James Lawless
Kildare North · Fianna Fáil · Ireland
“I am always open to feedback. The academics and authors of that report are entitled to their views, as are others. I just do not share all of their conclusions. As the Deputy said, the consultant spending was before my time. A lot of it was before the Department even existed.”
“More broadly, and this is something I think there is great potential to do more on, we are also promoting modern methods of construction, MMC, so we can embrace 2D or 3D models where they are either partially assembled off site and then brought to the location or almost fully assembled and the finished kit is brought into place.”
“In the energy space, that includes a commitment of €10 billion to enhance the grid capacity, because we need to be able to transit the energy as well as generate it, the workforce and the talent to do that - everything from retrofitting to green energy technicians and renewable energy engineers.”
“The capital funding envelop available to me is the mechanism through which I fund these projects, which is significant with €4.55 billion allocated across my Department for capital projects. SETU is the relevant institute in the south east, and it has multiple campuses, including a presence in the Xcelerate Centre at St.”
“I will recap on some of the measures I have introduced already because it is important to put them on the record again. In the previous budget, I was pleased to introduce the first ever permeant fee cut for students since free fees were introduced almost 30 years ago with a €500 permanent reduction.”
“Exactly. That is why we have a record €4.5 billion commitment across the sector. Regarding student facilities, there is the likes of the bundle 2 PPP programme which enhances student facilities on university campuses across the country.”
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“B'fhéidir go mbeadh suim ag an Teachta i ngrúpa oibre earnála nua um riachtanas oideachas treasach don Ghaeilge san earnáil phoiblí. Tá an grúpa oibre seo á bhunú ag an Roinn agus an Roinn Forbartha Tuaithe agus Pobail agus Gaeltachta faoi ghnímh 4.3.3 den Phlean Gníomhaíochta do Sheirbhísí Poiblí Gaeilge 2026-2028. Is oifigigh shinsireacha ón dá Roinn, chomh maith le páirtí leasmhara earnála ó Ranna Rialtais ábhartha, gníomhaireachtaí Stáit agus ionadaithe ó na hearnálacha breisoideachais agus ardoideachais a bheidh mar chomhaltaí an ghrúpa. Is é cuspóir an ghrúpa machnamh a dhéanamh ar an gcaoi ar féidir réimse iomlán an soláthar oideachais tríú leibhéal ar fud an ardoideachais, breisoideachais, na hoiliúna, na bprintíseachtaí, agus na foghlama tacú leis an bplean náisiúnta do sheirbhísí Gaeilge.”
“There was some Irish language provision for Ukrainian nationals at one stage and gardening and horticulture classes are also delivered bilingually. That gives an illustration of the breadth of different courses being delivered by ETBs through the medium of Irish in a range of subjects. The fundamental principle, which the point the Deputy made so well, is that Irish-language education does not mean teaching Irish. It means teaching other subjects through the medium of Irish. I am keen to progress that and expand on it.”
“ETBs also offer Irish language classes at a range of levels, including seasonal part-time and evening courses, with provision available for accredited awards from the national framework of qualifications, NFQ, levels 3 to 6. In addition, Irish-language community organisations may apply to their local ETB for funding through the adult literacy for life collaboration and innovation fund, as well as the reach fund, subject to eligibility criteria. These funds support innovative projects addressing unmet literacy needs and engaging disadvantaged learners. Some examples of projects funded under these initiatives include digital skills programmes for older adults delivered through the medium of Irish and supports for refugees seeking to learn the Irish language. We spoke earlier about English for Speakers of Other Languages, ESOL, provision.”
“The Government is strongly committed to promoting and supporting the Irish language, including in the sphere of further education and training. Education and training boards, ETBs, play a crucial role in this work. ETBs assess demand in their communities for programmes delivered through Irish, including adult and community education, and provide these programmes where needs are identified and it is practicable to do so. Several ETBs participate in the breacadh scheme, which provides important support through the development of Irish-language teaching and learning resources, along with tutor training and curriculum development.”
“I often find the creative arts is a wonderful foundry for that kind of skill set and those kinds of ideas. I will take it on board. I would be happy to talk to the Deputy separately if he wants to follow up with me on the details of the case, or Deputy Ó Cearúil may wish to. In the context of the creative arts strategy, I will certainly examine whether there are any lacunas that could perhaps be usefully filled.”
