Written Answers Nos. 241-263
241. Deputy John Lahart asked the Minister for Enterprise, Tourism and Employment the reason for the decision to require a money message for the Industrial Relations (Provision in Respect of Pension Entitlements of Retired Workers) Bill 2021; and if he will make a statement on the matter. [38498/26]
Amharc ar fhreagraRecently Government agreed that a money message not be issued in respect of the Industrial Relations (Provisions in Respect of Pension Entitlements of Retired Workers) Bill 2021 and that Government oppose the Private Members’ Bill by way of a "reasoned response". This reasoned response has since been shared by my Department with the Joint Oireachtas Committee on Enterprise, Tourism and Employment and to the sponsors of the Bill.
The purpose of the Industrial Relations (Provisions in Respect of Pension Entitlements of Retired Workers) Bill 2021 would be to amend and extend certain rights and protections to retired persons and representative associations in the context of industrial relations and trade disputes. Specifically, it proposes amendments to the Trade Union Acts 1871 to 1990, the Industrial Relations Acts 1946 to 2019, and the Pensions Act 1990. The Bill seeks to enhance the representation of retired workers in the administration of certain pension schemes and to address related matters.
Public Consultations were held by my Department on the Bill between March and April 2022. In assessing the Bill, the then Joint Committee on Enterprise, Trade and Employment undertook pre-Committee Stage detailed scrutiny, including a public session, and noted that the Department conducted extensive public consultations on the proposals arising from this Bill. My Department's position was clearly articulated in a comprehensive briefing submitted to the Committee following its public scrutiny session held on 25 January 2023. In that regard, Government does not support the Private Members’ Bill in its current form. The proposed amendments are considered to fundamentally undermine the core principles of industrial relations, which are inherently based on the relationship between workers and their employers. While the policy concerns raised by retired workers are acknowledged and understood, a detailed assessment has indicated that the Bill would give rise to significant legal, structural, operational and financial implications which Government cannot support. In particular, the proposals would have far-reaching consequences for the core architecture of the State’s industrial relations framework. In addition, the current legal structure provides adequate protection for retired workers, particularly concerning the potential reduction of benefits within funded defined benefit schemes. The measures outlined in the Bill could, moreover, severely undermine the existing dispute resolution bodies which are provided to retired workers to vindicate their rights including the Financial Services and Pensions Ombudsman. For the foregoing reasons, a Money Message would be required and Government has decided not to issue one and to oppose the Bill.
242. Deputy Joe Neville asked the Minister for Enterprise, Tourism and Employment if his Department will provide an update on when a refund will be provided in the case of a person (details supplied); and if he will make a statement on the matter. [38514/26]
Amharc ar fhreagraThe Employment Permits System is administered in accordance with the Employment Permits Act, which provides the statutory framework governing the processing of employment permit applications, including provisions relating to fees and refunds.
In the case referred to by the Deputy, the applicant was informed on 25 February 2026 that, where a fee had been paid, a refund of 90% of that fee could be requested via the Employment Permits Online System, following which the application would be closed.
I am informed by the Department that, to date, no request for a refund has been received through the prescribed portal from either the applicant or the prospective employer. Should such a request be submitted, it will be considered in accordance with the provisions of the legislation, including the granting of a 90% refund, where applicable.
243. Deputy Michael Cahill asked the Minister for Enterprise, Tourism and Employment to give consideration to the importance of tourism in County Kerry and especially Killarney town by reconsidering the short-term lets policy; to allow a waiver for the proprietors of short-term lets who are in business three years or longer in relation to the need to apply for planning permission to be allowed continue with their short-term lets livelihoods; and if he will make a statement on the matter. [38618/26]
Amharc ar fhreagraIn April of last year, I obtained Government approval for the General Scheme of the Short-Term Letting and Tourism (STLT) Bill. Once enacted, this Bill will provide a statutory framework for regulating the short-term letting (STL) sector, including the establishment of a national register. Fáilte Ireland will implement and mange this register which will come into effect from December 1 2026, with all operators having a legal obligation to register by 31 December 2026
The new Housing policy, proposed by the Minister for Housing, Local Government and Heritage, James Browne T.D., and also approved by Government on 15 April 2025, proposes to generally preclude new planning permissions for STL in cities and larger towns. Further to this, on 9 February last, the Cabinet Committee on Housing proposed to apply this to towns and cities with populations over 20,000 persons at the latest census.
This agreement provided that, following the introduction of the STL register
• Accommodation providers based in towns with a population of 20,000 or less at the last census based on the census town boundaries defined by CSO will have two years to meet planning compliance requirements.
