Written Answers Nos. 121-141
121. Deputy Louis O'Hara asked the Minister for Further and Higher Education, Research, Innovation and Science the plans to reduce college fees for the next academic year; and if he will make a statement on the matter. [48949/26]
Amharc ar fhreagraHigher Education Institutions are autonomous bodies responsible for their own academic affairs, including the development of relevant curriculum, determining tuition fees outside of the Free Fees Initiative and student numbers on individual courses. Tuition fees can vary depending on a variety of factors, including the type of course and the method of provision.
As part of Budget 2026, I introduced a permanent reduction of €500 in the Student Contribution charge, as part of the Free Fees Initiative. This flat rate reduction has reduced the rate from €3,000 to €2,500. This is the first permanent cut since free fees were introduced in 1995. It is expected to benefit around 108,000 undergraduate students with a further 14,000 apprentices benefiting from up to a 17% pro-rata reduction.
Students can also apply to SUSI to be assessed for fee grant supports. For 2025/2026, 71,670 had their fees paid in full or in part by SUSI and this is broken down as follows:
• 48,713 students received a 100% student contribution grant support;
• 4,252 students received a 50% student contribution grant;
• 18,705 students received a €500 student contribution grant.
As I look ahead to Budget 2027 it is a priority for me to continue to support families and learners with the cost of education through a range of core and targeted funding mechanisms.
122. Deputy Micheál Carrigy asked the Minister for Further and Higher Education, Research, Innovation and Science whether all universities providing courses for students with intellectual disabilities and autism have access to job coaching services aimed at improving employment outcomes; if gaps exist, whether measures are being considered to appoint dedicated job coaches; when any such initiatives are expected to be implemented; and if he will make a statement on the matter. [49387/26]
Amharc ar fhreagra146. Deputy Micheál Carrigy asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which job coaching supports are currently available within the 11 universities delivering programmes for persons with intellectual disabilities and autism; whether such supports include dedicated job coaches to assist participants in securing employment; if not, whether there are plans to recruit suitably qualified job coaches; the anticipated timeline for any such recruitment; and if he will make a statement on the matter. [49386/26]
Amharc ar fhreagraI propose to take Questions Nos. 122 and 146 together.
Under the National Access Plan, the Programme for Access to Higher Education (PATH) delivers five complementary strands that together support the widening of participation and student success.
The PATH 4, Phase 2 programme delivers courses specifically designed to meet the needs of students with an intellectual disability in higher education. This is a pathfinding programme with a budget of just over €11 million. I am pleased to say that 193 students are currently enrolled in 11 Higher Education Institutions across a wide geographic spread. Initially this programme was for a two-year period, however, I recently extended these courses to run until at least 2028, with the ultimate objective of having enduring provision of programmes for people with intellectual disabilities in the higher education system.
When developing these programmes HEIs were asked to incorporate an element of work experience, to provide the students with the opportunity and requisite skills to become job ready. All courses include a core component of career planning and work preparedness, and all HEIs are offering work placement opportunities.
These work placements are supported through engagement and partnerships with external and on-campus employers. All participating HEIs have a range of structured supports in place to assist students to become work-ready and to access work placements. These supports include:
• Dedicated staff focused on employment preparation and placement support in a number of institutions. These include posts such as Success Coaches, Placement Development Officers, Supported Employment Co-ordinators, Employment Advisors, and Practice Educators.
• Course modules focused on career planning, employment readiness and workplace skills.
• Practical job-readiness supports, including employment advice and coaching, interview preparation, CV writing, workshops on advocacy and workplace communication, and employability events involving employers and agencies.
• Engagement with external career advisors and agencies to deliver individual career assessment and planning.
As we look to the future of these programmes, I recently approved funding to hire an expert to develop a Common Evaluation Instrument for PATH 4 Phase 2, with a report expected before the end of the year.
The evaluation of the programme presents an invaluable opportunity to gather data at the national level on the outcomes and lessons emerging. It will also allow the building of a robust evidence-base to inform and guide future policy development, including on issues regarding the acquisition of life skills, and preparedness and opportunities to progress in education or employment.
Findings and recommendations are expected to support future measures to improve progression to higher education for people with intellectual disabilities across the country and the required supports for students to transition into employment.
123. Deputy Joe Cooney asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprentices registered in County Clare in each of the past three years; the trades and programmes most represented among Clare apprentices; the trades and programmes most under-represented among Clare apprentices; the future plans for investment in the education and training board with regard to apprenticeship delivery in County Clare; and if he will make a statement on the matter. [50188/26]
Amharc ar fhreagraApprenticeship programmes in Ireland operate as part of a national system. Apprentices are registered to the relevant Education and Training Board (ETB) based on their employer’s location, rather than where an apprentice is from, lives, or attends training. This means that an apprentice living in Co. Clare may be registered with, and attending training at, any of Ireland's 16 ETBs. As a result, specific information for Clare apprentices, including a list of the trades and programmes most represented and under-represented among Clare apprentices, cannot be provided.