“There is a case to be made for sponsoring, perhaps to a greater degree than is currently the case, students in the situation the Deputy described. It may be of interest to the Deputy and the House that I have asked my Department to commence preparation of a strategy for the creative arts, on how we support our artistic institutions, including the Institute of Art, Design and Technology, IEDT, the National College of Art and Design, NCAD, the Royal Irish Academy of Music and others, which perform a vital function in the creative tapestry of the social life in the State. It is pertinent at a time when we require more transversal skills and the deep dive of specialised education is no longer as transferable as it once was. We need graduates to come out with skills in communication, problem solving and analysis.”
“There are students studying in Ireland who have such bursaries from their home states, although not necessarily from their states but from sponsors who have taken them under their wing to promote their talent. Sometimes that happens on a private sector basis. In examples I have seen, students ended up in Ireland supported by sponsors abroad but it is not a scheme currently in operation here.”
“I see the point and the scenario the Deputy described and I am sure these talented young people have great opportunities available to them in certain specialist centres of education outside the State. It is unfortunate that specialist area of training is not available in the State at present. There are institutes such as the Royal Irish Academy of Music and a number of different dance and music courses are available across many institutions. I am not sure of the degree of compatibility. I heard the Deputy say, and noted it, that this particular course is not available in the State. I am not sure whether there are comparable courses. The Deputy mentioned he had explored the avenue of the Arts Council. It does appear that this may be a candidate for a bursary scheme or sponsorship scheme.”
“However, the student grant scheme does not extend to the payment of tuition fees to institutions outside the State, other than exceptional provision in a small number of cases for postgraduate courses in Northern Ireland. This provision, which has been in place since the establishment of SUSI, is consistent with the principles of the Good Friday Agreement and is intended to promote greater tolerance and understanding between both jurisdictions. A little like the previous question where I spoke about Queen's and Dundalk IT, there is a particular sensitivity and complexity to aligning the North and South jurisdictions but it is seen and treated, I believe correctly, as a special case that deserves special support and a special set of rules to promote and encourage that mobility.”
“Therefore, there are certain minimal entry criteria to qualify, but they are quite well understood and quite compatible with the SUSI scheme as it operates at home. Students who may be in receipt of SUSI grants in a domestic institution whose course of study includes a compulsory period of study abroad, and those registered in participating higher education institutions taking part in schemes such as Erasmus or other student mobilities, continue to receive their maintenance grant payments while abroad. Effectively, they take SUSI with them. If they are undergoing a placement, an exchange or an Erasmus programme, their grant travels with them and continues to support them.”
“The student grant scheme operated by Student Universal Support Ireland, SUSI, provides maintenance grants to eligible undergraduate students pursuing approved courses in other EU member states provided, of course, that they qualify for a SUSI grant at home in the first instance. A qualifying student can take that grant with them if they are pursuing a course of study abroad within the EU. In general, the rules of the scheme state an approved undergraduate course is defined as a full-time undergraduate course of not less than two years' duration pursued in a university or equivalent third level institution that is maintained or assisted by recurrent grants from public funds in another EU member state or the UK.”
“I intend to publish heads of Bill at the earliest opportunity, which will be very soon and perhaps as early as next week, and we will see the flow forward from it at that stage. I share the ambition of IADT to achieve university status. I fully support it in doing that. I respect the rights of staff and, indeed, learners at the college to have their say in that process. That is the process I am also engaging in, working with the institute in parallel.”
“The Technological Universities, TU, Act is predicated on the creation of technological universities through the amalgamation of institutes of technology and by ITs coming together to form a technological university. That is the framework that is provided for in the current TU Act. The Act does not currently have a mechanism for the elevation of a single IT to become a university. That process is not catered for within the Act. The Act is for an amalgamation and coming together of different satellites to become one. It does not have a single elevation path. In the case of Dundalk and Queen's, there are a number of unique aspects to the partnership, because of the North-South and cross-jurisdictional nature of it. That requires separate legislation.”
“I attended their conference recently and engaged with them on this matter and many other matters. We had a good, solid engagement. I do not say they agree with me on everything, nor I with them on everything, but we have a good working relationship and there is mutual respect there. I might come back to the IADT-specific position in the next round because I want to go into some detail on that.”