• Accommodation providers based in towns with a population of more than 20,000 at the last census will need to confirm planning compliance on registration with no further lead-in period if they wish to register with Failte Ireland.
• In line with existing established rights, where it can be proven that a residential property has been operated by an STL provider for at least 7 years and no enforcement action has been taken by the planning authority, planning permission for retention may be sought.
• It will still be possible to sub-let an entire principal private residence on a short-term basis for a cumulative period of 90 days. Where the 90-day threshold is exceeded, planning permission for a change of use is required.
These policies are part of a broader Government strategy to tackle the housing shortage by ensuring that as many suitable properties as possible are available for long-term rental.
The Department of Housing, Local Government and Heritage will shortly publish a National Planning Statement under the Planning and Development Act 2024. This will provide a clear overall policy approach both at national and local authority level to enable planning authorities to determine planning applications for short-term lets across the country.
Failte Ireland estimates that approximately 34,020 STL properties were advertised online in the State in October 2025 based on screen-scraped data from four major booking platforms. Up to 64% were listed as entire houses or apartments. This represents a 26% increase from an estimated 26,960 units in October 2022. In Kerry around 3,910 STL units were listed in October 2025, of which, 70% were advertised as entire properties. This represents a 10.4% increase from an estimated 3,540 listed in October 2022.
Tourism is a vital part of the Irish economy and I fully recognise concerns about the impact on rural tourism and local economies of reducing STL availability. The approach agreed on 9 February will balance housing supply needs with the need to protect rural and regional tourism and jobs.
244. Deputy Jen Cummins asked the Minister for Education and Youth her plans to further fund the WALK PEER programme funding beyond 2026; and if she will make a statement on the matter. [38466/26]
Amharc ar fhreagraI wish to thank the Deputy for raising this matter.
The Dormant Accounts Funded Transitions programme is a collaboration between my Department and Walkinstown Association for People with an Intellectual Disability (WALK), an experienced NGO working in the area of disability services.
WALK is working with 10 schools – mostly special schools – to deliver their existing Peer Ability programme. The key objective is to ensure that students are supported to make optimal transitions from school. WALK will engage with participants for up to three years after they leave school.
Total funding of €2m has been provided to WALK over 4 years to deliver this support. (€500,000 per year. In 2026 the DAF funding was reduced to €400,000. My Department has agreed to cover the €100,000 shortfall as an exceptional measure to allow WALK to complete the pilot which will finish this year).
Officials from my Department have had a number of discussions with WALK in relation to the programme. My Department recently received a submission to extend and expand the programme over the next 4 years at a cost of €1.75m per year.
This proposal will require cross department support. My officials are currently in the process of organising a meeting with DCDE, DFHERIS, HSE Adult Services and DSP to discuss this proposal.
245. Deputy Jen Cummins asked the Minister for Education and Youth the amount spent on reading recovery in the past five years, in tabular form. [38450/26]
Amharc ar fhreagraThe cost for the Reading Recovery programme for the past five academic years are detailed in the table below.
|
Year |
Cost |
|
2020/2021 |
€248,599.91 |
|
2021/2022 |
€226,301.01 |
|
2022/2023 |
€442,148.15 |
|
2023/2024 |
€469,431.87 |
|
2024/2025 |
€369,421.88 |
In addition, over the past 5 years, the annual delivery of Reading Recovery was supported by an average of twelve Professional Learning Leaders from the Oide Literacy Team.
246. Deputy Jen Cummins asked the Minister for Education and Youth the evidence-based interventions being used in schools for children with dyslexia. [38451/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
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 National Council for Special Education (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.
247. Deputy Jen Cummins asked the Minister for Education and Youth her plans to provide the further support requested by a school (details supplied) to roll out the summer programme. [38464/26]
Amharc ar fhreagraDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026. All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage. Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were also invited to make an application for the home-based programme.
Under the terms and conditions of the Summer Programme scheme, participating schools may recruit one Organiser. The Organiser role carries a gross payment of €2,000 for participating mainstream schools and €3,000 for participating special schools. This payment may be claimed once the school’s programme has commenced.
The Organiser role may be undertaken by any permanent or fixed term teacher in the participating school and must be assigned to one person in the school. Like the role of Summer Programme Manager, the role of organiser is not restricted to the school principal or deputy principal. Instead, these roles provide valuable opportunities for professional development and leadership opportunities for school staff and growth as a means of distributed leadership within schools. Where more than one teacher expresses an interest in the Organiser role, it is the responsibility of the Boards of Management to select the most suitable candidate.