Of the 30,362 apprentices currently in the system as of 30 June 2026, 2,293 are registered with Limerick and Clare Education and Training Board. 728 apprentices registered with LCETB in 2025, 733 in 2024 and 642 in 2023.
LCETB offers training across a wide range of apprenticeship programmes, including Accounting Technician, Aircraft Mechanics, Brick & Stonelaying, Carpentry & Joinery, Electrical, Electrical Instrumentation, Hairdressing, Mechanical Automation & Maintenance Fitting (MAMF), Metal Fabrication, Motor Mechanics, Original Equipment Manufacturing (OEM), Plumbing, Refrigeration & Air Conditioning, Toolmaking, and Wood Manufacturing & Finishing. Training for these programmes is delivered across a number of LCETB training centres in Limerick and Clare.
I have prioritised investment in apprenticeship delivery, which has more than doubled since the establishment of my Department in 2020, with the annual budget reaching €415 million in 2026. This investment has supported substantial growth in the apprenticeship system. Since 2020, annual apprentice registrations have increased by 78%, from 5,326 in 2020 to 9,461 in 2025. At the same time, the number of apprenticeship programmes has expanded from 58 in 2020 to nearly 90 programmes currently, covering a broad range of occupations from ICT, to social care, as well as traditional crafts such as plumbing and electrical.
The Government remains committed to further growing the apprenticeship system, with a target of achieving 12,500 new registrations annually by 2030. My Department will publish the next Action Plan for Apprenticeship later this year, which will consider how best to grow apprenticeship and other work-based learning opportunities.
It is important to note that funding for apprenticeship delivery is determined through the annual Estimates process.
124. Deputy Erin McGreehan asked the Minister for Further and Higher Education, Research, Innovation and Science the timeline for the passage of the necessary legislation to facilitate the Dundalk Institute of Technology and Queen’s Belfast strategic partnership; and for an update on the progress of the same. [50089/26]
Amharc ar fhreagraI thank the Deputy for the question.
Substantial progress is being made on the Dundalk Institute of Technology and Queen’s University Belfast strategic partnership, with active engagement ongoing between my Department, both institutions, relevant agencies and counterparts in Northern Ireland.
In April of this year, Government approved the drafting of the necessary legislative amendments to the Technological Universities Act which will enable Dundalk Institute of Technology to apply for the designation of technological university college. This new designation will allow Dundalk University College to operate as part of an all-island university group with Queen's.
Prior to the commencement of drafting, the heads of the bill have undergone Pre-Legislative Scrutiny by the Joint Committee throughout May and June, with a report expected to be returned shortly. Subject to this, drafting of the Bill is expected to proceed in the third and fourth quarters of 2026, with Oireachtas consideration anticipated in the first half of 2027.
In parallel with the legislative process, the institutions are continuing to advance the partnership itself. A Regulatory Impact Assessment was completed following sectoral consultation, and the Partnership Agreement between Dundalk and Queen’s is expected to be finalised and signed in September 2026.
In terms of implementation milestones, it is intended that students entering Dundalk in September 2026 will do so under the designation of Dundalk University College. From January 2027, PhD students may begin registering for Queen’s awards, subject to regulatory approval, with a further expansion to undergraduate honours and taught postgraduate programmes expected from September 2027.
Overall, the work is progressing in a coordinated way across legislative, regulatory and institutional tracks, with the necessary steps being advanced to support delivery of the partnership on the planned timeline.
125. Deputy John McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science the actions taken by his Department with the third level sector to promote student exchange programmes with other countries including Taiwan that already has such a program in place. [50199/26]
Amharc ar fhreagraThe Higher Education Authority (HEA) is responsible for supporting and promoting student exchange in higher education on behalf of my Department. This is undertaken primarily through Ireland's participation in the Erasmus+ programme, including for both intra-European mobility and exchanges with partner countries worldwide.
The HEA, as the national agency for Erasmus+ in higher education, manages the allocation of funding to institutions on a competitive basis and provides ongoing guidance and oversight to ensure quality delivery and alignment with programme objectives.
In the context of exchanges with countries outside the Erasmus+ programme area, including Taiwan, the principal funding mechanism is KA171, also known as International Credit Mobility. This Erasmus+ action plan enables Irish higher education institutions to establish partnerships with institutions globally, enabling both student and staff mobility.
Irish institutions actively engage in KA171 to build international partnerships, and the HEA works closely with the sector to support international mobility, including in Asia, with a strong emphasis on inclusion and widening participation, ensuring opportunities are accessible to students from all backgrounds while maintaining high-quality outcomes.
Participation in exchanges with Taiwan is a matter for individual higher education institutions, which may establish partnerships with Taiwanese institutions under the Erasmus+ framework and apply for funding through the relevant Erasmus+ calls. Taiwan is eligible to participate as a partner country under the international dimension of the programme.
According to information provided by the HEA, there has been one student mobility to Taiwan recorded under the current Erasmus+ programme to date.
