerating Research to Commercialisation, or ARC, Hub Programme, a multi-annual investment programme to fast-track the commercial potential of scientific research across Ireland. UCC and MTU are each participating in a number of significant collaborations under the ARC Hub Programme. The Research Ireland Centres Programme also underpins national priorities in health, sustainability, digital technologies, and advanced manufacturing, while deepening partnerships with industry and supporting Ireland’s enterprise base.

Tyndall National Institute, based at University College Cork, is Ireland’s leading centre for semiconductors, microelectronics, and photonics, and its work is central to Ireland’s Silicon Island semiconductor strategy. Working closely with industry and enterprise partners in the region, Tyndall creates a steady flow of highly skilled graduates with industry-informed training, practical experience, and exposure to standards and systems in high-value sectors, supporting Cork as a globally competitive innovation hub.

The National Maritime College of Ireland, a constituent college of Munster Technological University, also offers a range of relevant courses for the offshore wind industry, including offshore safety training, and academic programmes in marine engineering, supply chain, and logistics. The NMCI serves as a key partner in Workstream 8 - Skills and Workforce Planning of the cross-government Offshore Wind Energy Programme and advises on skills and workforce requirements. It also offers the Marine Bridging Certification Programme along with Skillnet Ireland, Green Tech Skillnet, and Bord Iascaigh Mhara, to support the fishing and maritime workforce to reskill and transition into new opportunities including in the offshore wind energy sector.

My Department will continue to work with higher education institutions, the Regional Skills Fora, enterprise agencies and other stakeholders to support provision that is aligned with the skills needs of the Cork region.

Student Accommodation

Ceisteanna (194)

Donna McGettigan

Ceist:

194. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the level of consultation that took place with student unions before the announcement of the Student Accommodation Strategy; if any of their specific requests were included in the Strategy; and if he will make a statement on the matter. [34730/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

I engaged extensively with student representatives & other stakeholders in advance of publishing the National Student Accommodation Strategy in March 2026.

I met with AMLÉ on the 17th of June 2025, and then with a further fifteen student union representatives between the 23rd of June, and the 9th and 10th of September.

I meet student representatives on a regular basis, including recently, to discuss student accommodation and related matters and I am due to meet with AMLÉ again this month.

In addition, officials from my Department met student union representatives on the 27th of August as part of a broader programme of engagement on the emerging strategy.

Importantly, students weren’t just consulted at a high level, they were directly involved in a structured stakeholder process that helped shape the standardised design for State-supported student accommodation. That process brought together students, higher education institutions and industry to ensure that what we’re delivering is practical, inclusive and grounded in real-world experience.

In addition the Higher Education Authority, in conjunction with my department undertook student surveys in both 2023 and 2024 that directly informed the developing strategy. There were 14,230 student responses in 2024 and 22,801 in 202

A key pillar of the Strategy is to improve affordability for students, and we’re taking a balanced and sustainable approach to achieve that. On one hand, we’re improving the viability of delivering new accommodation through standardised, efficient design, helping to reduce costs and enable delivery at scale. On the other, students are assisted directly through financial supports.

By decoupling delivery and affordability, we are putting in place a model that increases supply and directly assists students with costs.

Third Level Fees

Ceisteanna (195)

Louis O'Hara

Ceist:

195. Deputy Louis O'Hara asked the Minister for Further and Higher Education, Research, Innovation and Science if he will reduce college fees for the next academic year; and if he will make a statement on the matter. [34711/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

The Programme for Government contains several commitments which are intended to reduce the financial burden on students and families. One of these commitments is to reduce the Student Contribution Fee over the lifetime of the Government in a financially sustainable manner.

In my first budget as Minister for Higher Education, I have delivered on this commitment. I have reduced the student contribution by €500, and I have done so in a manner that is financially sustainable. This flat rate reduction has reduced the student contribution fee from €3,000 to €2,500; the first permanent reduction since the Free Fees Initiative was introduced in 1995.

In considering the student contribution it is important to also note that tens of thousands of students have their student contribution paid in full or part by SUSI, with over 65,000 students receiving supports last year.

As part of Budget 2027 I will consider options to make further improvements to student supports such as the student contribution, SUSI grants, student assistance fund, mental health and disability supports, apprenticeship funding and many other areas.

