Written Answers Nos. 160-179
160. Deputy Sinéad Gibney asked the Minister for Enterprise, Tourism and Employment the number and value of dual use export licences granted in 2025 and to date in 2026, broken down by destination country, in tabular form; and if he will make a statement on the matter. [50109/26]
Amharc ar fhreagraMy Department’s responsibilities centre around the control of exports of dual-use and military items under EU and national legislation. Controls on the export of dual-use items are administered by my Department, in accordance with Regulation (EU) 2021/821 of the European Parliament and of the Council setting up a Union regime for the control of exports, brokering, technical assistance, transit and transfer of dual-use items.
The bulk of dual-use exports from Ireland are mainstream business ICT products, both hardware and software. They are categorised as dual-use items as a consequence of the fact that they incorporate strong encryption for ICT security purposes.
All export licence applications are considered by my officials in accordance with criteria set out within the relevant dual-use and military EU and National Regulations, and with Ireland’s international obligations and responsibilities as members of non-proliferation regimes and export control arrangements. Each application is assessed individually, considering the nature of the items, the destination country, the identity of the end-user, and the intended end-use. Ireland’s decisions are guided by the EU Common Position and its eight criteria, which include respect for human rights, international obligations, regional stability and risk of diversion to another end use or end user.
A breakdown of the number of licences issued, along with their maximum values by category and destination, is published each year in the annual report under the Control of Exports Act 2023. The report for 2025 is due to be published in the coming weeks, while the 2026 report will be published in 2027. Each annual report provides a comprehensive overview of export activity for the relevant year and ensures that information is presented in a complete and verified manner. All Annual Reports published to date under the Control of Exports Act 2023, and its predecessor the Controls of Exports Act 2008, can be found on my Department's website.
161. Deputy Erin McGreehan asked the Minister for Enterprise, Tourism and Employment whether consideration has been given to the development of a radiopharmaceutical manufacturing and innovation sector in Ireland; and potential economic and strategic benefits associated with such development. [50122/26]
Amharc ar fhreagraGovernment recognises the strategic importance of Ireland’s pharmaceutical sector, which is a cornerstone of the economy, supporting significant employment, exports and investment, and underpinning Ireland’s position as a global leader in biopharmaceutical manufacturing.
Building on these strengths, the potential to develop emerging areas such as radiopharmaceutical manufacturing and innovation is kept under ongoing consideration by my Department and its agencies.
Radiopharmaceuticals represent a growing and highly specialised field, particularly in diagnostics and targeted cancer treatments, and align with EU priorities under the Critical Medicines Act to strengthen supply chain resilience and security of supply for essential medicines. The EU Biotech Act also seeks to support innovation and scale-up across advanced therapeutic sectors, also providing a favourable policy context.
The development of a radiopharmaceutical capability in Ireland could present economic opportunities, including high-value jobs and investment, while also delivering strategic benefits by enhancing resilience in the supply of critical and time-sensitive medicines.
My Department is currently developing Ireland’s first National Life Sciences Strategy, which will examine future growth opportunities across the sector, including emerging and high-potential areas such as radiopharmaceuticals, ensuring Ireland remains at the forefront of global life sciences innovation.
Finally, enterprise agencies under my Department's remit continue to engage with industry stakeholders to identify opportunities to build on Ireland’s strengths in pharmaceutical manufacturing, research, and talent.
162. Deputy Cian O'Callaghan asked the Minister for Education and Youth the financial supports available to parents to help them with the purchase of school devices (details supplied) for their children attending secondary school; if the schoolbooks scheme supports the provision of these school devices; and if she will make a statement on the matter. [49922/26]
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.
Schools, in conjunction with parents, are responsible for all decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements. They are also responsible for the type of digital technology used in their schools.
I recently communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
It is therefore the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
The Post-primary Schoolbooks Scheme provides funding to schools to purchase schoolbooks and core classroom resources. Schoolbooks are defined in the guidance and can include eBooks where they are used alongside or in place of physical books.
