Helen McEntee
Meath East · Fine Gael · Ireland
“There are no new missions, so there is only so much we can partake in. In regard to UN requests over the past ten years, in September 2019, we had 14 Defence Forces personnel deployed to a UN mission in Mali as part of a joint operation with the German armed forces.”
“I thank the Deputy for his continued engagement on this matter. It is appreciated and I reaffirm our shared commitment to truth and justice, not least for Private Rooney, but in particular for his family.”
“I thank the Deputy for raising the matter. I know he is committed to this issue; I am too. I have in recent months spent some time travelling to different barracks and Army bases and meeting with personnel. What I see all over the country is their professionalism, dedication and commitment.”
“I disagree that people are being pushed into the courts. The situation is exactly the opposite. I have said in the Chamber many times since I started taking these questions that the State Claims Agency is there and wants to mediate and work directly with people in order that cases do not go directly to the courts.”
“We are all committed to strengthening recruitment to and supporting retention in the Permanent Defence Force. The military authorities have advised that the strength of the Permanent Defence Force stood at 7,823 personnel on 31 May, the most recent date for which we have a figure available.”
“It is the case that no mission is the same, so it is also a matter for the Defence Forces to assess and scope out the mission and then to decide whether it is a mission we can partake in. A question keeps being asked about what it is we would not be able to be a part of if we were to keep the triple lock.”
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“This commenced with 14 pilot projects in the 2024-25 school year, developed in partnership with the Department of Transport and Bus Éireann. These pilot projects are continuing for the 2025-26 school year. They will be monitored during the year and evaluated in full at the end of the 2025-26 school year. The school transport section of my Department actively engages with Bus Éireann, which is rolling this out, to assess and identify where more school transport pilot programmes can be successfully delivered. The Department has asked Bus Éireann to review where additional capacity can be made available for concessionary pupils who paid on time and would become eligible if the revised school transport scheme criteria were rolled out in full. The nearest school distance and wider criteria are currently still in place.”
“Those skills support long-term development and are beneficial in many ways. The scale of the scheme is significant. We all understand that any changes, particularly of the magnitude we are talking about, need to be planned and implemented well. This is particularly relevant given the issues that have arisen in the current school year with regard to having access to enough drivers and vehicle shortages. Careful consideration must be given to how best to expand the scheme and to cater for that demand. If we were to say that every single child should be able to access school transport tomorrow, it simply would not be possible. We need to ensure it is planned, phased and done in the most appropriate way. That phased implementation approach was adopted to manage increased demand in a planned and sustainable manner.”
“For households in rural areas or those with limited access to public transport, the scheme plays a critical role in enabling parents to engage in the workforce or pursue training or education. We all know that, for the most part, things have changed for many families. Both parents are working. To be able to get to work and do school dropoffs, perhaps, where there is more than one sibling, to different schools in different directions is complex, stressful and challenging. That is why it is so important. It is why we, as a Government, are absolutely committed to rolling this out to as many students as possible. The review also demonstrated the impact on pupils who use school transport. They are developing valuable life skills, including independence, time management and confidence in navigating public transport services.”
“The review outlines a path to expanding access to an additional 100,000 pupils by 2030 while promoting sustainable transport and improving integration with the wider public transport network. That work has already started through pilot programmes. A key outcome is to reduce the number of individual car journeys to school, supporting local communities and our national climate objectives. Achieving the Government's ambition of 260,000 pupils on school transport services would result in significant gain for the environment and a huge societal gain. Importantly, our young people and their families will benefit the most. This is clearly evidenced in the review for the school transport scheme.”
“To outline the magnitude of the scheme, over 149,000 pupils are now travelling on mainstream services, almost 5,500 pupils who arrived in Ireland from Ukraine have been provided with school transport and 23,500 children are travelling on dedicated services for children with special educational needs. Millions of kilometres in school transport routes are provided every day. Every five years, new tendering processes must happen in line with our tender rules. The school transport 2030 review, published in early 2024, represented the most comprehensive assessment of the scheme since its establishment in 1967. It was informed by extensive consultation with families and students, including those with special educational needs and all other stakeholders.”
“Resolving these difficulties is a priority for me, the Minister of State, Deputy Moynihan, and the team with which we work in my Department, working closely with Bus Éireann. It is important that everybody is focused on ensuring that transport arrangements are put in place as soon as possible. Particular issues have arisen in my county but every day, transport solutions are being found and issues are being resolved for families and, in particular, for children. While the situation is dynamic with solutions being found on a daily basis, those currently without transport represent a very small number of pupils on school transport services nationally. Everything is being done to ensure that those final challenges are overcome.”