In looking at future options to improve the student support framework, I must have regard to the Government’s overall expenditure management and budgetary policy. Whilst the recent Government decision to levy Departments to cover expenditure pressures in the Department of Education may limit the options available to me in this year’s budget, it won't diminish my resolve to deliver for students and their families.

While I cannot confirm specific items that will be included in Budget 2027 or subsequent budgets, I can assure the Deputy that options to reduce the cost of education for students and their families, will remain a primary objective for me.

Education and Training Provision

Ceisteanna (196)

Peter 'Chap' Cleere

Ceist:

196. Deputy Peter 'Chap' Cleere asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on the progress in developing the new further education and training campus in Kilkenny; the expected completion date of the new campus; when the first intake of students will be; and if he will make a statement on the matter. [34805/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

Significant capital investment was secured under the National Development Plan for the FET College Major Capital Programme which is a key commitment in the Programme for Government.

Twelve of the ETBs are progressing projects under the programme, including Kilkenny and Carlow ETB which was successful in moving forward to the next stage of development, the Pre-tender - Project Design, Planning, and Procurement Strategy Stage.

KCETB’s proposal is to construct a new integrated Further Education and Training College on their newly acquired site at Joinersfolly to the south of Kilkenny City. The new flagship campus will bring all city provision together in one location, serving thousands of additional learners.

At the beginning of the year, officials from my department met with all 12 Chief Executives who have projects under this programme. At that meeting, ETBs were advised that they need to prioritise these projects, ensuring that sufficient resources are allocated within their ETBs to support delivery.

This year we will see the appointment of design teams for those ETBs that are ready to proceed, thereby maintaining momentum and supporting the timely delivery of the programme. An integrated design team framework has just been advertised to suppliers in April and will be ready for ETBs to draw down services from later this year.

This programme supports my commitment to investing in people by broadening choices for young people, helping adults acquire new skills, and improving access to education and opportunity across Kilkenny and beyond.

Third Level Costs

Ceisteanna (197)

Conor D. McGuinness

Ceist:

197. Deputy Conor D. McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science if he acknowledges the economic difficulties facing-third level students and their families; and the actions he will take to lessen the burden on them in the coming academic year. [34733/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

I am conscious of reducing the cost of education for students and have consistently outlined my commitment to improving student supports in a way that is equitable, funded and fair, and provides certainty for families.

That is why I prioritised funding for students in Budget 2026 and introduced real and permanent changes that support students from all backgrounds and help reduce the cost of education.

I increased all non-adjacent maintenance grant rates under the Student Grant Scheme administered by SUSI by at least €200 effective from September 2026 with a pro-rata benefit for students this academic year. This measure will ease the financial burden on students and will benefit approximately 30,000 PLC, Undergraduate and Postgraduate Students whose normal residence is 30 kilometres or more from their institution who may have to pay rent or higher transport costs.

In addition, I reduced the Student Contribution Charge for free fees eligible students permanently by €500, supporting around 108,000 undergraduate students. I have also increased the Postgraduate Contribution Grant by €500 from €4,000 to €4,500 for eligible students.

I have also increased the income threshold for the €500 student contribution from €115,000 to €120,000, effective from September 2026. Combined with the permanent fee reduction, this means that eligible undergraduate students whose households earning are under €120,000 will pay no more than €2,000 towards the student contribution charge in the 2026/27 academic year.

I provided €19.3 million for the Student Assistance Fund which is more than a quarter of a million euro up on the previous year. It is available to all students who have an emergency financial need and supports approximately 22,000 students each year.

The Student Accommodation Strategy, which was launched in March, sets out Ireland’s national policy to support access to appropriate housing for students. Under this Strategy, I am committed to further expanding and enhancing supports that directly address the affordability pressures facing students, especially for those who need it most.

I will be advocating in the Estimates process to further strengthen supports for learners and families with the resources available.

Student Accommodation

Ceisteanna (198)

Eoghan Kenny

Ceist:

198. Deputy Eoghan Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update as of May 2026 on the National Student Accommodation Strategy 2026-2035; and if he will make a statement on the matter. [34347/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

Since the National Student Accommodation Strategy 2026-2035 was approved by Government and published on the 24th March my Department has been focused on activation.