It is recognised that some post-primary schools have, over the past number of years, moved away from the use of schoolbooks, including eBooks. Teachers in these schools have generated their own bank of resources for students. Students access these resources in the main through digital devices. Such schools may still require a small number of schoolbooks each year, such as English plays and novels. When schools that use teacher-generated resources and content have eliminated the cost of all required schoolbooks and classroom resources, as detailed in the scheme guidance, they may use any surplus funding to cover other resources associated with teacher-generated resources, such as, purchasing or subscribing to educational apps. If surplus funding remains, schools may use the funding to facilitate the provision of a digital device loan scheme to students, as required
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. As referenced, in 2017, a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs including such ICT devices. https://assets.gov.ie/12695/2045e7ccec684f72b55d93930e45372c.pdf
That circular also instructed 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. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.).
Additionally, the Circular provides that schools should also consult with parents on their views and suggestions on cost reduction initiatives. Schools should provide parents with a list of all required items and indicate the likely costs of these required items at best value stores. Where an exclusive supply arrangement applies, it should be reviewed regularly and tendered for in accordance with procurement requirements.
I continue to engage with educational stakeholders on this matter.
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan and commits to funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy). Including the funding recently issued, to date, a total of €170 million of the €200 million committed to in the NDP for the strategy has issued to schools through the ICT grant
While the Digital Strategy for Schools to 2027, does not mandate or prescribe a policy of one-to-one devices in schools, however, this funding demonstrates the ongoing commitment to support schools to embed the use of digital technologies in teaching learning and assessment.
163. Deputy Ann Graves asked the Minister for Education and Youth the reasons for the reduction in staffing for 2026-2027 for a school (details supplied); whether local population growth trajectories were considered; if her attention has been drawn to the fact that this decision will result in the loss of a mainstream teacher and require the reorganisation of pupils into mixed-grade classes; if her attention has been drawn to the fact that the current Programme for Government aims for a 19:1 student-teacher ratio with the proposed increase representing a significant move in the opposite direction; and if she will make a statement on the matter. [49944/26]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.
Within the staffing arrangements (Circular 0025/2026), there are options available to schools to apply for additional staffing including instances whereby schools experience rapid increases in enrolment. These schools can apply for additional mainstream posts, using the projected enrolment criteria as outlined in the staffing circular.
Class sizes in schools are affected by a variety of factors including enrolment fluctuations and accommodation available.
Schools are best placed to determine the appropriate numbers in any class and so the configuration of classes and the deployment of classroom teachers are done at local school level.
The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account. School authorities should also, where possible, use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
164. Deputy Louis O'Hara asked the Minister for Education and Youth the supports available to schools to convert a vacant room in the school building into a dedicated resource/support room; and if she will make a statement on the matter. [49937/26]
Amharc ar fhreagraI can confirm to the Deputy, that schools can apply under my department's Additional School Accommodation (ASA) scheme for capital funding to convert rooms for dedicated resource or support rooms.
However, it is important to note that my department is required to manage its allocated capital funding across all schools in the country and the priority is to cater for Special education classrooms and demographic led mainstream classrooms in the first instance. Applications outside of this will be considered in the context of available capital funding. It is also open to schools to use their allocated minor works, in the case of primary schools, to fund small scale projects such as this.
Any applications submitted by schools for this purpose will be considered by my officials and a decision will issue to the school authorities as soon as possible.
165. Deputy Louis O'Hara asked the Minister for Education and Youth the supports available to schools to develop a sensory and inclusive outdoor learning area on site; and if she will make a statement on the matter. [49938/26]
Amharc ar fhreagraI can confirm to the Deputy, that my department provides €30,000 funding to school authorities when a new Special education class is being opened, to facilitate the set up process. Schools have flexibility as to how they allocate the funding, subject to the understanding and acceptance that this would be the full and final capital grant covering core requirements in the areas of furniture and equipment, classroom ICT, quiet space and minor room decoration. Schools can choose to use this funding to establish a sensory area to support a Special education class.
It is also open to schools to apply for up to €80,000 to repurpose existing accommodation for establishing a new special class, to include works to create an external play space for these pupils.
Where a school has already established special classes and they have not applied for funding previously; it is open to schools to make an application under my department's Additional School Accommodation (ASA) scheme to develop a school play space for the specific benefit of the children enrolled in the special classes. Further details of this are available at www.gov.ie/education.