“However, there are, of course, particular issues in some areas of the country due to the growing populations and growing demand for school transport services in these areas. In my county in particular, and in other commuter areas and larger towns, where we have seen population growth, a young population and a young school-going population, there have been particular challenges. I stress that everything is being done to ensure that all services are in place as soon as possible. This is a very important issue and is, of course, particularly important for children and young people with special educational needs and their families who require appropriate school transport provision in order to allow their children to attend school.”
“The scheme has expanded significantly over the past six years and we have seen an almost 50% increase in the number of pupils travelling on all services. This growth has been especially marked in the area of special educational needs transport, which now represents almost 60% of the scheme's total costs, while serving around 13% of pupils. This reflects the Department's continued commitment to inclusive access and tailored supports for young people who need them. Since 2018, investment in the scheme has more than doubled, from €200 million to €512 million in 2024. We have continued to expand the number of students benefiting from the school transport scheme. It is important to stress that point. Every year, the number of young people accessing school transport has increased.”
“I am pleased to be here today, with the Minister of State, Deputy Michael Moynihan, who has responsibility for school transport in the Department, to share an update on school transport. As the House will be aware, the school transport scheme is a hugely significant operation managed by Bus Éireann on behalf of my Department. In the current school year already almost 178,000 children and young people are being transported on a daily basis to schools throughout the country. This figure includes pupils travelling on mainstream services, pupils who have arrived in Ireland from Ukraine, those residing in international protection accommodation services, IPAS, centres and also dedicated services for children with special educational needs.”
“I move: That Dáil Éireann, noting that the Government agreed on 10th September, 2025, to propose, for the approval of Dáil Éireann, the appointment or reappointment, as the case may be, of the persons concerned to be members of the Legal Services Regulatory Authority, and pursuant to sections 9 and 10 of the Legal Services Regulation Act, 2015, approves the appointment of Simon Barry and William Abrahamson with effect from 1st October, 2025, by the Government to be members of the Legal Services Regulatory Authority in accordance with that Act, and the reappointment of Shane Galligan, with effect from 1st October, 2025, by the Government to be a member of the Legal Services Regulatory Authority in accordance with that Act, such appointment or reappointment being for a period not exceeding four years from the date of appointment or reappointment, as the case may be, as the Government may determine.”
“provided that the following Further Revised Estimate shall not stand referred to the relevant Select or Standing Committee, as the case may be, pursuant to Standing Orders 103(1)( a ) and 222(2): Vote 24 — Justice, Home Affairs and Migration ( Third Further Revised Estimate ).”
“I move: That, notwithstanding Standing Order 222 of the Standing Orders of Dáil Éireann relative to Public Business or the Resolutions of the Dáil of 1st April, 21st May, 16th June and 25th June, 2025 the following Further Revised Estimates for Public Services for the year ending 31st December, 2025, be presented to the Dáil and circulated to members on 23rd September, 2025, being a date later than that prescribed for the presentation of Estimates: Vote 24 — Justice, Home Affairs and Migration ( Third Further Revised Estimate ). Vote 29 — Climate, Energy, and the Environment ( Further Revised Estimate ). Vote 33 — Culture, Communications and Sport ( Further Revised Estimate ). Vote 34 — Housing, Local Government and Heritage ( Further Revised Estimate ).”
“This would mean that where SNAs are not needed in schools, and we know that is the case, they can be redeployed. We will have a new redeployment scheme coming into place next September. I appreciate that we need to make sure that we continue to increase the number of SNAs and special education teachers because demand is increasing.”
“The Minister of State, Deputy Michael Moynihan, and I are engaged in ongoing work in that regard. Specifically in the context of reviews, there is an option for schools, if they are not happy with the allocations made by the NCSE recently, to apply to the review and appeal system. However, I accept the Deputy's point. We need to get to a position where allocations are made at a particular time in order to allow schools to have an opportunity, well before the summer recess, to make appeals in order that they will have the resources in place for September and will know exactly what they are getting. We also need to make sure that we have a system and a structure in place for the NCSE to be able to conduct reviews that are asked for and for schools to conduct reviews throughout the school year.”