“Taking the Deputy's questions in reverse order, I will deal with the TUI in the first instance. The manner of the announcement was sensitive and was a case of jumping together. The executive of Dundalk IT, the board of Queen's University and, indeed, Cabinet here considered the matter on the same morning at the same time, and having come to a shared conclusion, we were then in a position to announce. I hope the Deputy will understand due to the sensitivities around it. It is historic. It is groundbreaking as a development creating the first all-island university, and it was essential that we moved as one. I hope that puts some context on the announcement. I have met the TUI executive on a number of occasions, both here in Leinster House and elsewhere.”
“The colleges themselves, Queen's and DkIT, have been engaging closely and setting up working groups along with officials from my Department to prepare the necessary requirements and regulations to align the two jurisdictions and address whatever wrinkles may be there between incompatibilities to bring those together. I am conscious of the Deputy's interest in IADT, which I share. I have visited the college on a number of occasions. I have met the IADT executive, president and team, both on site and, indeed, in here and in other areas. The IADT is one of only two remaining ITs in the State. It is a distinctive institution. It is a great opportunity for it, as a leader in the creative arts. I will come back to that in my next contribution.”
“That partnership will include the development of shared processes in awarding qualifications, managing quality assurance of these different assessment bodies and grades, etc., within it, and collaboration in the research and innovation space. It is also worth noting that Dundalk, under the partnership and under the technical specifications we are devising in terms of how it will operate, will retain its status as an autonomous designated institution of higher education in the State. While being part of Queen's, it also remains an autonomous entity within the State. The matter has progressed steadily. I first brought it to Government in November. I was delighted to be able to do so. I secured Cabinet approval and set out immediately on pursuing the legislation that would be required to give effect to it.”
“First of all, to take the Dundalk Institute of Technology and Queen's University Belfast partnership, that partnership under development is a hugely significant initiative, as I am sure the Deputy will agree, and advances the Government's goal, not only of balanced regional development, although it very much does in creating a university now on that north-east corridor between Dublin and Belfast, but by creating the first ever all-island university it very much advances the shared island objectives and broader objectives of alignment between both jurisdictions on the island and creating that shared entity.”
“Tá suim agam sa bhfadhb agus tuigim é. Beidh suim ag an Teachta sa mhéid atá á dhéanamh sa Roinn ag obair sa spás sin. Is rannpháirtí gníomhach í an Roinn sa réimse agus tá obair na hearnála ardoideachais tábhachtach chun a cinntiú go bhfuil luach ár saothar againn leis na scileanna teanga atá riachtanach chun an sprioc inniúlachta 20% a bhaint amach. Tá a lán oibre ar siúl sa Roinn towards that regards. Tá réimse leathan cúrsaí nua a bhfuil cuid acu i nGaeilge ar fáil do mhic léinn. Is iad na hinstitiúidí féin a chinntigh soláthar na gcúrsaí sin de réir neamhspleáchas a ceadaíodh. Mar sin féin, tacaíonn an Roinn le réimse téacsleabhair Gaeilge freisin atá dírithe ar thacú le húsáid na Gaeilge ar champas tríú leibhéal lena n-áirítear tacaíocht do chlubanna agus cumainn Gaeilge. Tá m’am thart.”
“Tuigim an fhadhb. Is institiúidí féinrialaitheacha iad ollscoileanna de réir bhrí Acht na nOllscoileanna, 1997. Dá bhrí sin, coinníonn siad freagracht as an ngnó ar fad maidir le hacmhainní daonna, faoi réir chomhlíonadh bheartas an Rialtais maidir le líon na bhfostaithe agus an bheartas pá. Is ábhar don chomhlacht rialaithe san ollscoil féin é ceapadh uachtarán nua cé go mbeifí ag súil go mbeadh próiseas oscailte earcaíochta i gceist. Ní bhíonn aon ról ag an Roinn ná ag an Aire sa cheapachán seo.”