It is not proposed to increase the rate of pay for Organisers or to allow the appointment of additional Organisers. Schools are therefore encouraged to take account of the staffing resources permitted under the programme and to plan for their summer programmes accordingly.
In the case of the school referred to by the Deputy, as participation in the Summer Programme is voluntary, the school has chosen not to run a school-based Summer Programme in 2026.
248. Deputy Albert Dolan asked the Minister for Education and Youth the number of Irish Sign Language specialist classroom support (ISL-SCS) posts that have been, sanctioned, advertised, filled, and remain vacant since the publication of Circular 0072/2025, Enhancement to Irish Sign Language (ISL) Scheme Provision, on 18 November 2025; the number of applications received and approved by the NCSE for ISL-SCS support for pupils attending specialist deaf and hard of hearing units within mainstream primary schools, including in the case of a child in a school (details supplied); the current status of the NCSE recruitment process, including confirmation that interviews are underway; the expected date by which posts will be filled; the steps being taken by her Department and the NCSE to ensure that children in junior and senior infants who require ISL as a primary or essential communication support are not left without appropriate access to the curriculum during key early years of language acquisition; and if she will make a statement on the matter. [38469/26]
Amharc ar fhreagraMy department provides a range of supports for students who are deaf or hard of hearing, within mainstream classes, 25 special classes for children who are deaf or hard of hearing and through the two dedicated schools for Deaf children; one in Dublin and one in Limerick.
The National Council for Special Education (NCSE) also currently employs 34 FTE Visiting Teachers (VT) who support children and young people who are deaf or hard of hearing. VTs are qualified teachers with particular skills and knowledge of the development and education of children with varying degrees of hearing loss. They offer longitudinal support to students, their families and schools from the time of initial referral through to the end of the post-primary education. Following the introduction of the new-born screening programme, visiting teachers also provide valuable early intervention support in the home to babies and their families.
There is an existing provision in place, which provides a dedicated SNA with ISL competency to support students in mainstream settings access to the curriculum and engage in school activities. To support children where ISL is their primary language, the Department sanctions an additional SNA (above their existing allocation), where a school is required to employ an individual with ISL proficiency to support the child to access the curriculum and support them in accessing the wider in school community.
The Department introduced two new roles in deaf education in 2022 – the ISL Special Classroom Support (ISL- SCS) and the ISL Adviser. The ISL-SCS works in a mainstream classroom and interprets for a child whose primary language is ISL. Over time, the ISL-SCS post is intended to replace the SNA with ISL competency role. ISL Advisers work in the NCSE and are tasked with providing training and upskilling in schools that have ISL users enrolled.
The application and recruitment process for the SCS posts is a matter for the NCSE and I have asked the NCSE to respond to you directly.
249. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of section 29 appeals that have been received by her Department from parents seeking school places in the Kildare South constituency, by school, in tabular form; and if she will make a statement on the matter. [38478/26]
Amharc ar fhreagraThe department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admission policy in accordance with the Education Act 1998 (as amended).
Where a board of management decides to refuse admission, a parent/guardian can appeal that decision under Section 29 of the Education Act 1998 (as amended) and an independent appeals committee, appointed by the Minister for Education, will be appointed to consider the appeal.
Full details on the Section 29 appeals process for refused admission are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/
A Section 29 appeal can be made online, and all supporting documentation uploaded via www.section29appeals.gov.ie/. The relevant procedures for appeals where admission was refused due to oversubscription and appeals where admission was refused due to a reason other than oversubscription, are also available at the same link.
It may further be useful for you to be aware that the Educational Welfare Services within Túsla Education Support Services (TESS) is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child.
Contact details for TESS are available at the following link: www.tusla.ie/tess/get-in-touch/, or by email at tessinfo@tusla.ie
The Section 29 Administration Unit is unable to isolate data in relation to Section 29 appeals regarding admission decisions for the specific region requested but has provided figures for County Kildare. Furthermore, as the Deputy did not specify a timeframe, data for the years 2025 and 2026 to date have been supplied.