In the case of schools which have already established special classes, and they have not availed of funding previously to open a sensory room, funding of €7,000 is made available by my department for the provision of the start-up of a sensory room within a school. To be eligible for the grant, the school must demonstrate it has an National Council for Special Education approved ASD class and that there is a suitable room to house the sensory room (i.e. drawings of the school layout with the sensory room and ASD class clearly marked). The sensory room must be a separate room from that of the ASD class and must have its own separate entry/exit. Only one sensory room grant is funded by my department per school. It is intended that this funding can also be used for the purchase of sensory equipment. A sensory room is primarily intended for use by students within the school and is not confined to students within a specific classroom.
Such classrooms for pupils with special education needs are included as standard in the accommodation brief for new school buildings and major extension projects. The overall accommodation suite for students with special education needs also generally includes ancillary accommodation such as a Central Activities Space, a Multi Activity Room and Quiet Spaces as well as an outdoor Secure Play Area and Sensory Garden.
The Deputy will be aware that my department published the sectoral investment plan which details the total of €7.55 billion which will be invested in the education and youth sectors between 2026 and 2030. This is a very significant investment that will help deliver on our commitment to have a world-class education system supporting every learner to reach their full potential. I can assure the Deputy that special education needs accommodation projects will remain a key priority throughout the duration of the National Development Plan period.
166. Deputy Colm Burke asked the Minister for Education and Youth to consider an appeal (details supplied); if the decision for refusal will be reversed; if the sanction of home-based summer provision will be provided; and if she will make a statement on the matter. [49940/26]
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.
On making an application for the home-based programme, both schools and parents received acknowledgement emails which outlined that decisions regarding a student's placement on the programme would be communicated after the school-based applications had been reviewed.
Department officials have confirmed that they have liaised directly with the school and with the family concerned and that this matter has been resolved.
167. Deputy Eamon Scanlon asked the Minister for Education and Youth if she will address the long waiting lists for NEPS assessments, noting that some schools with over 200 pupils receive only two assessments per year; and if she will outline the actions being taken to tackle the shortage of NEPS assessments in schools. [50003/26]
Amharc ar fhreagraI would like to take this opportunity to outline the work of NEPS.
All schools have access to:
• General support and advice from a NEPS psychologist, either through the school’s assigned psychologist or through the NEPS Advisory Support Line.
• Support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff.
• Access for individual casework where a priority need is established to either a NEPS psychologist or an educational psychologist through the Scheme for Commissioning Psychological Assessments (SCPA).
NEPS does not operate waiting lists. In common with other psychological services and best international practice, NEPS operates on a consultative model of service. The psychologists may work directly with a child or young person, known as Direct Casework and this includes assessment, or the psychologist may work through teachers or teachers/parents to provide a psychological service for a child/young person, known as Indirect Casework. Assessments are only one aspect of the NEPS service and an educational assessment may not always be required. NEPS does not assign a fixed number of assessments to schools.
NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach, including school screening (assessment) and evidence-based intervention, for children and young people experiencing difficulties in the school context. The response to intervention is monitored and recorded in the Student Support File. The teachers, parents and child are involved in this process. Under this model, a diagnosis is not required for a child or young person to access supports that can be implemented at school level in mainstream classes, such as special education teaching support and SNA support.
If a school has concerns that a child or young person is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of NEPS to support the identification of need process.
Each year, NEPS staffing levels are evaluated and capacity to serve schools is established. There is currently a nationwide shortage of educational psychologists which has resulted in vacancies. My department is making every effort to recruit additional educational psychologists to address the shortage. Public Jobs recently announced a recruitment campaign for the recruitment of educational psychologists and interviews will take place shortly.
Since January 2023, NEPS has supported bursaries for trainee educational psychologists enrolled in University College Dublin's Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary support the work of NEPS through trainee placements in the service as part of their studies and commit to joining NEPS upon graduation.
168. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth the total number of students who availed of home tuition hours; the total Departmental expenditure on home tuition; the number of teachers engaged in the service in each of the years 2022 to 2025, in tabular form; and if she will make a statement on the matter. [50015/26]
Amharc ar fhreagraMy department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
Home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available and should not be regarded as an optional alternative to a school placement. By its nature, home tuition is intended to be a short-term intervention.