“To the Deputy's final point, my Department is engaging with the schools in the area to make sure that every child has a place. This has to happen in every area, particularly where there is a population increase. We are actively engaged in the area. If there is a need to work more closely with the Tusla education support service for schools, and in particular for students, that will happen. My understanding is that there are places available. It is about making sure children can get access to those places. On special education supports, we have more SNAs than we have ever had before. There are 1,600 more this year. I appreciate that the need is increasing. As a result, we need to make sure that we continue to increase SNA supports and the number of special education teachers and provide places.”
“We have dedicated support and funding for schools, with a commitment for €200 million over the lifetime of the strategy. Through the NDP and the next strategy, we will commit even more funding. Some €325 million has been invested specifically to provide technology in our schools, recognising that is how things are going and that technology is a really positive part of how children learn. I am absolutely committed to ensuring that we continue to support our schools and that they have the technology and equipment they need. We will reach the point where schools will no longer have to replace the technology they have, where they will have all the equipment they need and where this top-up funding will essentially make sure that every new student is able to avail of what is available.”
“For next year, I want schools to know when they will be getting it. They need to know they will get it at the same time the following year in order that they can plan ahead. This is about providing resources so that schools will have them. They do not need to be replaced or bought new every year. That is what we are working towards.”
“I will give an example. For a 100-pupil primary school, €4,533 is allocated. For a 500-pupil school, the amount is €14,665. For a post-primary, there is a basic grant of €2,000 plus €30.40 per mainstream student. It is not the intention that schools will be buying iPads every year or that every student will need to use them at every stage of the school day. It is to make sure the school has enough technology in order that every child has access to it at different stages. The €325 million that is being provided will continue to be added on. We will get to the point where schools have the technology they need, including whiteboards and TVs, after which it is funding for replacements that is being provided. I want to ensure that schools have clarity on when they will get the grant. A sum of €35 million was announced this year.”
“While there may be a slight contribution from parents, we need to make sure as far as possible that we are providing the funding. Since 2015, €325 million has been provided. Obviously, my objective is to make sure that the remainder of the committed €200 million is provided for in the next two years and that under a new national development plan we have further ICT support being provided. There is an opportunity as well, with the roll-out of the free books scheme, where there is money left over in schools. Where there is a changeover, books are coming back and they do not have to buy new books, schools can use that fund for digital technologies. I accept we are at the early stages and that is not necessarily available to them, but we are trying to provide as many supports as possible.”
“The most recent tranche of funding of €35 million issued to all recognised primary, special schools and post-primary schools in May 2025. To date, €135 million of the €200 million has been paid out. This funding is directly to support schools, whether in buying laptops, ICT, PCs or any other types of equipment. The funding issues directly to schools, as they are best placed to determine the needs of their own students and have autonomy to do so. It can be used to fund ICT infrastructure, as required in the schools, but also can provide for loan schemes for devices for students as appropriate. I recognise that the back to school costs on parents can place real financial pressure on families. We need to make sure that we are providing as much support as possible. Schools are becoming more digital. They are becoming more technology focused.”
“Decisions regarding the use and deployment of digital technology in schools is a matter for the board of management of each school in the context of their digital learning planning. It is very much open to the schools to decide how they adopt and change. Schools are advised to consult with members of the school community, including parents, when planning any introduction of digital technologies. It is important that a school, if it is deciding to move to iPads or certain technologies, engages with parents first and makes sure that whatever it is doing is affordable. The Digital Strategy for Schools to 2027 was published in 2022. It is underpinned by funding of €200 million over the course of the strategy to support its implementation, which was committed to under the national development plan.”
“They learn the importance of sharing the road, developing the knowledge and skills and values and qualities to prepare them as road users as well. In the past year or so, while we have made significant progress in reducing the number of road deaths, we have started to see an incline in the other way. The earlier we can engage with young people to make sure they are using roads safely, the better. More broadly, on the issues the Deputy raised around the life skills, we have a real opportunity now that nearly every student is able to avail of transition year to make sure they are learning real practical skills. The review that I have mentioned will, hopefully, identify where that is happening.”
“First, in terms of driver theory but, more broadly, road safety, it is something we really have to focus in on for transition year. Last October, there was collaboration between my Department and the Road Safety Authority, RSA, where they developed a specific programme, Road Safety Matters. It was launched to help students become safer road users. The programme, which has been developed by the RSA, is also supported by An Garda Síochána and officially sponsored by Irish Public Bodies Mutual Insurances. This is specifically for transition year students. It is specifically acknowledging that there is maybe greater flexibility in the time available to support students in understanding the rules of the road but, most importantly, making sure they are safe drivers when they go about their theory test and when they start to drive.”