Section 29 Appeals in relation to admission decisions for 2025 are as follows:
|
School |
Qty. Received |
|
An Linbh Iosa, Ballycane, Naas, Co. Kildare |
1 |
|
Ardscoil Rath Iomgháin, Rathangan, Co. Kildare |
1 |
|
Celbridge Community School, Moortown, Maynooth Road, Celbridge, Co. Kildare |
1 |
|
Holy Family Secondary School, Naas Road, Newbridge, Co. Kildare |
1 |
|
Kildare Town Community School, Dunmurry Road, Kildare Town |
2 |
|
Maynooth Community College, Mariavilla, Moyglare Road, Maynooth, Co. Kildare |
6 |
|
Mercy Convent Primary School, Sallins Road, Naas, Co. Kildare |
1 |
|
Naas Community National School, Craddockstown Road, Naas, Co. Kildare |
1 |
|
Patrician Secondary School, Naas Road, Newbridge, Co. Kildare |
2 |
|
S N Brighde, Kill, Co. Kildare |
1 |
|
S N Coill Dubh, Coill Dubh, Naas, Co. Kildare |
2 |
|
Salesian College, Celbridge, Co. Kildare |
3 |
|
Scoil Bríd, Oldtown, Naas, Co. Kildare |
1 |
|
Scoil Bride, Athgarvan, The Curragh, Co. Kildare |
1 |
|
Scoil Chorbain, Fairgreen, Naas, Co. Kildare |
1 |
|
Scoil Mhuire Community School, Clane, Naas, Co. Kildare |
3 |
|
St Conleth's Community College, Station Road, Newbridge, Co. Kildare |
1 |
|
St Farnan's Post Primary School, Prosperous, Co. Kildare |
1 |
|
Ursaille Naofa, Stephenstown South, Two Mile House, Naas, Co. Kildare |
1 |
|
Total |
31 |
Section 29 Appeals in relation to admission decisions for 2026 up to 19 May 2026 are as follows:
|
School |
Qty. Received |
|
Confey Community College, Confey, Leixlip, Co. Kildare |
1 |
|
Craddockstown School, Craddockstown Education Campus, Craddock Road, Naas, Kildare |
1 |
|
Maynooth Post Primary School, Mariavilla, Moyglare Road, Maynooth, Co. Kildare |
2 |
|
Mercy Convent Primary School, Sallins Road, Naas, Co. Kildare |
1 |
|
Naas Community College, Osberstown, Millennium Park, Naas, Co. Kildare |
1 |
|
Patrician Secondary School, Naas Road, Newbridge, Co. Kildare |
3 |
|
Scoil Chorbain, Fairgreen, Naas, Co. Kildare |
1 |
|
Scoil Mhichil Naofa, Mount Hawkins, Athy, Co. Kildare |
1 |
|
Scoil Na Naomh Uilig, Rickardstown, Newbridge, Co. Kildare |
1 |
|
St Annes Special School, Ballymany Cross, The Curragh, Co. Kildare |
1 |
|
St Brigids N S, Kilcullen, Co. Kildare |
1 |
|
St Conleths And Marys N S, Newbridge, Co. Kildare |
1 |
|
St Raphaels Special Sch, Clane Road, Celbridge |
2 |
|
Total |
17 |
250. Deputy Robert Troy asked the Minister for Education and Youth if and when the energy and condition survey will be carried out in relation to schools (details supplied); and if the findings of same will influence the time of funding to progress the works, which benefit planning; and if she will make a statement on the matter. [38482/26]
Amharc ar fhreagraIn preparing for the decarbonisation of the school estate my Department needed to establish a national energy profile of the school sector.
A pilot phase of the Schools Energy Inventory project was completed with support from the European Investment Bank Advisory Hub programme. This was completed in December 2022 and included 601 schools across five Counties, Kildare, Meath, Offaly, Wexford and Wicklow.
Funding was subsequently secured under the REPowerEU programme to complete this work for all remaining schools in 2025 and 2026.
The phases involve energy assessors visiting the schools and gathering focused information on energy use for 2019, building types, age, and size along with an overview of general fabric and energy aspects of electrical and mechanical systems energy performance and energy consumption characteristics of each school.
Each school is surveyed by an experienced construction professional who gathers approximately 160 pieces of data, which includes high level building areas, different fabric elements and information about lighting, heating and domestic hot water etc. It also includes questions on building fabric condition.
This data is entered on a tablet computer onsite, it is then imported into the Department’s Geographical Information System (GIS) and processed into a relational database, which performs numerous calculations to determine a School Energy and Carbon Estimated Rating (SEACER).
The rating includes considerations of primary energy and carbon. It includes a comparison with a similar Notional school building for scaling and benchmarking purposes and is based on the Non-Domestic Energy Assessment Procedures and statistical techniques. This high level and strategic approach which is driven via the Department’s Geographic Information System (GIS) enables the database to be kept up to date to reflect future building projects etc.
This is a very cost-effective approach for an energy asset rating system for the Department and has significant advantages in that rather than producing individual standalone ratings and reports it can collectively capture the range of relevant issues for analysis centrally by the Department.