126. Deputy Cathy Bennett asked the Minister for Further and Higher Education, Research, Innovation and Science the cost of third level fees in the years 2024, 2025, 2026; his plans to reduce fees; and the timeframe in which such will be delivered. [50261/26]
Amharc ar fhreagraHigher Education Institutions (HEIs) are autonomous bodies responsible for their own academic affairs, including the development of relevant curriculum, determining tuition fees and student numbers on individual courses. Tuition fees can vary depending on a variety of factors, including the type of course and the method of provision.
My department does not maintain a schedule of the tuition fee rates that may apply for the thousands of courses that are offered across various higher education institutions each year. Therefore, the data requested by the Deputy is not available. The Deputy may however wish to note that each higher education institution maintains a schedule of the various fees that apply at individual course level. These schedules are available for review on their respective websites.
The Deputy will be aware that first time students undertaking a full-time undergraduate course may be eligible to have their tuition fees, exclusive of the student contribution, paid on their behalf via the Free Fees Initiative.
As part of Budget 2026, I introduced a permanent reduction of €500 in the Student Contribution charge. This flat rate reduction has reduced the rate from €3,000 to €2,500. This is the first permanent cut since free fees were introduced in 1995. It is expected to benefit around 108,000 undergraduate students with a further 14,000 apprentices benefiting from up to a 17% pro-rata reduction.
Students can also apply to SUSI to be assessed for fee grant supports. In 2024/25, approximately 65,000 students had their fees paid in full or in part by SUSI.
Looking ahead, I will continue to consider all options available to me to improve the overall student support framework and meet our Programme for Government commitments.
127. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is engaging with HSE management regarding the critical skills shortages in several key areas of the health system; and if he will make a statement on the matter. [49819/26]
Amharc ar fhreagraI recognise the very real pressures faced across the health system arising from workforce shortages in a number of key areas, particularly in community, disability and acute services. Addressing these challenges requires sustained, coordinated action across Government.
My Officials are leading on a significant cross government work programme with the Department of Health, the HSE, the Higher Education Authority and the higher education sector as part of a whole-of-system approach to healthcare workforce planning. This collaboration is central to ensuring that education and training systems are aligned with service needs, including through joint workforce modelling, programme development and clinical placement planning.
Significant progress has been made in recent years. Since 2022, Government has overseen a substantial expansion in healthcare education capacity, supported by multi-annual investment and coordinated engagement with the HSE and other stakeholders. In particular, training capacity across key Health and Social Care Professions has increased by approximately 61% since 2023, with major growth in disciplines such as physiotherapy, occupational therapy and speech and language therapy - areas critical to disability and community services.
This expansion is continuing. Additional places have been introduced across a wide range of healthcare programmes through the CAO, including medicine, nursing, pharmacy, dentistry and therapy disciplines. In 2026, a further 50 additional undergraduate medical places will be delivered, while new programmes in areas such as veterinary medicine and pharmacy in the South East and West will broaden regional access and capacity. Engagement with higher education institutions is ongoing in relation to further expansion for 2026 and beyond.
In parallel, targeted cross-border arrangements with institutions in Northern Ireland, including Queen’s University Belfast and Ulster University, are supporting additional training places in medicine, nursing and allied health professions, complementing domestic provision.
Notwithstanding this progress, workforce modelling undertaken jointly with the Department of Health, the HSE and the HEA confirms that shortages remain, particularly in disability services, children’s services, and community-based care. A key constraint on further expansion is the availability of clinical placements, which depends on service capacity within the health system. Addressing this issue is a central focus of ongoing engagement between my Department and the HSE.
To support the next phase of expansion, the HEA has launched an Expression of Interest process in 2026 for disability therapies and aligned clinical professions including but not limited to, Speech and language therapy, occupational therapy, physiotherapy, psychology, education psychology, dietetics, medical science, podiatry, designed to align future programme growth with verified workforce demand, clinical placement capacity and regional service needs. This process is being informed by continued cross-departmental engagement, including direct consultation with the HSE and higher education providers.
In conclusion, my Department is actively engaged with the HSE and other stakeholders as part of a coordinated national response to healthcare workforce shortages. While significant progress has been made in expanding training capacity, further targeted and sustainable expansion will be required, and this remains a priority for Government.
128. Deputy Tony McCormack asked the Minister for Further and Higher Education, Research, Innovation and Science the progress being made in expanding apprenticeship opportunities to meet current and future skills needs; and if he will make a statement on the matter. [50029/26]
Amharc ar fhreagraThe Government is committed to developing an apprenticeship system that supports Ireland’s current and future skills needs. There are now nearly ninety apprenticeship programmes, with more in development. Recent developments include new apprenticeships that support emerging workforce demands and technological change.
For example, the recently launched Social Care apprenticeship, developed jointly by UCC and MTU, responds directly to the growing need for qualified professionals in the care sector.
Another example is the new Bachelor of Engineering (Honours) in Civil Engineering by Apprenticeship at Atlantic Technological University (ATU). ATU now offers a clear progression pathway from Level 6, a Level 7 and a Level 8 apprenticeship on the National Framework of Qualifications (NFQ) in Civil Engineering, which will support our national housing and infrastructure goals.