The existing Technological University focused programme has been expanded to include other publicly funded universities.

• Phase One is now underway in respect of Cork, Dublin and Galway. Its work is being guided by advisory board nominees from participating universities.

• The programme consists of both market facing and university facing elements. Market facing work is being supported by the National Development Finance Agency.

• New Era and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation are assisting my department establish the parameters of potential nominations agreements for technological universities.

• The HEA is working with our universities on detailed site assessments for potential on-campus development of PBSA and has received initial site plans for Phase One technological university proposals.

This programme will continue on an agile and iterative basis to achieve a mix of viable projects that meet the needs of stakeholders.

Research has been commissioned in respect of rent-a-room/digs accommodation which will inform the expansion of this important source of supply.

Each Higher Education Institution is required to prepare its own student accommodation strategy aligned with the national Strategy, and to report annually on progress and outcomes. Higher Education Institution’s will also establish dedicated accommodation functions, supported by the Department.

In respect of affordability the Strategy targets an increase in direct support for students. Funding secured in Budget 2026 will see non adjacent SUSI maintenance grants increase by €200-€430 from September 2026 with students this academic year seeing a pro-rata increase.

In broader terms I am pleased that commencement notices have issued for 2,935 student beds currently under construction nationwide, including 493 beds at UCD funded under the Departments Short Term Activation Programme. This demonstrates the impact of measures referenced in the strategy, including reforms to rent regulation and VAT reductions.

The Department will carry out a formal review of implementation of the Strategy every three years to assess progress and update actions where required.

Domestic, Sexual and Gender-based Violence

Ceisteanna (199)

Paul Murphy

Ceist:

199. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he will take to combat sexual harassment and abuse in third level institutions; and if he will make a statement on the matter. [34806/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

No student or staff member should experience sexual violence or harassment at work or in a student's place of study, accommodation, or anywhere on campus. Everyone should be able to work and study in a safe, respectful and supportive environment. The safety and wellbeing of every student and staff member in higher education is a fundamental priority for the Government, for my Department, and for me personally.

The Programme for Government is very clear that tackling domestic, sexual and gender-based violence is a major national priority. I know that the Higher Education Authority has considerable expertise in this area and my Department provides key supports in the form of funding support and coordination on implementation. In that context, my Department works closely with the HEA and is supportive of their work, including the work of the HEA Centre of Excellence for Equality, Diversity and Inclusion, who work with higher education institutions across the sector to ensure that a culture of respect and safety is nurtured.

The HEA leads the sector’s response through the Ending Sexual Violence and Harassment Framework, which was introduced in 2019. That Framework sets out clear expectations for institutions in relation to campus culture, policies, reporting procedures, prevention initiatives, and supports for students and staff.

While higher education institutions are autonomous bodies, my Department and the HEA continue to engage extensively with them regarding policies and supports for students who have experienced sexual violence or harassment, including measures to support students in continuing their studies safely and appropriately.

Important initiatives supported by my Department include the Speak Out anonymous reporting tool, the Active* Consent programme, the Bystander Intervention initiative, and 16 dedicated Sexual Violence and Harassment Prevention and Response Manager posts across the sector.

In addition, the HEA is currently progressing a revised Framework following an expert review published in 2025, informed by extensive engagement with students, staff representatives, institutions and stakeholders across the sector.

Third Level Fees

Ceisteanna (200)

Donna McGettigan

Ceist:

200. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science to clarify if reductions made in student fees in previous budgets will remain in place for the next academic year; and if he will make a statement on the matter. [34729/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

The Programme for Government (PfG) addresses the cost of college in a balanced way by combining both universal and targeted measures. The PFG commits to incrementally reducing student contribution fees as well as increasing SUSI grants, providing additional supports for specific cohorts, as well as providing more pathways into and through higher education. The PfG explicitly states that this must be done in a financially sustainable manner.

In Budget 2026, I was pleased to introduce a permanent reduction of €500 in the Student Contribution charge. This flat rate reduction has reduced the rate from €3,000 to €2,500 with effect from the current academic year. This is the first permanent cut since free fees were introduced in 1995, and it has been fully implemented.

It has benefited around circa 108,000 undergraduate students and around 14,000 apprentices who have seen up to a 17% pro-rata reduction.