The Department of Education operates four categories of home tuition:
Maternity-related absences
No School Place (NSP) Home Tuition Scheme
Children in Care (CIC) Home Tuition Scheme
Home tuition for children with special educational needs and on medical grounds
Home tuition can be required for a variety of reasons such as for children who are transitioning into a new school placement, for children who have recently moved location or are new into the country and are being supported to find a new placement or for children whose placement may be breaking down and they are being supported to seek a new placement. The Home Tuition Scheme is a short-term measure until a solution is put in place.
Number of Students Availing of Home Tuition
The number of students for whom home tuition was sanctioned in each school year is set out below:
|
|
|
|
|
|
|
|
|
|
|
|
School Year |
Maternity |
No School Place |
Children in Care |
Mental Health |
Medical |
Autism Early Intervention (2.5 – 3yrs) |
3+ years |
Requiring / Transitioning to SEN placement |
Total |
|
2022/23 |
6 |
162 |
14 |
418 |
186 |
98 |
694 |
77 |
1,641 |
|
2023/24 |
4 |
185 |
19 |
398 |
178 |
65 |
683 |
137 |
1,669 |
|
2024/25 |
4 |
185 |
11 |
515 |
189 |
32 |
650 |
205 |
1,791 |
|
2025/26* |
4 |
205 |
12 |
623 |
204 |
28 |
637 |
200** |
1,913 |
*Data for 2025/26 is correct as of 30 June 2026.
**It is important to note that in relation to children seeking or transitioning to a special school or class place, the number that were sanctioned is not an indicator of the number of children currently without a school place. The vast majority of these children are availing of an educational setting with a private group provider, while in the main the remainder will have since received a school place or are transitioning to a school place.
Departmental Expenditure on Home Tuition
The total Departmental expenditure on home tuition for the years 2022 to 2025 is outlined below:
|
Financial Year |
2022 |
2023 |
2024 |
2025 |
|
Total Expenditure |
€17,081,902.96 |
€19,335,052.24 |
€21,461,289.75 |
€24,924,442.07 |
The number of teachers who took part in each of the years is not available.
169. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth the number of students placed on reduced school days in each of the years 2022 to 2025 and to date in 2026, in tabular form; and if she will make a statement on the matter. [50016/26]
Amharc ar fhreagraThe Department’s position is that all pupils should attend school for the full day, with reduced school days (RSDs) used only in exceptional circumstances. Where applied, an RSD must be temporary, time-bound, and never used as a sanction or behavioural management tool.
In line with Programme for Government commitments, the Department introduced Reduced School Day Guidelines in September 2021, which came into effect on 1 January 2022. These guidelines provide a clear framework for schools and set out strict conditions governing the use of RSDs. They are permitted only in limited situations, such as to support a student’s reintegration into school or where there are specific medical or mental health eeds, and they require the explicit consent of parents or guardians.
Oversight and support are provided by the Tusla Education Support Service (TESS), which operates under the Department and is responsible for collecting data and offering guidance through Educational Welfare Officers. The Department also works closely with TESS and the National Council for Special Education to ensure that RSDs are used appropriately and that students are supported to return to full-day attendance as soon as possible.
The use of RSDs is subject to ongoing monitoring, and schools are encouraged to engage with relevant support services. Parents who have concerns about the inappropriate use of reduced school days, or where consent has not been properly obtained, can raise the matter with their local Educational Welfare Officer, Special Educational Needs Organiser, or the Department, where it will be examined.
The most recent published data indicates that TESS received 1,275 first notifications of students on reduced school days during the 2023/24 school year, and updated figures for 2024/25 are expected to be published shortly. The figures for 2025/26 school year are currently being compiled by TESS and will be published at a later date.
The information requested by the Deputy is set out in the table below:
|
School Year |
Number of First Notifications of Reduced School Days |
|
2022/2023 |
1,044 |
|
2023/2024 |
1,275 |
170. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth the number of students with special educational needs enrolled in schools in County Cork in each of the years 2022 to 2025 and to date in 2026, in tabular form; and if she will make a statement on the matter. [50017/26]
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.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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.
580 new special classes have been sanctioned to date, including 64 inclusive special classes. This brings the total number of special classes sanctioned to date to over 4,300. Further new special classes may be confirmed in the coming weeks, if required.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 580 new special classes, 378 are being established in primary schools and 202 in post-primary schools. New special classes are being established in every county with 69 for Cork so far bringing the total number of special classes in Cork to 686.