Last month I visited Louth and Meath Education and Training Board (LMETB) to launch a new apprenticeship in Robotics and Automation. This apprenticeship illustrates how new, agile learning pathways are helping industry respond to a rapidly changing industrial landscape.
The work to expand apprenticeship opportunities is underpinned by sustained Government investment. Since the formation of my Department in 2020, investment in apprenticeship delivery has more than doubled, from €184 million in 2020 to €415 million in 2026. In terms of apprentice registrations, by the end of 2025, there were 9,461 registrations, an increase of 78% from 5,326 in 2020.
Building on this momentum, the next Action Plan for Apprenticeship (2026-2030) will focus on further developing and growing Ireland's apprenticeship system as we work towards the Programme for Government commitment to increase annual registrations to 12,500 by 2030, with two-thirds in craft and construction-related areas. I look forward to publishing this new Action Plan later this year.
129. Deputy Keira Keogh asked the Minister for Further and Higher Education, Research, Innovation and Science the supports available for individuals who wish to undertake further remote study in their field, in view of the fact that many may wish to specialise/retrain while maintaining their post in the West of Ireland; and if he will make a statement on the matter. [49867/26]
Amharc ar fhreagraMy Department supports individuals who wish to upskill, re-skill or specialise through a range of flexible learning opportunities across the further and higher education system. These supports are particularly important for people who wish to undertake further study remotely while remaining based in their local communities, including those living in the West of Ireland.
Springboard+ provides free or subsidised higher education places in areas of identified skills need. Courses are generally part-time and many are delivered online or through blended learning, supporting participation by learners who may not be in a position to relocate or attend a campus on a full-time basis. Springboard+ includes micro-credentials and is open to people who are unemployed, employed or returning to the workforce, subject to meeting eligibility criteria.
In addition, my Department supports the development of micro-credentials, which provide short, flexible and accredited learning opportunities. These are designed to allow learners to build specific skills in their field, or to retrain in areas of emerging skills need, without necessarily undertaking a full-time programme of study. The Micro-credential Learner Fee Subsidy supports eligible learners, including those in employment, to access subsidised places on approved micro-credential courses. Many of these courses are available online or through blended delivery.
Further Education and Training (FET) provided by the 16 Education and Training Boards (ETBs) offers a wide variety options including blended and online options. The SOLAS eCollege offers flexible and user-friendly, certified online learning, ideal for those wishing to study at their own pace and align study with their work and life commitments.
Higher Education Institutions (HEIs) are autonomous bodies and decisions on the development, delivery mode and admissions arrangements for individual programmes are matters for the institutions themselves, within the wider policy framework supported by my Department.
Atlantic Technological University (ATU) is a significant provider of online, flexible and professional development provision in the West and North-West of Ireland, offering over 350 online, flexible and postgraduate courses from Level 6 Higher Certificate to Level 9 Master’s degree. Its multi-campus presence across the region also supports learners who wish to access further study while remaining in their local communities.
These initiatives form part of the Government’s wider approach to lifelong learning, widening access and supporting people to develop skills throughout their careers. My Department will continue to work with the higher education and further education sectors to expand flexible learning options, including online and blended provision, so that learners in all regions, including the West of Ireland, can access opportunities to specialise, retrain and progress while remaining based in their communities.
131. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the €100 million expansion of the Tyndall National Institute at University College Cork, approved by Government on 13 January 2026 as first major project under the INSPIRE Research Infrastructure Programme, including the current status, timeline and drawdown to date; and if he will make a statement on the matter. [50292/26]
Amharc ar fhreagraIn January, the Government approved a major expansion of Tyndall National Institute, marking a decisive step in advancing Ireland’s ambition to lead globally in semiconductor research, innovation and advanced manufacturing. This is the first major project that will be delivered under the landmark infrastructure and talent investment programme, INSPIRE which I launched last year, also representing an investment of over €100 million under the National Development Plan, significantly strengthening Ireland’s global position in cutting edge semiconductor research and innovation.
I was delighted to launch Tyndall’s new strategy Tyndall 2030 on 25 April in Cork with An Taoiseach. Tyndall 2030 sets an ambitious direction for Tyndall over the next five years. It expresses an ambition for Tyndall to become a globally leading research-performing and technology-delivering institute which is internationally known for excellence.
The expansion project is currently progressing through final Governance and approval steps, with approval now granted by the Department for UCC to enter into a contract with the preferred contractor to deliver the development. As this process is ongoing, a detailed delivery timeline has not yet been confirmed. Drawdown of the approved funding allocation will commence when the relevant approvals are complete and eligible expenditure is incurred.
132. Deputy Brian Brennan asked the Minister for Further and Higher Education, Research, Innovation and Science the supports available to students in relation to student accommodation; the additional measures he is considering putting in place to combat the rising cost of living; and if he will make a statement on the matter. [50300/26]
Amharc ar fhreagraI am very conscious of the impact both the supply and affordability of accommodation is having on students across the country. Earlier this year, I published the National Student Accommodation Strategy which is available on the government’s website. This sets out a pathway to make higher education more accessible by addressing two critical challenges: accommodation supply and viability, and affordability.