The innovative approach of bringing energy and condition data together in the one survey database has significant potential to assist with future prioritisation of decarbonisation and investments in the school estate, enabling identification and targeted development of future school sector energy and decarbonisation programmes that will reduce overall reliance on fossil fuels and accelerate the deployment of renewable energy.
The schools to which the Deputy refers, were surveyed as follows:
• 63310T - St. Josephs Rochfortbridge – Surveyed November 2025
• Moate Community College – Surveyed October 2025
• 71420W - Castlepollard Community College – Surveyed November 2025
The survey process is ongoing across the entire school estate and scheduled for completion by the end of Q2 2026. In due course, once all survey data has been collected and undergone robust Quality Assurance processes, the Department will determine an appropriate and legible format for issuing the survey data to the school sector.
Only once the survey data has undergone the robust Quality Assurance processes, will analysis in relation to SEACER and Building Condition ratings be able to commence. As such it will likely be 2027 before any results of the survey will be available for distribution.
251. Deputy Mark Ward asked the Minister for Education and Youth if schemes exist to cover taxi services to preschools for children with additional needs; the way in which parents can access this; and if she will make a statement on the matter. [38492/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education (NCSE) acts in an advisory role to the Department on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Early intervention classes for children with autism are pre-school classes situated in mainstream primary schools or in special schools. They were established by the NCSE in response to an identified need in a locality and following engagement between the NCSE, the school, families of pre-school children with autism and the Department. These schools can access further resources from the NCSE, including transport, if required.
An application for transport may be submitted for a pupil in an early intervention ASD class and transport will be approved where the pupil has an ASD diagnosis and is attending the nearest early intervention class to their home resourced to meet their needs.
When the pupil moves out of the early intervention setting and into primary school - whether it be mainstream or special setting - a new mainstream or special application for transport must be submitted. This will again be assessed under the criteria of scheme to the nearest special school or class at primary level from their home.
Transport cannot be provided to pre-school settings that do not come under the remit of the Department of Education and Youth.
252. Deputy John McGuinness asked the Minister for Education and Youth her views on whether it is fair and right to deny a pension recipient (details supplied) a posted monthly payslip, given that the recipient is 83 years of age and completely unable to use computers; and if she will make a statement on the matter. [38496/26]
Amharc ar fhreagraI wish to advise the Deputy that the decision to reduce the printed payslip service to retired school staff is a consequence of many factors that have all received due consideration.
As you will be aware, my department faces considerable criticism with regard to the cost and administrative inefficiencies of printing payslips. However, of equal or greater concern are the considerable environmental impacts of printing payslips.
It is important to note that the revised service is in line with the 2025 Climate Action Roadmap and overarching Government Climate Action Plan that aims to eliminate paper-based processes as far as is practicable and promote digital options as default. The move to digital services is also a priority action area in “Connecting Government 2030”. Equally, the Public Service Agreement 2024-2026 builds on previous commitments and includes, among other obligations, both climate action initiatives and cooperation with the use of technology to deliver services digitally.
In that regard, you may be interested to know that my department is currently modernising the payroll system to include an online self-service portal where current and former school employees can access their payslips and personal data directly. This will provide payees with greater access and control over their own information with no compromise to the quality or accessibility of payroll services. Retired staff payroll will be the first payroll upgraded this year as part of the modernisation project and will give retired payees early access to the new self-service portal. This was another key factor in the decision to reduce the number of printed payslips to retired staff in the first instance. Similarly, as pension payments are relatively consistent each fortnight, they are less likely to experience any variation. Nevertheless, in order to ensure full transparency, payslips will continue to issue to retired staff should any variance occur.
The new self-service portal will conform to the standards specified in the Web Content Accessibility Guidelines making content more accessible to a wider range of people using assistive technologies. My department will communicate regularly throughout this transformation and work closely with those concerned and their representatives to ensure the necessary supports are in place. In addition, the dedicated Customer Service Team will be expanded to assist in the transition and ensure payees who are less digitally proficient are not disadvantaged by providing the assistance required. My department is fully committed to supporting all payees in the transition to ensure a significantly improved and all-inclusive service is provided.
In the interim, for those experiencing difficulty accessing the digital payslip service, my department has committed to issuing printed payslips for the first and final pay issue in a financial year and where there is any change to nett pay when compared to the previous pay period. This will provide full visibility of any pay alterations and pay-related cumulative values for accounting purposes.
I appreciate that the revised service will take some adjustment but please rest assured that there will be no impact to fortnightly pension payments. My department will continue to operate with full cognisance of the potential barriers faced and ensure the best interests of retired payees are maintained.