The department does not hold centralised comparative data on the level of individual student needs. Such data is maintained at individual school level and detailed within the individual student support file held by the school.
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.
171. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth to provide a breakdown of special educational needs provision in County Cork, including the number of special education teachers and the total number of special needs assistants for each of the years 2022 to 2025 and to date in 2026, in tabular form; and if she will make a statement on the matter. [50018/26]
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.
I wish to advise the Deputy that my department provides Special Education Teacher (SET) supports to schools to ensure that pupils with special educational needs receive appropriate additional teaching support.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to school
By the end of this year there will be close to 21,000 special educational teachers and almost 25,000 SNAs in our mainstream classes, special classes and special schools.
The primary responsibility for the education of all pupils, including those with special education learning needs, is the class teacher.
The number of SET and SNA posts allocated annually at primary, post primary and special school level for the years mentioned is available on the NCSE website broken out by school year and by county.
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.
580 new special classes have been sanctioned to date, including 64 inclusive special classes. This brings the total number of special classes sanctioned to date to over 4,300. Of the 580 new special classes, 378 are being established in primary schools and 202 in post-primary schools. New special classes are being established in every county with 69 for Cork. Further new special classes may be confirmed in the coming weeks, if required.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
172. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth the total number of suspensions and expulsions recorded in schools in Cork city and county, for each of the years 2022 to 2025 and to date in 2026, in tabular form; and if she will make a statement on the matter. [50019/26]
Amharc ar fhreagraTusla Education Support Service (TESS) is under the remit of my department. TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service and the two school support services the Home School Community Liaison scheme and the School Completion Programme. The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
In line with the Education (Welfare) Act, 2000, all primary schools, including special schools, and post-primary schools must report annually on student non-attendance in primary and post-primary schools.
This data is collected using the Tusla Portal hosted by the Child and Family Agency. Data is generated from the Annual Attendance Report (AAR) and the Student Absence Report (SAR), which provide total students suspended and total students expelled at school level. The data is gathered at an aggregated level, and TESS does not collate data in relation to expulsions and suspensions outside this process. The reports for the 2021/22, 2022/23 and 2023/24 school years are available on the Tusla website at the following link: www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics
The AAR/SAR Report for the 2024/25 school year is due for publication later in 2026.
173. Deputy Michael Cahill asked the Minister for Education and Youth to urgently address an issue with the Teaching Council in relation to a teaching post (details supplied); and if she will make a statement on the matter. [50032/26]
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. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
As a statutory body, the Teaching Council is mandated by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration, including those who have qualified outside of Ireland. My department has no role in this process.
All applications from fully qualified teachers who gained their teaching qualifications outside of Ireland are processed in line with the EU Directive 2005/36/EC. In order for a person to be deemed a fully qualified post-primary teacher, they must have completed a recognised teacher education qualification aimed at the age group 12-18 and any post-qualification requirements in the country in which they qualified. They must provide an official letter from the relevant teacher registration body/Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in the State/country under the terms of EU Directive 2005/36. In the case of France, fully qualified post-primary teachers must hold a master’s in teaching (known as a MEEF, Métiers de l’Enseignement, de l’Education et de la Formation) and have passed a national competitive exam (CAPES – certificat d’Aptitude au Professorat de l’Enseignement du Second Degré)
The Recognition Department at the Teaching Council can provide more specific detail directly to the Deputy if requested.
Regarding specific teaching posts, the recruitment and appointment of teachers is a matter for the individual school authority or ETB, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The terms and conditions of employment are outlined in Department circulars and recruitment and contracts issued by schools and ETBs must accord with those circulars.
In accordance with section 1.1 of Department Circular 31/2011, schools should ensure that people appointed to teach are registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed. In a post primary school teachers are required to be registered Route 2 with the Teaching Council and have qualifications in the subjects for the post they are appointed to.
174. Deputy Peadar Tóibín asked the Minister for Education and Youth to review the eligibility of a school (details supplied) for inclusion in the DEIS programme; if her attention has been drawn to pupil Eircodes that had not been entered on the Primary Online Database at the time of the most recent DEIS review; to outline a mechanism through which the school may seek a reassessment of its DEIS status; and if she will make a statement on the matter. [50075/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. This model took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie. It is important to stress that schools not identified through the refined DEIS identification model does not in any way imply that the department is saying that disadvantage does not exist within in the school community.