Current projections indicate demand for approximately 42,000 additional student beds over the next decade, highlighting both the scale of need and the opportunity to respond effectively.
To increase supply and support viability, the Strategy adopts a balanced approach. This includes long-term State-backed measures to activate supply in collaboration with the private sector; a mechanism to enable technological universities to enter nomination agreements with private providers and further promotion of Rent-a-Room accommodation.
A new Higher Education Institution Student Accommodation Programme is being rolled out supported by the Higher Education Authority (HEA) and the National Development Finance Agency (NDFA). This programme will enable Higher Education Institutions (HEIs) to have access to increased PBSA beds by supporting private developers to build PBSA on or near campus through a combination of nomination agreements, licensed sites and site servicing.
The Government's Rent-a-Room Scheme continues to support short-term capacity, enabling homeowners to earn up to €14,000 tax-free annually. As of June 2026, over 5,000 student beds were advertised through our Higher Education Institutions. We are conducting further research in this regard which will feed into an advertising campaign later this year.
Affordability of student accommodation is supported through a range of financial assistance schemes, including the SUSI Student Grant Scheme non-adjacent grants targeting students living 30 km or more from their Higher Education Institute, the PATH 2 1916 Bursary, Student Accommodation Assistance, and the Student Assistance Fund. The strategy commits to targeting these supports for increases in line with the annual estimates process. Combined, these supports provide €176 million annually, alongside the rent tax credit, which offers up to €2,000 per year for jointly assessed couples or €1,000 for single applicants.
I will be publishing a paper later this year which will set out various options to reduce the cost of education in advance of the estimates process.
133. Deputy Michael Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science the current status of plans to develop a third-level catering college in Killarney at a site (details supplied); the progress made to date on the transfer of the site to Kerry Education and Training Board and the associated due diligence and business case; and if he will make a statement on the matter. [50254/26]
Amharc ar fhreagraKerry ETB are currently progressing their proposal for a purpose-built FET college in Killarney under my department’s FET College Major Capital Programme. KETB’s proposal aims to transform FET provision in Killarney through the development of a modern, contemporary campus with a strong focus on hospitality skills development.
KETB is currently working on their Preliminary Business Case proposal for the infrastructure they wish to deliver on the site. Once KETB have completed this business case, it will be submitted to SOLAS for evaluation.
In relation to the Pretty Polly site, I provided approval late last year to KETB to agree a price with the Local Authority for the site and to proceed with relevant due diligence requirements, this work remains ongoing. It is anticipated that this acquisition will be completed by year end subject to the relevant due diligence requirements being met.
Along with SOLAS, my department will continue to support KETB in progressing this major capital project which will deliver key FET infrastructure to meet the needs of learners in Killarney and surrounding areas.
134. Deputy Barry Heneghan asked the Minister for Further and Higher Education, Research, Innovation and Science whether his Department is examining additional measures to improve progression to higher education for people with intellectual disabilities, including expanding PATH 4 places, strengthening partnerships between education and training boards and higher education institutions, and increasing work placement and employment opportunities for participants; and if he will make a statement on the matter. [50183/26]
Amharc ar fhreagra142. Deputy Barry Heneghan asked the Minister for Further and Higher Education, Research, Innovation and Science whether consideration is being given to expanding the Programme for Access to Higher Education (PATH 4) to ensure that every region has at least one higher education institution offering a dedicated programme for students with intellectual disabilities; the timeline for any such expansion; and if he will make a statement on the matter. [50182/26]
Amharc ar fhreagraI propose to take Questions Nos. 134 and 142 together.
Supporting students with a disability is a priority for this Government and my Department and this is reflected in both the Programme for Government and my Department’s Statement of Strategy.
The Programme for Access to Higher Education (PATH) is a strategic multi-stranded fund that supports the ambitions, goals, objectives, actions and targets of the National Access Plan 2022 – 2028. PATH 4 Phase 2 strand supports the development and delivery of higher education programmes for students with intellectual disabilities, and the gathering of related evidence to inform future policy. Over €11 million has been allocated to programmes across 11 higher education institutions (HEIs). The programme offerings vary in NFQ level, subject matter and duration; however, all include a core component of career planning and work preparedness, and all HEIs offer work placement opportunities. Over 190 students have enrolled in these programmes in academic years 2024/25 and 2025/26. Earlier this year, I extended the funding for the programmes up to 2028.
I recently approved funding to hire an expert to develop a Common Evaluation Instrument for PATH 4 Phase 2, with a report expected before the end of the year. The evaluation of the programme presents an invaluable opportunity to gather data at the national level on the outcomes and lessons emerging. It will also allow the building of a robust evidence-base to inform and guide future policy development, including on issues regarding the acquisition of life skills, and preparedness and opportunities to progress in education or employment.
Findings and recommendations are expected to support future measures to improve progression to higher education for people with intellectual disabilities across the country and the required supports for students to transition into employment.
I trust this clarifies the matter for the Deputy.