“Chun na críche sin, tacaíonn mo Roinn le hinstitiúidí ardoideachais, tríd an Údarás um Ard-Oideachas, trí mhaoiniú lárnach agus trí shruthanna maoinithe sonracha do thionscnaimh Ghaeilge. Leithdháileadh beagnach €1.8 milliún in 2024 agus 2025 ar Acadamh na hOllscolaíochta Gaeilge in Ollscoil na Gaillimhe. Tacaíonn Acadamh na hOllscolaíochta Gaeilge leis an nGaeilge laistigh d'Ollscoil na Gaillimhe, agus ar fud Éireann. Cuireann an t-acadamh roinnt clár acadúil ar fáil trí mheán na Gaeilge. Tacaíonn an t-acadamh le hOllscoil na Gaillimhe freisin agus í ag iarraidh a bheith ina hollscoil dhátheangach trí fheabhsú scileanna sa teanga Gaeilge a chur ar fáil don fhoireann agus seirbhísí aistriúcháin a chur ar fáil don ollscoil.”
“Is institiúidí féinrialaitheacha iad ollscoileanna de réir bhrí Acht na nOllscoileanna, 1997. Dá bhrí sin, coinníonn siad freagracht as an ngnó ar fad maidir le hacmhainní daonna, faoi réir chomhlíonadh bheartas an Rialtais maidir le líon na bhfostaithe agus an bheartas pá. Maidir le ceapacháin in Ollscoil na Gaillimhe, tá siad faoi chúram údarás rialaithe na hollscoile sin, agus níl ról agamsa ná ag mo Roinn sa phróiseas sin. Aithníonn mo Roinn an tábhacht ghéar le cur chun cinn agus leathnú múineadh agus úsáid na Gaeilge ag an tríú leibhéal. Le hAcht an Údaráis um Ard-Oideachas, 2022, cuirtear oibleagáid reachtúil ar an Údarás um Ard-Oideachas tacú le hinstitiúidí ardoideachais chun an Ghaeilge a mhúineadh, a chur chun cinn agus a úsáid.”
“The associations were very keen to align those processes and make sure their students can travel each side of the Border seamlessly and without having to come across any kind of procedural hurdles or hiccups that might delay that path because it is a fundamental goal that students in the North be treated the same as those in South and vice versa .”
“To continue that theme of collaboration, Universities Ireland is co-funded by my Department and the Northern Ireland Department for the Economy. This is another cross-border body. Through that body universities across the entire island of Ireland have been working together on this project but also on others. They have really displayed an agility, a willingness and an ambition, which I applaud, to align entry procedures and to encourage student mobility. I have asked my officials to engage with the representative bodies across the Irish Universities Association and the Technological Universities Association to take this matter forward. I met with Dr. Archibald quite recently at the all-island ministerial forum where we compared notes on this and other matters.”
“There has been active engagement between my officials, between Queen's University and Dundalk IT, and between the agencies of the Higher Education Authority and Quality and Qualifications Ireland, QQI on this end, and the Department of the Economy in the North. They have carried out a programme of consultation with key stakeholders, which is going well. A regulatory impact assessment is also being performed which will inform the legislative programme. It is certainly full steam ahead and progress has been good to date.”
“A body of work is required. This is the first time this has ever been undertaken and there is a job of work to do to align the different rules and regulations across the Border. My Department has been intensively engaged with that. In consultation with my officials, DKIT has established a number of representative groups working to identify requirements and issues, and bottom out the issues around legislation, the awarding of degrees and other qualifications, quality assurance criteria and aligning the two systems on each side of the Border to make sure they can work together and find out what the model is to present these into the legislation that I will bring before the House in the near future.”
“I have met the Minister for the Economy in Northern Ireland, Caoimhe Archibald, MLA, on a number of occasions. We are working together to synchronise the two jurisdictions as best we can in terms of rules, exam results being released, and how the points are computed between the A levels versus the leaving certificate. As recently as this morning I launched the AIReady website that is about AI skills where I had a conversation with a number of interested parties from north of the Border who would like to see that developed on an all-island basis. I am having ongoing collaboration, which has been very positive and constructive so far, and I intend to continue it.”
“This is actually very exciting and something I am really pleased to be in a position to progress, and I am intending to progress very rapidly. It is something we are all very much aligned on and celebrate. It is a new model within the higher education landscape. There are significant opportunities for cross-Border collaboration and enhancement of higher education on an all-island basis through that. In March I was present at the signing ceremony between the two institutions. The Deputy was present at that great event, as were Deputy Erin McGreehan and many others. That work is progressing as rapidly as my officials can deliver it. I am pleased to steward it through. On another note, the Deputy asked about other collaborations or partnerships.”