It is also important to say, because this is frequently forgotten in public discourse, that the State provides grants that covers all or part of the student contribution for eligible learners through SUSI. Last year over 44,000 students paid no student contribution whatsoever and over 21,000 received a partial grant.

As part of the Budget 2026 measures, I am also raising the SUSI income threshold to avail of a €500 grant from €115,000 to €120,000 for the next academic year. This will bring even more families into eligibility for this fee grant support. I have also increased the grant rates for those who have to travel further to college, which took effect in January, put additional funding into the Fund for Students with Disabilities, and increased student mental health funding.

The recent Government decision to levy Departments to cover expenditure pressures in the Department of Education and Youth may limit the options available for new measures in Budget 2027. Notwithstanding this, I will again pursue options that are equitable, funded, fair, and that build upon the permanent improvements that were made for the 2025/26 academic year. I will engage with students and stakeholders to identify what are the key measures that can be implemented to reduce the cost of education, including at the annual cost of education event which took place recently.

While I cannot confirm specific items that will be included in the next Budget, I can assure the Deputy that options to support students and reduce financial barriers will be a key consideration for me as part of Budget negotiations.

Public Transport

Ceisteanna (201)

Joe Neville

Ceist:

201. Deputy Joe Neville asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has engaged with the NTA to ensure that there is sufficient bus and train routes, and capacity for students who commute to college particularly at peak times; and if he will make a statement on the matter. [34850/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

The National Student Accommodation Strategy 2026-2035 which has been published has a focus on increasing accommodation supply on or near campus and supporting HEIs to reduce travel demand for students.

The Strategy aligns with wider transport demand management objectives and complements national mobility strategies by recognising the link between accommodation and commuting patterns. HEIs will use data-driven insights to assess student mobility and support efficient commuting, while participating in sustainable transport initiatives and promoting active and public transport options.

As part of the Strategy a pilot project will strengthen collaboration between HEIs, transport authorities and local bodies to improve commuting options and monitor outcomes. Commutes exceeding three hours in total are considered excessive and are reflected in demand planning for student accommodation.

My officials maintain active and ongoing engagement with the Department of Transport and the National Transport Authority (NTA) to ensure that the transport needs of the student population are central to national route planning and capacity reviews. While the primary responsibility for public transport infrastructure rests with the Minister for Transport, my Department provides critical data on student commuting patterns to enable peak-time demand be addressed.

Medical Research and Training

Ceisteanna (202)

Maeve O'Connell

Ceist:

202. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on the work of his Department in making graduate entry medicine courses more accessible; and if his Department is considering any new initiatives, schemes or bursaries to this end. [34831/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

I recognise the significant financial pressures facing students pursuing healthcare programmes, particularly those undertaking Graduate Entry Medicine, and I am very conscious of the importance of ensuring that cost is not a barrier to accessing or completing medical education.

The Programme for Government includes a clear commitment to improving the affordability of Graduate Entry Medicine. In that context, my Department is working closely with the Department of Health to examine a range of potential support and incentive models, including financial supports that could also contribute to the retention of graduates within the Irish public health system. This work is being progressed at cross-Government level, reflecting both affordability considerations and wider workforce planning priorities.

It is also important to note that substantial State support for Graduate Entry Medicine is already in place. The Exchequer part-subsidises tuition fees for all Graduate Entry Medicine places across institutions. Recent Budget measures have significantly enhanced this support, increasing the per-student subsidy from €11,950 in 2021/22 to €16,930 for all graduate entrants currently, in 2026. This represents approximately €13 million in annual public funding and significantly reduces the costs faced by students, with remaining fee levels set by autonomous higher education institutions.

In addition, Graduate Entry Medicine students may access a range of existing supports where eligible, including the Student Assistance Fund for students experiencing financial hardship, National Access Plan bursaries, tax relief on tuition fees and rent, supports available through the Fund for Students with Disabilities, and the 1916 Bursary for eligible students progressing to postgraduate study.

This work on affordability complements a wider programme of reform and investment in medical education, including the expansion of medical training capacity, to strengthen the domestic supply of doctors, reduce reliance on international recruitment, and support the long-term sustainability of the Irish health workforce.

