Michael Moynihan
Cork North-West · Fianna Fáil · Ireland
“I cannot emphasise enough the respect that the Minister, Deputy Naughton, and I have for special needs assistants and the contribution they make to education. In March, we met the SNAs to have further engagement and consultation with them and to understand their roles.”
“We are very conscious of the issue. A huge number of groups that I have met over the past while, particularly on the dyslexia side, have all been discussing assistive technologies. That is also the case for children who are non-communicative and non-verbal. Assistive technologies are extremely important for them.”
“By way of background, 85% of the applications processed for assistive technology between January and June have been approved. We are always conscious of those who fall outside the scheme.”
“The approximate cost to the State per mainstream pupil is currently €1,400 annually, while the cost to the family is €100 per pupil. The total cost of the school transport system in 2025 was €537 million, equating to almost €3 million being spent on the provision of school transport per day.”
“I thank the Deputy. We are looking at ways to ensure that if there is a ticket issued, it will be used. Anecdotally, the Deputy and other colleagues tell us about school routes the length and breadth of the country that have spare capacity but, when we look at the system, all of the tickets on that particular school route are occupied and…”
“Under the current scheme, schools receive funding towards computers and specialised equipment required for educational purposes. To qualify, a student must have a diagnosis of a physical or commutative disability and a professional assessment confirming the equipment is essential to access the curriculum.”
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“There is a good bit of work to do on that, but there is a huge commitment across government to make sure that we do that to ensure we can get the tickets out there. The most valued piece is the school bus ticket. I know from past experience and the role that I now have that when the ticket is not available, it can cause huge stress and anxiety for families and children.”
“I thank the Deputy. We are looking at ways to ensure that if there is a ticket issued, it will be used. Anecdotally, the Deputy and other colleagues tell us about school routes the length and breadth of the country that have spare capacity but, when we look at the system, all of the tickets on that particular school route are occupied and accounted for, and it is therefore very difficult to reallocate them. As it is such a huge scheme, and given the amount of money the State has invested in it, we need to try to get the best value for money that we can. We also need to make sure that those who need the tickets most are being allocated the tickets. We are working across Bus Éireann and the Department to ensure that the services are reaching the families that really need the tickets.”
“When free education came out in the 1960s, the school transport scheme was introduced because people did not have transport. Right now it is because there are two parents working or the challenges they have with other children as well. I understand the challenges, and we are working very hard. The team in Bus Éireann and the Department of education have huge engagement to try to resolve issues. Do we have a magic wand for every issue? We probably do not, but we are working to try to resolve issues.”
“I know the value of the school bus ticket. I always say that from the middle of August through to 1 October is peak time in terms of this issue. Irrespective of the overall figures that I can give the Deputy here today in relation to the cost to the State and the amount of money that the State has invested, it pales into irrelevance when we are talking about one or two tickets for a family. The Deputy mentioned six tickets on a particular route. We have a lot of concerns in relation to whether every bus ticket on the system is being utilised to the full as well. We are looking at various ways to try to ensure that we get everybody on the school bus. Enabling the children of a family to get on the school bus at primary and post-primary levels is a huge game changer.”
“As part of the operation of the scheme, Bus Éireann manages the procurement, tender process and contract management arrangements to include services provided by contractors under the school transport scheme. There are currently over 8,000 vehicles operating on the scheme and the competitive procurement process is conducted in accordance with the negotiated procedure under the national and EU procurement legislation. In previous school years, Bus Éireann has reported particular issues with the availability of drivers. This included a number of contractors handing back contracts unexpectedly. I will refer to some of the other details later.”
“The approximate cost to the State per mainstream pupil is currently €1,400 annually, while the cost to the family is €100 per pupil. The total cost of the school transport system in 2025 was €537 million, equating to almost €3 million being spent on the provision of school transport per day. It is important to note that the primary school ticket will cost the equivalent of 55 cent per school day and the cost of a post-primary ticket is approximately 60 cent per day, with no family paying more than €1.32 per day regardless of how many children use the services. Tickets are now being issued to families and will continue to be issued throughout the summer. Where pupils are unsuccessful in receiving tickets, they will be notified as early as possible, and refunds will be issued from Bus Éireann.”
“The school transport system is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. The scheme is a demand-led scheme based on the number of eligible children who apply and pay on time. Families who require school transport for 2026-27 were asked to apply and pay for their school bus tickets by the closing date of 8 May. The earlier closing date was put in place so that we could give Bus Éireann additional time to put in place transport arrangements for the upcoming school year. Since this date, Bus Éireann has been assessing all applications and planning routes and services for the 2026-27 school year. The school transport scheme remains heavily subsidised by the State.”