“I will ask my Department to look at how we can review the changes that are taking place and get a better understanding of what type of modules the 60,000 students are taking up, how effective they are and whether there is more that we can do to encourage these type of modules in the transition year programme.”
“I fully support what the Deputy is suggesting, in that we provide students with life skills. These are skills that we all need at certain stages, whether moving into our own home, setting up a new business or exploring different opportunities. Transition year, in a way unlike the rest of the curriculum, is a real opportunity to be able to explore those different avenues. There is a set of guidelines but it is still open to every school to choose whether or not they could apply those certain type of modules that the Deputy has mentioned. Until we have a full review and see exactly how schools are applying the new structure and system, we will not be able to see exactly how many are partaking in some of those areas.”
“The four student dimensions centre on personal growth, being a learner, civic and community engagement, and career development, respectively. The being-a-learner dimension, in particular, offers the opportunity for schools to offer additional learning experiences to transition year students, including life skills and literacy and numeracy initiatives. The programme statement continues to offer schools a significant level of autonomy while placing more structure on the design of transition year programmes. What would be helpful, at this stage, given it is a new statement for transition year and that so many more students are doing it now, is that there would be a review at a certain point to see exactly what type of programmes and what type of modules schools are using, how effective they are and how students are responding to them.”
“Over the 2024-2025 school year, all schools had the opportunity to audit their current transition year offering and revise it, where necessary, in line with the updated programme statement. The new programme statement now applies to programmes commencing in the next school year, 2025-2026, across all schools. Sixty thousand students will avail of transition year. There is a real opportunity, which had not existed in the past, to make sure that what they are doing in that time is as effective and supportive as possible for them, and in some of the ways the Deputy outlined. The programme statement sets out four student dimensions as the core foundations upon which transition year programmes should be designed.”
“Transition year is a valuable programme for students that offers opportunities to develop future life skills for personal, social and academic development and to experience other aspects of adult and working life. Transition year can bring a unique and important value in the life of students. Each school designs its own transition year programme within set guidelines to suit the needs and interests of its students. In establishing their own distinctive programme content, schools are advised to take into consideration students' needs, parents' views, employers and the wider interests of the local community. As part of the redevelopment of the senior cycle programme, a new transition year programme statement was published in September 2024, which provides schools with a framework for developing their own bespoke transition year programmes.”
“It is obviously my objective, and that of the Government, to ensure we continue to increase our supports for schools where they are needed and to look at other ways in which we can reduce costs, with solar panels being one of them. I mentioned before that we need to look at the issue of insurance and how much schools are paying for it and if there is a way we can work to reduce that cost too, so we are not just giving extra money but reducing costs at the same time.”
“There are two objectives to the installation of the solar panels. The first is to help us to achieve our targets and ensure the schools and the Department of education play their roles in helping to achieve our 2030 and 2050 targets. Second, this is also a real opportunity for us to help to reduce costs for the schools. Many of the schools have just installed solar panels, the 44% that are already there, so it is too early to tell how much of a benefit it will be for them, or what reduction will be seen, but it is certainly estimated that around €5.5 million will be saved across the schools' estate once all the solar panels are installed. Obviously, the more we can provide and the further we can reduce the costs for schools, the better and this is certainly an objective in terms of the capitation and the ancillary supports.”
“These were the reasons I was given as to why this was set out, but again, I am happy to engage with the Minister, Deputy O'Brien. Looking at the scheme, it has been rolled out very well and many schools have applied for it but, at the same time, there is still a year and a half to go until the scheme is finalised. It would be a welcome opportunity to sit down with the Minister and look at how it is being rolled out, how effective it is and if there are changes that could potentially be made along the lines the Deputy suggested.”
“This is something that has been brought to my attention before in some of the schools I visited, especially in larger schools, where I have been asked whether they could get more solar panels for all the reasons the Deputy outlined, including to help to reduce costs and ensure the system is appropriate to the scale and size of the school. The scheme's structure was put in place some time ago. I have been informed that the 6 kW peak was specifically chosen so the grid connection process is covered under the ESB Networks process, which is the NC6 inform-and-fit notification process, unlike the others called the NC7 and NC8 mini and small-scale generator connection processes. There are no additional costs for schools under this process and there are no grid restrictions limiting export.”
“Currently, the electricity supplier offers a microgeneration export rate of 21 cent per kilowatt-hour for electricity exported to the grid.”