“I must first send best wishes to the Deputy's colleague, Teachta McGettigan. I understand she has not been well this week and normally she would be a key part of this debate. She is a very valued contributor to the education conversation. I just wanted to send our best wishes. I know she was taken unwell this week. On the Deputy's question, he will be aware, and as all in Dundalk know at this stage, that committed to developing the North-South collaboration in student mobility but particularly in driving on the partnership between Queen's University and Dundalk IT, DKIT, with the aim of Dundalk IT becoming a legally recognised university college of Queen's University, aligning on awards, on research and on quality assurance, creating the first all-island university.”
“I have asked my officials to examine whether that can be enforced in the sense in order for any publicly-funded higher education institution to market it properly through the different student platforms and student union campaigns, which I appreciate most student unions are embarking on, that this would meet minimum standards including signing up to that licence agreement. That would be a very reasonable request. In his opening remarks the Deputy mentioned the technological universities so I will speak to that briefly. There is a programme for Government commitment to give them a formal framework. That is delivered in this strategy.”
“I understand that the Deputy's question has a pertinence to students because they are living in the private residential sector but I do not want to trespass onto the brief of my colleague the Minister for housing, Deputy Browne, in terms of the rules governing that. While I cannot quite mandate it, I have strongly encouraged, and used any powers available to me, to suggest and request that where universities are advertising properties on their student portals or websites they should only do so where they have met basic standards. The rent-a-room scenario is one of the ways that digs accommodation is being provided. We have a sample licence agreement, which we have published on the website.”
“In the case of student accommodation, the students vacate naturally most summers, if not every summer, and I thought it would be unfair on the students to impose an additional rent reset on them every summer. That would make the properties very expensive indeed. I intervened and negotiated with the Minister, Deputy Browne, who in fairness was happy to accede to that request and that protection is contained in the legislation now.”
“I have just one point, and I know the Deputy has engaged in good faith, as he always does. I have to correct one statement he made, and perhaps it is just not widely known. Landlords actually cannot reset rents between tenancies and that is a very deliberate thing I inserted to the legislation following engagement with my colleague the Minister, Deputy Browne. In terms of regulation, overall, student tenancies are subject to the same base rules as any other residential property in the State or any other rental, with the additional safeguard that in a student tenancy the rent cannot be reset when tenants move into and move out of purpose-built student accommodation. This is for the very simple reason that the new RPZ rules allow a reset when a tenant vacates, or after a period of six years, whichever comes sooner.”
“The first is the affordability of accommodation by grant aid and additional supports to students to meet the costs of accommodation in lieu of commuting. The other challenge is around accommodation supply and viability and incentivising a greater rollout in the development of beds so that the 14,000 beds with planning permission that are not built out actually become activated. Affordability is delivered through a range of schemes, which I might speak about following the next supplementary question because I am watching the clock.”
“The projections contained within my student accommodation strategy, which I recently launched, indicate an emerging demand for approximately 42,000 additional student accommodation beds over the next decade, which underscores the scale of the challenge and opportunity. I should state that those 42,000 beds are not immediately required but they will be required as the decade progresses. However, there is undoubtedly a shortage of the beds that are required right now. It is not in the magnitude of that number but it is worth noting. I am sure the Deputy has engaged with the new strategy which is published on the Government's website if people want to read it. It sets out a pathway to make higher education more accessible by promoting accommodation through addressing two critical challenges.”
“The activation of supply of student beds is of the utmost priority to me, my Department, the Government as a whole, to Deputy Kenny and I am sure to all in this House who take in an interest in the matter. Since 2017, we have seen 16,266 purpose-built student accommodation beds completed nationwide, which brings the total stock to just under 50,000 around the country. At the end of March 2026, commencement notices issued in respect of 2,735 student beds, with a further 14,233 having planning permission but not yet been built out. In addition, planning permission has been applied for a further 1,684 beds that are coming through the system.”