135. Deputy Naoise Ó Cearúil asked the Minister for Further and Higher Education, Research, Innovation and Science to clarify the situation regarding the refurbishment of the swimming pool at a location (details supplied). [49823/26]
Amharc ar fhreagraOn 26th June, Maynooth University announced that it will acquire a significant part of the South Campus from St Patrick’s College, Maynooth which will yield considerable benefits for the Maynooth community and wider region.
This acquisition represents a significant strategic investment by Maynooth University and is a transformational next step in the development of the university and its support of the broader community. As well as the redevelopment of existing learning, student and staff spaces, it creates the conditions for Maynooth University to invest in community-focused facilities, including a campus swimming pool, performance space and other shared amenities that will play an important role in local life. The university is engaging with the local authority and other stakeholder groups to collaboratively consider the future of facilities on the South Campus including the swimming pool, and I am fully supportive and encouraging of this and have made this known in my correspondence and engagements with all concerned parties.
More widely, I am supportive of the plans and vision the university has articulated and the benefit of campus facilities for both students and the wider Maynooth community.
136. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science whether he will intervene urgently to prevent large scale redundancies and the closure of courses at Carlow College. [50262/26]
Amharc ar fhreagraI thank the Deputy for raising this matter. While Carlow College is a private, autonomous institution outside my direct remit, the state has nonetheless engaged significantly and provided substantial financial support in recent years.
An independent review in 2024 confirmed that the College was in an unsustainable financial position and faced the very real risk of an unplanned cessation of its operations, with severe consequences for students, staff and the local community. In response, a structured engagement process, involving SETU and supported by independent mediation and due diligence, was put in place to work through the issues and examine a range of options.
That process has led to a jointly agreed framework which, importantly, does not seek to prolong an unviable situation, but instead provides for a managed and time-bound transition. It ensures an orderly, phased winding-down of activity over two years to 2028, in place of what would otherwise have been an abrupt, chaotic and highly disruptive closure.
The framework also provides for significant State support linked to the transfer of the campus to SETU, which is expected to support the College in meeting its obligations, including to staff. While I cannot intervene directly to prevent redundancies in Carlow College as a private institution, I have consistently emphasised the need for fair, transparent engagement with staff, with these matters to proceed through representative bodies and trade unions.
I am satisfied based on the agreed approach from Carlow College and SETU Governing Authorities, that this approach represents the most responsible course available, protecting students, supporting staff through a structured process, and promoting the ongoing enhancement of higher education and community facilities in Carlow and the wider region.
137. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the steps being taken by his Department to improve the further and higher education experience and supports available for students with disabilities; and if he will make a statement on the matter. [49772/26]
Amharc ar fhreagraThe National Access Plan (NAP) 2022-2028 builds on the vision of previous plans and ambitions for a more inclusive and diverse student population in higher education. The latest figures available to the Department in the Midterm Review of the National Access Plan show that new entrants with a disability to Higher Education have increased to 16.3% for the 2025/2026 academic year, up from 12.4% at the start of the NAP. This is the realisation of the target of 16% of new entrant students with disabilities in Higher Education, two years before the end of the current plan.
The Programme for Access to Higher Education (PATH) is a strategic multi-stranded fund that supports the ambitions, goals, objectives, actions and targets of the NAP. PATH 4 was developed over two phases, specifically to support students with a disability in accessing and progressing through Higher Education.
Since 2022, a total of €5.8 million was allocated the PATH 4 Phase 1 Universal Design Fund, 2022-2024 and the Inclusive Environment Fund (2025-2026) to support the embedding of Universal Design (UD) approaches and inclusive practices in HEIs to the benefit of all students, in particular neuro-diverse students, and to enable building of capacity for greater participation by students with intellectual disabilities in higher education.
PATH 4, Phase 2 courses are specifically designed to meet the needs of students with an intellectual disability in higher education. This is a pathfinding programme with a budget of just over €11 million. 193 students have been enrolled over the last two academic years in 11 HEIs across a wide geographic spread. Initially for a two-year period and recently I extended these courses to run until at least 2028. These courses are designed around providing the students with opportunities to develop their personal skills for life and for employability, and to develop links with employers, and all programmes have a work experience element built in.
Students with disabilities are supported through the Fund for Students with Disabilities (FSD) which allocates funding to HEIs for the provision of services and supports to full- and part-time students with disabilities. The FSD aims to ensure that students with disabilities, including intellectual disabilities, have the necessary supports and equipment to enable them to access, fully participate in and successfully complete their chosen course of study. In Budget 2026 I increased funding by €1m bringing the total annual fund in higher education to over €10.5m. Last year, the FSD supported over 21,000 students.
The Department, through SOLAS, funds a range of supports for disabled learners in FET. This includes the FET Fund for Students with Disabilities and the new Transport Fund for Learners with Intellectual Disabilities, with €7.7 million allocated in 2026. SOLAS has also allocated circa €45.2 million to Specialist Training Provision and almost €1.6 million in 2026 to five specialist agencies to support the participation of disabled learners in FET.