253. Deputy Michael Cahill asked the Minister for Education and Youth to urgently examine matters in respect of pension entitlements (details supplied) for school secretaries and caretakers; and if she will make a statement on the matter. [38570/26]
Amharc ar fhreagra256. Deputy Eoghan Kenny asked the Minister for Education and Youth for an update as of May 2026 on negotiations on the provision of pensions and leave entitlements for school secretaries and caretakers; and if she will make a statement on the matter. [38683/26]
Amharc ar fhreagraI propose to take Questions Nos. 253 and 256 together.
School secretaries and caretakers are at the heart of the school and are the key interface between students, parents, school leaders, and other staff. Without them, our schools would be unsustainable. In supporting these vital school staff members, we also support the school community as a whole.
My Department has been engaging with Fórsa and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation over the past number of months under the auspices of the Workplace Relations Commission in relation to a number of claims, including a claim for a comparable pension entitlement.
The matter was referred to the Labour Court. The parties remain in process, and my department remains committed and ready to engage with Fórsa to reach a resolution on this important matter. As with any industrial relations process, where engagement is sensitive and complex, the matters under discussion are confidential until this process concludes.
254. Deputy Michael Cahill asked the Minister for Education and Youth if a school placement can be secured for a child (details supplied); and if she will make a statement on the matter. [38621/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
504 new special classes have been sanctioned to date, including 22 inclusive special classes. More new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE website.
The NCSE has advised that the local special educational needs organiser (SENO) is working closely with the student’s family regarding options for school placements and other special education supports for the coming school year. The NCSE understand that the student referred to by the Deputy has a school place for the coming school year, but that there may be a new professional report and recommendation being compiled relating to this child. The NCSE will continue to link in with and support the family at local level.
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.
255. Deputy Michael Healy-Rae asked the Minister for Education and Youth if a portal for inputting school tuition information will be reopened for a school (details supplied); and if she will make a statement on the matter. [38678/26]
Amharc ar fhreagraDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026. All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage. Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.
Schools were informed, via email, a letter to the school principal and through the Terms and conditions of the School-based and Home-based Summer Programme, that the Home-based application portal would be open in parallel with the School-based Application portal.
On Thursday, 14th May, a further email issued reminding schools of the closing date for the receipt of applications. We have received a significant number of applications from schools in relation to both the school-based and home-based programmes. It is not proposed that the home-based Summer Programme portal will be re-opened at this time.
257. Deputy Eoghan Kenny asked the Minister for Education and Youth to provide an update on the expansion of reading class provision for children with dyslexia in Galway city; and if she will make a statement on the matter. [38695/26]
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.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. 504 new special classes have been sanctioned to date, including 22 inclusive special classes. More new special classes will be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.
Of the 504 new special classes, 330 are being established in primary schools and 174 in post-primary schools. New special classes are being established in every county with 29 new special classes confirmed for Galway so far including 1 Developmental Language Disorder (DLD) class.
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.
258. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department has examined the impact that delays in the Teaching Council route 3 registration process are having on efforts to recruit Irish teachers currently living abroad back into the Irish education system; whether any engagement has taken place with the Teaching Council regarding the reduction of processing times; and if she will make a statement on the matter. [39346/26]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations 2025, www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations. The Department does not have any role in the registration of individual teachers.
The Teaching Council registers teachers under Route 3 - Further Education (FE) in line with the Teaching Council Acts and the Teaching Council Registration Regulations. Registration under Route 3 requires a teacher-education qualification suitable for the purposes of teaching in FE settings and can be completed as part of an undergraduate degree or in addition to an undergraduate degree accredited in accordance with the Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications.
The Department applies the routes of registration to determine the sector to which each route of registration should apply and attract the qualified rates of pay. Details can be found in the relevant Department Terms and Conditions circulars, including the limited circumstances in which schools can employ teachers who are not registered for that sector. Route 3 of registration applies for the Further Education sector including PLC rather than for schools, and where Route 3 registered teachers are employed in schools it is in the limited circumstances outlined in relevant Department Terms and Conditions circulars.
The Teaching Council has informed me that registration applications are currently being finalised within seven weeks in the majority of cases. Processing times can vary as it is dependent on completion of vetting and whether an application is required to be considered by the Council’s Qualifications Panel.
All applications from teachers who qualified outside of the Republic of Ireland are processed in line with the EU Directive 2005/36/EU and are assessed under its general system in the same manner, regardless of whether the applicant qualified within or outside of the EU.