“The estimate is based on the size of a school's solar panel system, how much energy it typically produces and how much of that energy is likely sent to the grid. All this information is then used to calculate a fair estimate of how much electricity the school exports. Taking into account what the Deputy said about the timeline, while there is a system in place to try to mitigate the gap until the meters will be installed, I have asked my Department to engage with the ESB to see if there are opportunities to prioritise smart meter installations in schools so we can try to move this timeline forward. I am very happy to engage with the Deputy and the ESB to see if we can do things faster and move things along. Schools can also access competitive electricity and fuel rates through the Office of Government Procurement frameworks.”
“The meter replacement programme is being delivered by ESB Networks in co-operation with the Commission for Regulation of Utilities, the Department of the Environment, Climate and Communications, the Sustainable Energy Authority of Ireland and all electricity supply companies. Schools can apply online to the ESB for a smart meter, which may see the ESB prioritise them for early 2028 installation. Currently, the type of meter in the school referred to by the Deputy is not being replaced until 2028 under the phasing of the ESB smart meter programme. In the meantime, the school will receive an estimated or calculated rebate from their supplier without a smart meter. This estimated export is calculated by ESB Networks.”
“I thank the Deputy. The schools PV programme is funded by the Government’s climate action fund in line with our recognition that taking action on climate change is central to our social and economic development. It is assisting schools in reducing their energy costs and carbon footprint as part of the response to meeting the 2030 and 2050 climate action plan targets for the schools' sector. The schools PV programme provides eligible schools with up to 6 kW peak of roof-mounted solar photovoltaic installations on their roofs, which equates to approximately 14 solar panels. The overall programme will see up to 24 MW of installed renewable energy provision on schools, with associated savings in the region of €5.5 million per year across the 4,000 schools.”
“In addition to the counselling pilot, my Department, in partnership with Jigsaw, which we all know is an extremely important organisation in our communities, has a national programme of mental health and well-being resources and training for post-primary schools known as Neart. It is being rolled out. I only officially launched it at the beginning of my term - I think it was in March or April. At that stage already, because it had been available to schools, there was a really high take-up by schools. In one of the schools in my area, I was able to see the benefits it has had already where students engaged with the programme and who were then able to give peer-to-peer support - transition year students with first year students. A great deal of good work is happening and we obviously want to see this expanded.”
“I agree with the Deputy regarding the importance of being able to support young people early, especially where we know issues are emerging. It is crucial, most importantly, to the young people, but also to our society as a whole. I agree with the Deputy as well that it is important that in the evaluation, we are looking at the work of those in strands 1 and 2, but perhaps also at how they are working with other organisations. I will check to see that this is a part of the evaluation because it is really important all the different strands, organisations and agencies are working together and collaborating insofar as possible. This is certainly something I will do. This is a pilot for our primary schools but important work is happening in our second schools as well and this is something that is more nationwide.”
“What we must ask is whether we are rolling out both strands, where there is the direct, one-to-one counselling, or whether it would be better to roll out the broader supports being provided through the well-being practitioners. It is then about ensuring we have the staff to do it. While we have 45 counsellors under the first panel and the strand, to expand this across the whole country would obviously be greatly intensive in terms of just identifying and finding the practitioners to do it. All this must be evaluated and looked at, but it is certainly something I am open to looking at.”
“I agree with Deputy Burke that any way in which we can provide support to our students at any age or level should be welcomed. It is my intention to continue the work on strands 1 and 2 in the areas under the pilot scheme, to put this programme in place as quickly as possible and to try to expand it further. That comes down to measures and what can be achieved in the budget, and this is something I will be working on over the coming weeks with our colleague, the Minister, Deputy Chambers. I do see the benefits of it. While, as I said, the evaluation report is still under way and will be completed by September, we are already getting really positive feedback.”
“This includes the provision of psycho-educational support for parents and teachers and the provision of early intervention on an individual and group basis to children with mild to emerging need using low-level therapeutically informed approaches. The schools received a payment of €2,000 to promote and support well-being-focused initiatives among their school communities. The pilot is being externally evaluated. On strand 2 in particular, which applies to Cork, there has been really positive feedback from the schools, parents and children involved, giving support to the schools so they can support every single child. While the one-to-one counselling is really important here, there is positive feedback from the broader practitioner work that is happening.”
“In the 2023-24 school year, more than 2,800 counselling sessions took place and 371 children - I am pleased to say - availed of counselling provision. In the 2024-25 school year, which has just finished, more than 5,600 counselling sessions took place and at least 653 children have availed of counselling provision. Again, it is really wonderful to see those numbers increase. Strand 2 of the pilot is the establishment of education well-being teams to support 78 schools in cluster areas in Cork, Carlow and Dublin 7 and 16. To date, 20 education well-being practitioners have been recruited. Five education well-being practitioners provide weekly support to the 20 schools in the Cork strand 2 cluster. The focus of the support provided is on strengthening whole-school preventative approaches.”