“Níor luaigh mé leis an Teachta Dála gur fhoghlaim mé mo chuid Gaeilge sa King’s Inns at the time. Tuigim an pointe sin. Tá an Roinn ag tacú le húsáid na Gaeilge ag an tríú leibhéal trí mhaoiniú a leithdháileadh ar institiúidí tríú leibhéal. Dáileadh €1.6 billiún ar institiúidí tríú leibhéal tríd an Údarás um Ard-Oideachas mar bhloc deontais chun tacú le soláthar oideachais tríú leibhéal lena n-áirítear soláthar don Ghaeilge. Arís, dáiltear €900,000 gach bliain tríd an soláthar speisialta chun tacú le húsáid na Gaeilge i measc foirne agus mac léinn ag an tríú leibhéal. Leithdháiltear €1.76 milliún gach bliain ar Ollscoil na Gaillimhe chun tacú le hAcadamh na hOllscolaíochta Gaeilge. Is scéim mheantóireachta, oiliúna agus gradaim é Gníomhaí Gaeilge do mhic léinn a bhfuil baint acu leis an nGaeilge ar an tríú leibhéal.”
“Is minic a fhaighim an cheist ar cé mhéad mac léinn san ardoideachas a dhéanann staidéar ar an nGaeilge. Ní rud simplí é líon na mac léinn atá ag déanamh staidéir ar an nGaeilge sa tríú leibhéal a oibriú amach ós rud é go gcuirfear an Ghaeilge ar fáil mar ghné riachtanach i gcuid mhór clár, lena n-áirítear formhór na gclár comhchéime onóracha BA. Léiríonn anailís a rinne an tÚdarás um Ard-Oideachas le déanaí go raibh 420 mac léinn ag déanamh cúrsaí go hiomlán trí Ghaeilge sa bhliain acadúil 2023/2024 agus 2,625 eile ag déanamh cuid dá gcúrsaí trí Ghaeilge, á spreagadh go mór ag cúrsaí san earnáil oideachais. Ní áirítear leis na figiúirí seo, áfach, mic léinn atá cláraithe i gclár ginearálta BA inar féidir an Ghaeilge a thairiscint mar ábhar riachtanach.”
“Áirítear leis an obair seo grúpa oibre earnála a bhunú, a mbeidh comhchathaoirleacht á déanamh air idir mo Roinn agus an Roinn Forbartha Tuaithe agus Pobail agus Gaeltachta, chun breathnú ar bhealaí praiticiúla inar féidir leis na hearnálacha-----”
“Áirítear leis seo beagnach €1.8 milliún in aghaidh na bliana d'Acadamh na hOllscolaíochta Gaeilge in Ollscoil na Gaillimhe agus €900,000 do thionscnaimh Ghaeilge níos leithne sna hollscoileanna. Lasmuigh den earnáil ardoideachais, tá scileanna Gaeilge á gcur chun cinn freisin trí líonraí Skillnet Ireland, printíseachtaí agus cláir bhreisoideachais agus oiliúna. Cuireann sé sin uile leis an sprioc bheartais níos leithne maidir leis an nGaeilge a thacú i dtaobh úsáid na teanga go gairmiúil. Maidir leis an bplean náisiúnta do sheirbhísí poiblí Gaeilge go sonrach, tá mo Roinn tiomanta go n-oibreoimid leis an earnáil oideachais tríú leibhéal agus le Ranna eile chun a chuspóirí a chur chun cinn.”
“Is é sin an chéad cheist inniu toisc go bhfuil a lán daoine as láthair. In any event, aithníonn mo Roinn an ról tábhachtach atá ag an earnáil oideachais tríú leibhéal i dtaca le sprioc an Rialtais a bhaint amach, is é sin go mbeidh 20% d'earcaigh san earnáil phoiblí inniúil sa Ghaeilge faoi 2030. Le hAcht an Údaráis um Ard-Oideachas, 2022 cuirtear oibleagáid reachtúil ar an Údarás um Ard-Oideachas tacú le hinstitiúidí ardoideachais chun an Ghaeilge a mhúineadh, a chur chun cinn agus a úsáid. Chun na críche sin, tacaíonn mo Roinn le hinstitiúidí ardoideachais faoi láthair, tríd an Údarás um Ard-Oideachas, trí mhaoiniú lárnach agus trí shruthanna maoinithe sonracha do thionscnaimh Ghaeilge.”
“The package we have announced mitigates the worst of this by cutting costs, deferring the carbon tax, cutting excise duty and providing targeted supports for targeted sectors. In fact, per capita , it is five times the size of the equivalent package in Germany. It stands out across Europe. It is also true that we must level with people that we cannot buy our way out of every problem. We have to take sustainable and repeatable steps that support everything we need to do. Within my Department, I am strengthening research, apprenticeships and education to build out the knowledge economy of the future. I am also commissioning research, through the science and research mandate, to explore options around energy mix to ensure that energy security policy can be approached from an evidence base.”