Since 2020, SOLAS, AHEAD and ETBI have undertaken significant work to expand ETB capacity to apply Universal Design for Learning (UDL) and to make reasonable accommodations across FET provision, ensuring that accessibility and inclusion are core principles across the FET system. This work will remain a priority in the coming years.
I have also tasked officials with leading a Disability Project in my Department to develop a policy framework on the design and implementation of a more responsive?system?of supports and services for students with disabilities.
I trust this clarifies the matter for the Deputy.
138. Deputy David Maxwell asked the Minister for Further and Higher Education, Research, Innovation and Science to clarify the Government’s position on student fees, in light of recent media reports suggesting that fees may not be reduced as previously indicated; and if he will make a statement on the matter. [37219/26]
Amharc ar fhreagraHigher Education Institutions are autonomous bodies responsible for their own academic affairs, including the development of relevant curriculum, determining tuition fees outside of the Free Fees Initiative and student numbers on individual courses. Tuition fees can vary depending on a variety of factors, including the type of course and the method of provision.
As part of Budget 2026, I introduced a permanent reduction of €500 in the Student Contribution charge, as part of the Free Fees Initiative. This flat rate reduction has reduced the rate from €3,000 to €2,500. This is the first permanent cut since free fees were introduced in 1995. It is expected to benefit around 108,000 undergraduate students with a further 14,000 apprentices benefiting from up to a 17% pro-rata reduction.
Students can also apply to SUSI to be assessed for fee grant supports. For 2025/2026, 71,670 had their fees paid in full or in part by SUSI and this is broken down as follows:
• 48,713 students received a 100% student contribution grant support;
• 4,252 students received a 50% student contribution grant;
• 18,705 students received a €500 student contribution grant.
As I look ahead to Budget 2027 it is a priority for me to continue to support families and learners with the cost of education through a range of core and targeted funding mechanisms.
139. Deputy Rory Hearne asked the Minister for Further and Higher Education, Research, Innovation and Science to detail his Department’s plans to address construction labour force shortfalls and the impact that will have on housing delivery; if he will consider a State construction company to increase to build public construction capacity to ensure Ireland has the workers needed to directly deliver affordable housing, attract skilled labour home from abroad and an expand of the use of modern methods of construction; and if he will make a statement on the matter. [37933/26]
Amharc ar fhreagraI welcome the opportunity to set out some of the main actions led by my Department to help alleviate constraints that inevitably arise to meeting labour demand in a near full employment economy.
The job of addressing pressing skills needs must be a collaborative effort and my Department works with sectoral partners, such as SOLAS, the National Construction Training Campus, Skillnet Ireland, Education and Training Boards (ETBs), and industry representatives to increase skills supply.
The ongoing collaborative work in developing a sustainable construction skills pipeline can be broken down into three distinct strands. The first strand is our investment in the apprenticeship system.
Workers are needed across different skills levels, including apprenticeship. A Government priority is to ensure that the apprenticeship system is well equipped to continue to grow, respond to the skills needs of industry, and adapt to workforce challenges.
Budget 2026 provided a significant €79 million additional investment in apprenticeships. Since 2020, we have more than doubled the investment in apprenticeships.
The total number of apprentices in construction and related fields has grown by 57% between 2020 and 2025, from 14,567 to 22,807, while construction and related registrations across the same fields rose by 69%, from 3,813 in 2020 to 6,428 in 2025.
This underpins the value of this training route at a time of high employment and high demand for construction skills.
We are developing a new Action Plan for Apprenticeship which will have a headline target of 12,500 new apprentice registrations per year by 2030, two-thirds of which will be in craft and construction-related programmes.
The second strand focuses on advancing the use of modern methods of construction (MMC).
The Department of Housing, Local Heritage and Housing has noted reductions in delivery timeframes of up to 40%, greater cost certainty and reduced changes during construction, offering cost and time savings from MMC.
MMC is also expected to significantly lessen the demand for workers in the construction sector. Research published by my Department estimated that 24% fewer workers would be needed to build new homes with an increased use of MMC.
My Department are progressing several initiatives to support the workforce to transition to MMC. We are implementing a comprehensive, cross-sector MMC Action Plan. Developed with key partners, this supports the transition to MMC across the construction supply chain.
In the tertiary sector, the National Construction Training Campus, under Laois-Offaly ETB, has strategically pivoted its provision toward upskilling the existing MMC workforce and Tier 1 supply chains.
The Campus is developing a Level 5 MMC Installation and Assembly framework to address critical skills gaps across Insulated Concrete Formwork, Timber Frame, and Light Gauge Steel. Practical, hands-on learning for these courses will be hosted in the Campus's newly constructed Modular Assembly Training Space.
To eliminate identified pinch points and bridge the gap between advanced off-site manufacturing and traditional on-site installation, the Campus is deepening its engagement with Tier 1 supply chains to develop a bespoke Groundworks/Setting Out Programme.
Skillnet Ireland are focusing on MMC courses for senior leaders, with an MSc in MMC Leadership being developed with Technological University of the Shannon.
We have also developed a digital ‘one stop shop’ for all things MMC. The Skillnet MMC Accelerate national platform launched last year and highlights MMC projects, provides career pathways and education and upskilling provision.