The DEIS Strategy to 2035 sets out a long-term plan to address educational disadvantage in all schools and work to ensure that any child or young person experiencing educational disadvantage is supported through their education journey.
The DEIS Strategy implementation plan 2026-2028, under the strategic objective 2.2, sets out to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools.
These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time.
• 2.2.1 Align the allocation of DEIS resources to the refined DEIS identification model and most up to date data. Timeline for completion: 2028
• 2.2.2 Develop a new DEIS resource allocation model that: supports schools with the highest concentrations of children and young people at risk of educational disadvantage; supports children and young people at risk of educational disadvantage in all schools; is dynamic and has the potential to adjust to changes in a school’s levels of need including amalgamations; uses objective data to equitably allocate resources to schools. Timeline for completion: 2027
• 2.2.3 Conduct an impact assessment on any potential changes to the allocation of resources to schools, ensuring that no child or young person is negatively impacted. Timeline for completion: 2027
In light of these actions and current budget constraints there is currently no intention to conduct a review of DEIS banding or to expand the DEIS programme to include new schools. Any future additional allocation of resources under the DEIS programme will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
175. Deputy Brendan Smith asked the Minister for Education and Youth if she is satisfied that there is an adequate number of Gaelcholáistí across the country, and therefore an adequate number of young people with the sufficient language skills, to ensure that 20% of recruits to the public sector will be competent in the Irish language by the end of 2030. [50151/26]
Amharc ar fhreagra179. Deputy Brendan Smith asked the Minister for Education and Youth if she is satisfied that there is an adequate number of Irish language medium schools across the country, and therefore an adequate number of young people with the sufficient language skills, to ensure that 20% of recruits to the public sector will be competent in the Irish language by the end of 2030. [50157/26]
Amharc ar fhreagraI propose to take Questions Nos. 175 and 179 together.
I propose to take questions 50151/26 and 50157/26 together.
My department is committed to supporting the implementation of the National Plan for Irish Language Public Services, which is overseen by the Department of Community and Rural Development and the Gaeltacht. The Plan provides a pathway to increase the number of public service recruits competent in Irish towards the target of 20% set out in the Official Languages Act. All sectors of the education system will have a role to play in supporting the achievement of this target. The first action plan under the National Plan includes commitments for my department, both in relation to supporting Irish-medium education and supporting the teaching of Irish in English-medium schools.
The Government is committed to supporting Irish-medium education. There are commitments in the Programme for Government 2025 – Securing Ireland’s Future – to expand opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí, to establish Gaelscoileanna and Gaelcholáistí where there is demand, and also, to support parents choosing Irish-medium education for their children.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. It sets out my department’s vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings. The implementation of a range of actions under the policy have already been initiated. A key action under the policy has been the establishment of a Taskforce on Models of Provision of Irish-Medium Education, which will provide a platform for collaboration between my department and key stakeholders to identify a pathway to increase the provision of Irish-medium education.
The Action Plan for Irish in English-Medium Schools was also launched in November 2025 and will be implemented within a two-year period, September 2025-2027. It will support primary and post-primary schools in implementing existing curriculum specifications to provide better learning experiences of Irish and increase the use of Irish among children and young people.
The delivery of both the Action Plan for Irish in English-Medium Schools and the Policy for Irish-Medium Education outside of the Gaeltacht were commitments in the Action Plan for Irish Language Public Services 2026-2028. My department is committed to continuing to work with the Department of Community and Rural Development and the Gaeltacht to make further progress in this area.
176. Deputy Brendan Smith asked the Minister for Education and Youth the supports available for establishing a Gaelcholáiste. [50154/26]
Amharc ar fhreagraI would like to thank the Deputy for his enquiry in relation to this matter.
Regarding supports for establishing a Gaelcholáiste, they are addressed on a case-by-case basis, at the appropriate time, taking account of the needs of the school.
By way of background, the Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
Also, the Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out my department's vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings. I am committed to my department working with stakeholders to achieve that vision, and to make progress towards delivering on the commitments of the Programme for Government.