When all the required documentation has been submitted and it is deemed to be a full application, the Teaching Council aims to issue a decision within 12 weeks. The EU Directive provides a 12-week timeframe for assessment so that a full and proper assessment of an applicant’s qualifications, teaching experience and lifelong learning can be conducted. This is important from a standards point of view; it is the Council’s responsibility to ensure that all teachers entering the profession in Ireland have met the required standards that apply in Ireland. The 12-week timeline commences when all required qualification and registration evidence is submitted.
Processing times for applications under the timebound provision to enable induction to be undertaken in Ireland for overseas qualified teachers provided under the Teaching Council’s recently revised Registration Regulations 2025, will be up to 12 weeks, as an assessment of qualifications is also required.
Applicants are advised to apply for vetting and registration in advance of their planned return to or commencement of teaching. Applicants who lived outside of the Republic of Ireland or Northern Ireland after the age of 18, may be required to provide police clearance documentation for each country where they have lived. Applicants are advised to seek the police clearance(s) as early as possible as this process can take time. Information on the Teaching Council overseas police clearance requirements can be viewed at: www.teachingcouncil.ie/vetting/overseas-police-clearance/
The Teaching Council is independent in their registration function, and it is best placed to answer any further queries on processing times.
259. Deputy Robert O'Donoghue asked the Minister for Education and Youth if she is aware of the significant financial burden being placed on parents by schools requiring students to purchase chromebooks or other digital devices for senior cycle education; if financial supports will be introduced for working families who do not qualify for existing grants or allowances; and if her Department will investigate the growing costs associated with digital learning requirements in secondary schools, particularly where parents are given short notice and substantial upfront costs; and if she will make a statement on the matter. [39347/26]
Amharc ar fhreagraIt should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
The department's strategy on ICT in schools, the Digital Strategy for Schools to 2027, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning. The Strategy is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. It is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are utilised, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via device loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families, including the requirement for devices. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
There is no requirement currently under the new subject specifications for students under senior cycle redevelopment to have their own laptops or devices; or devices of a particular type. Decisions on device use rest with school boards, who are advised to prioritise affordability and equity and to consult with parents.
260. Deputy Barry Heneghan asked the Minister for Education and Youth whether consideration is being given to streamlining or fast-tracking the recognition process for teaching qualifications and school placements completed in jurisdictions with comparable education standards and regulatory systems to Ireland; and if she will make a statement on the matter. [39352/26]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations 2025: www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf
As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations. The Department does not have any role in the registration of individual teachers.
A review of the Teaching Council’s qualifications assessment processes was carried out in 2023/2024. The purpose of the review was to improve service for applicants while still maintaining standards. A Phase 2 final report was completed in May 2024. A summary of the outcomes of this report informed the implementation of a three-stage follow-up with applicants to identify issues earlier in the application process, allowing for quicker support. As a result of the review, processing times were reduced. New key performance indicators (KPIs) were introduced to monitor and improve performance. Also, a pilot programme was tested to make the application process simpler for graduates from one main programme delivered by a teacher educator provider in Northern Ireland.
The Teaching Council has informed me that registration applications are currently being finalised to registration within seven weeks in the majority of cases. Processing times can vary as it is dependent on completion of vetting and whether an application is required to be considered by the Council’s Qualifications Panel.
All applications from teachers who qualified outside of the Republic of Ireland are processed in line with the EU Directive 2005/36/EU and are assessed under its general system in the same manner, regardless of whether the applicant qualified within or outside of the EU.
When all the required documentation has been submitted and it is deemed to be a full application, the Teaching Council aims to issue a decision within 12 weeks. The EU Directive 2005/36/EU provides a 12-week timeframe so that a full and proper assessment of an applicant’s qualifications, teaching experience and lifelong learning can be conducted. This is important from a standards point of view; it is the Council’s responsibility to ensure that all teachers entering the profession in Ireland have met the required and comparable standards in Ireland. The 12-week timeline commences when all required qualification and registration evidence is submitted.
Processing times for applications under the timebound provision enabling completion of induction in Ireland, introduced under the Teaching Council’s recently revised Registration Regulations 2025, will be up to 12 weeks.
Applicants are advised to apply for vetting and registration in advance of their planned return to or commencement of teaching. Applicants who lived outside of the Republic of Ireland or Northern Ireland after the age of 18, may be required to provide police clearance documentation for each country where they have lived. Applicants are advised to seek the police clearance(s) as early as possible as this process can take time. Information on the Teaching Council overseas police clearance requirements can be viewed at: www.teachingcouncil.ie/vetting/overseas-police-clearance/
The Teaching Council is independent in their registration function, and it is best placed to answer any further queries that the individual may have in relation to recognition of their qualifications and processing timeframes.