An accessible flagship location for MMC demonstration and specialist training is also in development. It is expected that the National Demonstration Park for MMC, being built at the National Construction Training Campus, will have its first units onsite by the end of 2026.
The third strand relates to the promotion of careers in construction and minimising barriers to entry.
Research undertaken by my Department found a lack of knowledge and understanding about the construction industry and the roles available, a poor perception of the working environment as well as a perception that construction is not suitable for women.
In response, we implemented the cross-sector Careers in Construction Action Plan to minimise barriers, promote career opportunities, and make construction jobs more attractive to women. Between 2023 and 2025, the Plan would have had a contributory effect on a 66% increase in women in construction, 15% increase in first preference CAO choices for construction courses, and a 19% increase in the construction workforce. The Updated Careers in Construction Action Plan was published in January 2026, with 80% more actions than the original Plan. It is designed to continue to support efforts to increase the number of people employed in the construction sector.
We are reaching out to young people to show them the exciting reality of a career in this dynamic and diverse sector. Promotional activity has included the Building Heroes social media campaign, a documentary on careers in construction for second-level schools, and an MMC documentary hosted by Harrison Gardner which featured on Virgin Media One.
In addition, the Build Back Home campaign is targeting skilled Irish construction workers abroad, encouraging their return to support domestic construction. Starting in 2024, the campaign focused on Australia and Canada and used digital, social, and out-of-home media to maximise reach among Irish audiences overseas. Through the campaign, more than 142,000 people visited the government website to learn more about opportunities to “build back home,” with 95% of those visitors coming from North America, Canada, and Australia. The campaign is continuing in 2026.
Together, these three strands reflect the broad range of approaches and initiatives for expanding the skilled workforce, complimenting the vital role to be played by employers themselves in recruiting, retaining and upskilling their workforce.
Lastly, my Department has also published a new report, National Framework for Meeting Priority Construction Workforce Needs, which is a valuable tool in helping to consider the converging skills and workforce needs across several critical areas.
The report underlines our view that a coherent, whole-of-government response is required to address these challenges, especially in relation to prioritisation and sequencing of projects.
140. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that will be made in 2026 and 2027 in delivering upgrades and new accommodation for the Further Education Sector; and if he will make a statement on the matter. [50257/26]
Amharc ar fhreagraUnder the NDP 2025 review, I secured €4.55bn in capital funding for 2026–2030. A Sectoral Plan, published in December 2025, sets out investment priorities across higher and further education and research. €107m of my Department's 2026 capital allocation will be invested in further education capital infrastructure, with a further €122m allocated for 2027. This incorporates €37m in 2026 and €52m in 2027 provided through the National Training Fund Surplus Package, announced in Budget 2025.
Continued investment in the FET sector will enable new and upgraded facilities, modernised campuses, and additional capacity to meet growing regional and national demand. Other specific programmes being supported by this investment include the Strategic Infrastructure Upgrade Programme, Apprenticeships, Emergency Health and Safety Works grants, Devolved Grants, including specific funding for Green Initiatives and the Minor Capital Works Grant.
There are also 12 ETBs progressing a project under the FET College Major Capital Programme. Nine are at Pre-tender Stage with the remaining three at Preliminary Business Case stage as they require site purchases.
In January, Department Officials met with all 12 of the Chief Executives who have projects under this programme. At this meeting ETBs were informed that they need to prioritise work on these projects so that design teams can be appointed in 2026 for those projects which are ready to do so.
In order to provide for consistency of approach and to ensure for the timely delivery of projects under this Programme, an integrated design team framework was advertised to suppliers in April of this year. Applications to be part of this framework are currently being evaluated and when in place will provide for a framework of pre-approved design team consultants, that ETBs will be in a position to draw down services from, when they are ready to so.
I am committed to delivering sustained capital investment across the FET sector, ensuring learners and staff have high-quality facilities that support skills development and lifelong learning.
141. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science the number of units of student accommodation that are owned by third level colleges and universities now in use; the number owned by each institution; and if he will make a statement on the matter. [49817/26]
Amharc ar fhreagraThe Deputy will be aware that the provision of student accommodation, including that owned and operated by higher education institutions (HEIs), is a key priority for Government.
Based on the most recent data available to my Department and the Higher Education Authority (HEA), there are over 49,200 purpose-built student accommodation beds nationally. About two-thirds in private ownership, while our higher education institutions provide more than 15,600 beds.
The table below illustrates the total inventory of student beds owned by HEIs at the end of May 2026.
|
Institution |
Bed spaces |
|
University College Dublin (UCD) |
4,187 |
|
University of Limerick (UL) |
2,934 |
|
Trinity College Dublin (TCD) |
1,834 |
|
University of Galway (UG) |
1,882 |
|
University College Cork (UCC) |
1,534 |
|
Dublin City University (DCU) |
1,443 |
|
Maynooth University (MU) |
1,262 |
|
South East Technological University (SETU – Waterford) |
426 |
|
Mary Immaculate College (MIC) |
146 |
|
Total |
15,648 |