The Taskforce on Models of Provision for Irish-Medium Education, which was established under the Policy for Irish-Medium Education outside of the Gaeltacht, is providing a platform for collaboration between my department and key stakeholders to identify a pathway to increase the provision of Irish-medium education. I look forward to the outcome of this taskforce to help strengthen and expand the provision of Irish-medium education
With regard specifically to the establishment of additional Gaelcholáistí, it is important to note that the creation of any new post-primary school, whether English-medium or Irish-medium, is determined primarily on the basis of demographic need. The available capital resources for school infrastructure must be prioritised to ensure that every child has access to a school place. My department’s approach is, in the first instance, to maximise the use and expansion of existing schools, in line with wider Government policy objectives under Project Ireland 2040, before considering the establishment of a new school entity.
As regards the process for a school to change from an English medium school to a Gaelcholáiste, the school must first obtain the approval of its patron. If the patron is in approval with the change the patron must submit a formal request to the department. The Board of Management (BOM) of the school should be notified of this request prior to the issuing of the letter.
It is advisable that the Principal and Board of Management of the school consult with relevant parent association bodies/representative groups and the wider school community beforehand. If there is a genuine wish or need for a Gaelscoil in the area, and the establishment of one will not impact negatively on other schools in the vicinity, then this should assist matters.
The school may find Gaeloideachas and An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) useful sources of information on the overall Irish medium education topic.
Finally, my department is fully committed to supporting Irish medium provision and has invested over €500m over the last 6 years in building new school buildings and modernising existing facilities for Irish medium schools across the country. My department will continue to support Irish medium provision as part of NDP rollout during the 2026 to 2030 period.
177. Deputy Brendan Smith asked the Minister for Education and Youth the supports available for a secondary school wishing to transition to a Gaelcholáiste. [50155/26]
Amharc ar fhreagraI would like to thank the Deputy for his enquiry on this matter.
Regarding necessary supports for a secondary school that wishes to transition to a Gaelcholáiste, this is addressed on a case-by-case basis, at the appropriate time, taking account of the needs of the school. These needs might include renovation work at the school, furniture and equipment requirements and modernising/conversion of existing classrooms, for example. There may also be a need for the recruitment of teachers, depending on the circumstances.
Oide, a department funded support service for school leaders and teachers, can also support schools with their professional learning needs when planning to establish or transition to a Gaelcholáiste.
Oide can work in partnership with school leadership teams to identify professional learning priorities and provide tailored and sustained supports aligned to the school's context and stage of development, change management and/or creating an Irish-medium culture.
An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) are available to provide advice and support to schools in relation to the provision of Irish-medium education. They would also be able to support schools transitioning to a Gaelcholáiste in relation to language upskilling for staff.
On a general note, my department is fully committed to supporting Irish medium provision and has invested over €500m over the last 6 years in building new school buildings and modernising existing facilities for Irish medium schools across the country. My department will continue to support Irish medium provision as part of NDP rollout during the 2026 to 2030 period.
178. Deputy Brendan Smith asked the Minister for Education and Youth her Department’s plans to assist in meeting the target of 20% of recruits to the public sector to be competent in the Irish language by the end of 2030. [50156/26]
Amharc ar fhreagraThe Department is committed to supporting the Government’s target of ensuring that 20% of public sector recruits are competent in the Irish language by 2030. The Department recruits' staff with Irish language competencies through Publicjobs for roles where Irish language skills are required. These include, for example, primary and post-primary inspectors, as well as administrative staff recruited to business areas where the provision of services through Irish is required, including the Gaeilge, Irish-Medium and Gaeltacht Education Unit.
The Department also supports the development of Irish language capacity among existing staff through a range of learning and development initiatives. The Staff training and Development Unit provides access to accredited Irish language courses through OneLearning, including TEG-certified programmes delivered by Gaelchultúr. In addition, the Department offers an Irish Language Coaching service to help staff build their confidence in providing services through Irish.
Targeted supports are also available for staff working in specialist areas. For example, the National Educational Psychological Service (NEPS) supports psychologists and administrative staff to undertake Irish language training relevant to their work in Gaeltacht areas and Irish-medium schools. Continuing Professional Development and induction programmes for inspectors also include supports to develop Irish language proficiency, including curriculum knowledge and Gaeltacht immersion opportunities. Together, these measures support the Department in strengthening its Irish language capability and contribute to the wider public service target for 2030.