“We are vulnerable in terms of our supply chains and our just-in-time delivery model in the context of which our fast-moving economy expects and demands goods and ingredients to keep flowing and our society expects the delivery of everything from clean water to animal feed to medical supplies to happen at pace. We need to build resilience and safeguard those critical ports and arteries. I saw first hand two years ago the devastation as Holyhead Port was taken out by a storm. I never thought we would see that happen in a deliberate, man-made fashion. What we are doing today in response is controlling what we can control and reducing the impact with the tools available to us.”
“People are under real pressure. That is understood. The frustrations we have seen in recent days did not appear overnight. They reflect something far deeper and more primal; a sense for many that everyday life has become harder, more expensive and more uncertain. We need to acknowledge that sincerely and respectfully. However, we also have a duty to be straight with people. Government does not control the price of global oil. As an island nation with an open economy, we are exposed to shocks that originate far beyond our shores. We are exposed in terms of our dependence on imported fossil fuels that are shipped to our shores from regions across the globe.”
“There is a number of items on our agenda which are shared. Just before Christmas in Farmleigh we announced all-island apprenticeships and the accounting technicians' body is on an all-Ireland basis. We talked about the Queen's University Belfast and DkIT consolidation. That is something I am really excited about, namely that all-island university potential that is coming to bear there and the disability supports and what we can do on an all-island basis. It is certainly something I would be very happy to support and explore with Minister Archibald. I do meet with her regularly in the North South Ministerial Council and in bilaterals. I have visited both Magee Campus in Derry and Queen's University in Belfast on a number of occasions since my appointment as well.”
“Absolutely. The PATH 4 initiative is something I am very committed to and intend to mainstream. Certainly, I will be revisiting that in the coming weeks. I intend to speak to Cabinet colleagues on that and t o look to roll that out on a more permanent basis. The Deputy makes an interesting point about the opportunity to have wider participation for students with complex needs. That is a good point and something I will take on board. We have a thing called the disability demonstration project at the moment, which is an exercise supported by academic research and a dedicated researcher to look at what interventions are appropriate at different levels and how we can broaden that. The Deputy mentioned Minister Archibald. I meet regularly with her and we have a very good working relationship.”
“It was done on a competitive call basis with an expert independent panel to assign the funding. That has proven very successful. The model has to be responsive. I take on board the Deputy's points about mainstreaming the funding. Our colleague, Deputy Ó Cearúil, raised that earlier as did others. It is something I am very mindful of. When I came into office I increased the funding by €5.8 million for a further two years, which was this year and last year. I will return to that very soon. I aspire to put that on a more sustainable, long-term basis.”
“The PATH 4 programme is a wonderful programme. It is a programme I am very passionate about. I am glad to hear the Deputy visited the Trinity Centre for Intellectual Disabilities. I have also been there. I met with the students, the learners and the educators. I have also been to the Field of Dreams in Bishopstown in County Cork and a lot of other centres, including in my own area of Naas and Sallins. The project there is for people with disabilities participating in education. They are all wonderful centres, and it is really great to see them doing so well. We have, under PATH 4, a target of 160 students to participate. We actually have 193 students participating through PATH 4 in higher education institutions. That programme is currently spread across 11 different HEIs with a budget of €11 million. There is good regional spread.”
“That will make a significant difference to over 22,000 students with disabilities for targeted supports they can avail of in the further education and higher education spheres. We are also looking at things like the universal design which asks how we develop buildings with everything from sensory needs to textures to colours to navigation of spaces. That whole area of universal design for learning approach is critical and under the programme for access to higher education, I have provided €5.8 million to improve universal design across higher education institutions and to further educational institutions. It should not just be the colleges that get it; it should be across the board in every centre.”
“The most recent figures show that new entrants into higher education with a disability have increased from 12.4% to 14.7%, so we are getting more participation in higher education from students with disabilities. That is really positive. We have a target of 16% which I think we will surpass. That is very good news but we need to continue to do that and to continue to explore the ways we can support such students. One of the ways we can do that is through a flexible and agile system with many different pathways for learners to take as they navigate the further and higher education systems. One of the vehicles for supporting that is the fund for students with disabilities. That is a critical fund and in the recent budget, I was pleased to increase that by €3 million across both further and higher education.”