This issue remains an active priority for my Department. The examination of potential future supports, including whether financial measures could be linked to service in the Irish public health system, is ongoing, and any proposals emerging from this work will be brought to Government for consideration in due course.

Student Accommodation

Ceisteanna (203)

Cathy Bennett

Ceist:

203. Deputy Cathy Bennett asked the Minister for Further and Higher Education, Research, Innovation and Science his proposals to ensure adequate provision of accommodation for students. [34825/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

Last month I published the National Student Accommodation Strategy 2026–2035 The Strategy is available on the government’s website and sets out a pathway to make higher education more accessible by addressing two critical challenges: accommodation supply and viability, and affordability.

Current projections indicate emerging demand for approximately 42,000 additional student accommodation beds over the next decade, underscoring the scale of the challenge and opportunity.

To address supply and viability, the Strategy sets out a balanced approach including:

• A commitment to long-term State-backed measures to activate supply, in partnership with the private sector.

• Support for the development of accommodation on public campuses and on private sites near campuses, subject to State Aid clearance.

• The development of a framework to support technological universities to enter nomination agreements with the private sector.

• Expansion of the Technological Sector Student Accommodation Programme to include traditional universities.

• Enhanced supply of student beds through promotion of Rent-a-Room accommodation.

Engagement has already taken place with the Technological Sector, with proposals to be progressed on a phased basis this year, beginning in major cities and expanding nationwide.

Viability is further supported through reduced VAT on apartment sales, including PBSA, and new rent reset rules providing a three-year protection window reflecting student circumstances.

Since 2017, 16,266 PBSA beds have been completed nationwide, bringing total stock to over 49,200. As of end April 2026, commencement notices had issued for 2,935 beds, with planning permission granted for a further 14,449 beds. Planning applications have been made for an additional 1,246 beds.

As of April 2026, over 4,700 Rent-a-Room student beds were advertised through higher education institutions nationwide.

Teacher Training

Ceisteanna (204)

Ruairí Ó Murchú

Ceist:

204. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science to provide details of the primary school teaching course now offered by the National Tertiary Office to include the number of places that will be available this year; the selection process for prospective students; the cost to students of the course; and if he will make a statement on the matter. [34600/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Further and Higher Education, Research, Innovation and Science

My Department and I have worked with the Minister for Education and Youth and her department, the National Tertiary Office, and education providers in the further and higher education sector to develop a tertiary pathway to Primary Initial Teacher Education. The objective is to provide a diversified pathway into primary teaching aimed at those who are under-represented in the profession.

Mary Immaculate College are offering 30 places on this programme in collaboration with Limerick Clare ETB and Tipperary ETB.

The tertiary degree will take the form of a 1+4 programme– an initial preparatory year primarily taught in a further education setting, followed by the existing four-year Bachelor of Education degree. Successful completion would therefore lead to an academic qualification approved by the Teaching Council.

In the first year in the ETB, there will be no fees. Students can avail of the SUSI maintenance grant while they are studying in the ETB. Once the students progress to the HEI they will be subject to the same fees as their peers on the traditional pathway. They can then avail of financial support such as the Free Fees Initiative, the SUSI fee and maintenance grants, the 1916 Bursary, and the Student Assistance Fund, subject to meeting eligibility criteria.

In order to achieve the aim of diversifying the teaching profession, and increasing access to higher education, it was decided that students will be prioritised for entry onto the programme if they are from socio-economically disadvantaged areas, were educationally disadvantaged (i.e. attended a DEIS school), or are from one of a number of priority access groups.

Applications can be made for this course from the NTO website until the 28th of May. Places will be allocated through the following process:

Applicants will have to provide evidence that they meet minimum entry requirements, and will be asked to write a personal statement.

Applications will be assessed to determine the shortlist for interview, which takes into account whether they meet the access criteria, their experience, their aptitude, and their passion for the teaching profession.

Applicants will then be interviewed by a panel including ETB and HEI providers who will score them based on a matrix.

Applicants who score the highest will be offered a place on the course.

Should an applicant not take this place, it will be offered to the next highest scoring applicant.

The launch of this course is a key achievement for my department and the Department of Education and Youth, and is an example of how alternative pathways can widen accessibility for high points, high demand courses.