“I thank Deputy Burke for raising this matter. This is an important pilot programme that has been rolled out. My Department is committed to supporting the emotional well-being of our children. In 2023, the establishment of a €5 million pilot programme of counselling and mental health supports for primary schools was announced. In budget 2025, the pilot received additional funding which has allowed it to continue into this year. It is broken up into two different strands. Strand 1 is the provision of one-to-one counselling to support small numbers of children in schools. These are in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. We have panels of pre-approved private counsellors in place to provide counselling and there are currently 45 counsellors available.”
“As I said at the outset, this is an opportunity for the students to learn and understand what exactly is happening. Minimal enabling works required to enable completion of the installation are funded on a case-by-case basis. Additional items such as access provisions, minor enabling works to existing electrical infrastructure and connection to the grid are included to allow unused solar energy to feed into the grid from schools when closed, which is really important because we are coming into the summer period. Schools are closed now so it is important they can feed into it. To the Deputy's specific point, I will work with him and engage with the Minister, Deputy O'Brien.”
“I accept what the Deputy is saying. It is not always the case that a fee-paying school has infinite resources. However, it is the case that some schools do have the ability to pay for this. It is about looking at the resources we have and ensuring everyone can benefit from the changes which will not just help support our climate objectives but also help reduce costs. In the time I have left, I will outline what exactly is being funded under the programme to date. Schools will fund up to 6 kW of roof-mounted solar PV - approximately 14 solar panels - and all associated inverters and cabling to connect to the panels of the school's mains distribution board. Monitoring software is provided to each school to allow review and discussion of the energy generated each day for the staff and students.”
“That ranges from smaller to larger schools and they are not just in the Deputy's constituency but in other parts of the country as well. I will engage with the Minister, Deputy O'Brien, as the scheme is funded through his Department. It would be for the Minister to decide as to how it could be expanded but I am open to working with him and Deputy Ward to see if we can do that.”
“I agree fully with the Deputy. We should be getting to a situation where all our schools and public buildings have solar panels, insofar as is possible. This will feed into our overall reduction and climate targets but also will support our schools in reducing their costs. This is one of the biggest challenges we currently face in making sure we identify ways schools can reduce their costs. It is heartening and welcome to see that 93% of the schools that are able to access the scheme have already expressed interest and a significant number of those are moving to tender phase. Less than 50%, which is still a high number, are at the stage where solar panels have been installed. I would like to see if we can expand the scheme further. As I said, we might look initially at fee-paying schools that cannot afford to install solar panels.”
“The Department’s overall approach for projects delivered under the school building programme is to focus on the needs of primary and post-primary schools in the free scheme. This approach reflects how fee-charging schools have an additional source of income which is often not available to schools in the free education scheme. The scheme is funded by the Government’s climate action fund which comes within the ambit of the Department of Climate, Environment and Energy. I am open to exploring, with my colleague, the Minister, Deputy Darragh O’Brien, the possibility of recognised fee-charging schools that are perhaps unable to afford solar panels from their own resources coming within the scope of the schools PV programme, which is due to finish in 2026.”
“The installation of solar panels directly assists schools to reduce their carbon emissions and energy costs, while also educating pupils and the wider school community about the benefits of solar technology. Since the launch of the programme in November 2023, 85% of schools, or 3,300 schools, have progressed to tender stage, with 92% of those, some 3,020 schools, so far approved for funding. This is a high rate and a significant number of schools that have gone past the early stages. To date, 44% of eligible schools, or 1,713 schools, have confirmed their installations are complete. I have been in many of these schools and while they are at an early stage, they anticipate their bills will reduce. We are hoping to see a significant cost reduction for them.”
“The schools photovoltaic, PV, programme provides eligible schools with up to 6 kW peak of roof-mounted solar PV installations on their roofs, which equates to approximately 14 solar panels. The schools PV programme is funded by the Government’s climate action fund in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development. It is assisting schools in reducing their energy costs and, most importantly, carbon footprint as part of the response to meeting the 2030 and 2050 climate action plan targets for the schools’ sector. The overall programme will see up to 24 MW of installed renewable energy provision on schools, with associated savings in the region of €5.5 million per year across the 4,000 schools.”