261. Deputy Robert O'Donoghue asked the Minister for Education and Youth if consideration will be given to extending the free schoolbooks scheme or introducing a dedicated technology grant to assist families with the cost of mandatory devices required by schools; and if she will make a statement on the matter. [39353/26]
Amharc ar fhreagraAs Minister for Education and Youth, I want to ensure that all children and young people have the opportunity of access to education that empowers them to thrive and realise their full potential.
Last year saw the introduction of the final phase of the free schoolbooks scheme, with the extension of the scheme to Senior Cycle students in post-primary schools in the Free Education Scheme. From the start of the current school year, for the first time, all children and young people enrolled in primary, special and post-primary schools in the Free Education Scheme were provided with schoolbooks/eBooks and core classroom resources. Parents and guardians were not asked to purchase or to make a financial contribution to the school towards the cost of these items.
My department has published guidance for post-primary schools around the operation of the Post-primary Schoolbooks Scheme, in continued engagement with all stakeholders. Further information on the free schoolbooks scheme is available at: www.gov.ie/schoolbookschemes
With a total funding package of over €170 million available in 2025, the Schoolbooks Scheme continues to benefit almost one million children and young people and is helping to ease the financial burden facing families at back-to-school time.
The department's strategy on ICT in schools, the Digital Strategy for Schools to 2027, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning. The Strategy is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. It is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
Under the Education Act, the Boards of Management of Schools have responsibility for the day-to-day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via device loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families, including the requirement for devices. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
262. Deputy Barry Heneghan asked the Minister for Education and Youth the number of registered teachers currently employed in schools under conditional or temporary registration arrangements pending completion of the route 3 recognition processes, by school year, in tabular form. [39360/26]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations 2025, www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf
As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
The Teaching Council registers teachers under Route 3 - Further Education (FE) in line with the Teaching Council Acts and the Teaching Council Registration Regulations, 2025. Registration under Route 3 requires a teacher-education qualification suitable for the purposes of teaching in FE settings and can be completed as part of an undergraduate degree or in addition to an undergraduate degree accredited in accordance with the Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications.
The Teaching Council has informed me that there are currently 18,830 registered under Route 3 currently, with 8,209 of that number registered with the condition of completing the Teacher Education Qualification. Conditional registration is provided by the Council to provide up to three years for teachers to make up any shortfalls identified in their qualifications, and teachers registered with conditions can be employed and paid the qualified rate of pay for their route of registration if they are employed in the appropriate sector, subject to Department circulars.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
The Department applies the routes of registration to determine the sector to which each route of registration should apply and attract the qualified rates of pay. Details can be found in the relevant Department Terms and Conditions circulars, including the limited circumstances in which schools can employ teachers who are not registered for that sector. Route 3 of registration applies for the Further Education sector including PLC rather than for schools, and where Route 3 registered teachers are employed in schools it is in the limited circumstances outlined in relevant Department Terms and Conditions circulars.
The Department does not track data on conditional registration held by the Teaching Council, as it is the route of registration and the evidence of registration provided by the Teaching Council to the Department in accordance with the Teaching Council Act to operate the teacher payroll system. As such, the information requested by the Deputy cannot be provided at this time.
263. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she plans to roll out the autism class application trial nationwide; and if she will make a statement on the matter. [39361/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
A new taskforce to support the forward planning of special education provision in the Dublin 15 area was established to support planning for the 2025/26 school year. The Dublin 15 area has experienced significant increases in population growth in recent years, with high levels of migration into the area and includes areas with social disadvantage.
The taskforce also considered the development of a common application system for admission to primary special classes. The voice of parents has been a key component of the taskforce. Parent representation on the taskforce includes representatives from the Autism School Dublin 15 (ASD15) group, the National Parents Council and parents from the local area.
The taskforce’s recommendations are currently being examined. The Taskforce report, together with the associated progress update report, is available at the following link: www.gov.ie/en/department-of-education/publications/taskforce-to-support-forward-planning-of-special-education-provision-in-the-dublin-15-area/
The National Council for Special Education (NCSE) is leading work at a local level with school principals on running the admissions trial for another year. The key focus of my department remains working with the NCSE and school patron bodies to secure additional special classes.
Separately, my Department also introduced a common applications process at post-primary level in 5 areas for the coming school year. My Department are now working to expand this to other areas at post-primary level for the 2027/2028 admissions process.
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.