“We remain committed to constructive engagement with Fórsa, the union representing the SNAs, because we value the role of SNAs across the education system and the commitment and work they provide to allow children with additional needs to avail of a fully functioning education system. All of us across the House accept and appreciate the role of the SNA, and I am deeply committed to further engagement.”
“There has been huge engagement by the Department on the development of the workforce development plan over the past two years. A large amount of engagement and meetings were held. It is the first workforce development plan. There was concern regarding redeployment. The circular and all of those documents were worked through and co-designed very carefully with the SNAs in mind. We wanted to ensure that we understood the concerns of the SNAs. The Department has written back this week to confirm that it remains committed to constructive engagement with Fórsa and is available to engage on these matters. That is the communication we have sent back to Fórsa and that is the commitment we can give the Deputy.”
“I cannot emphasise enough the respect that the Minister, Deputy Naughton, and I have for special needs assistants and the contribution they make to education. In March, we met the SNAs to have further engagement and consultation with them and to understand their roles. The workforce development plan is the first significant piece of work that has been done to plan for SNAs, not just in the here and now, but into the future. Huge consultation and engagement has taken place on this. However, the Department received official confirmation from Fórsa towards the end of last week, and the Department has written back for further engagement. We are open to continuing dialogue because we fully respect and appreciate the role of the SNA right across the education system in allowing young people to achieve their full potential.”
“While I am disappointed by this outcome, the Department remains committed to constructive engagement with Fórsa and available to engage in relation to these matters. The Department continues to work with all stakeholders to achieve sustainable improvements for the SNA workforce in pursuit of an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve his or her full potential.”
“It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across all school communities. The actions set out in the SNA WDP were developed over a period of more than two years through extensive engagement between the Department of Education and Youth, Fórsa and other stakeholders. Direct stakeholder consultation on the plan included: focus groups with SNAs, teachers and school leaders; consultation with children and young people; a survey of SNAs with which more than 13,000 SNAs engaged; and a number of online webinars with SNAs and school leaders. I note the outcome of the ballot by members of Fórsa to not accept the plan.”
“I thank the Deputy. By way of background, the number of SNAs working within the education system has grown significantly to support the increasing number of students with special education needs, both in mainstream schools and in special schools and classes. By the end of this year, there will be approximately 26,000 SNAs in our education system. In recognition of the importance of the SNA role, the Department established the SNA workforce development unit and on 3 June 2026 published the first SNA WDP. Built around five strategic pillars, the plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life.”
“We are very conscious of the issue. A huge number of groups that I have met over the past while, particularly on the dyslexia side, have all been discussing assistive technologies. That is also the case for children who are non-communicative and non-verbal. Assistive technologies are extremely important for them. The Department set out to compile a new curriculum because of the challenges and parameters within the old curriculum to ensure that we are reaching as many students as possible. We fundamentally believe that this is hugely important. Funding right across the Government is subject to discussion not just on Question Time; we have to also discuss it in the context of the forthcoming budget. We are quite well aware of the impact that funding through the assistive technology scheme has on young people.”
“By way of background, 85% of the applications processed for assistive technology between January and June have been approved. We are always conscious of those who fall outside the scheme. Hence, the drawing up of the new circular to ensure that we are taking into account students and children who are outside of the scheme but who would greatly benefit from it. The Deputy has spoken to me a number of times about the child in question. I understand the challenges that are there as well. The aim of the new circular the Department is creating is to ensure that we will accommodate every child who would benefit greatly from the scheme, that the administrative burden on schools and school communities is reduced and that we make the scheme more streamlined. We expect to issue the circular in September 2026.”
“These changes aim to deliver a more responsive, effective and child-centred scheme. The Department will continue to routinely examine the level of grant aid payable under the assistive technology scheme to ensure that the level remains appropriate and aligned with the needs of children who require assistance. Ultimately, any child who needs assistive technology to access the curriculum will receive it. In line with the policy and funding parameters of the scheme, promoting assistive technologies is a programme for Government commitment and a key ministerial priority.”
“Under the current scheme, schools receive funding towards computers and specialised equipment required for educational purposes. To qualify, a student must have a diagnosis of a physical or commutative disability and a professional assessment confirming the equipment is essential to access the curriculum. The review of the assistive technology scheme is at its final stages and has culminated in a new circular which I expect to announce in September 2026. A key outcome is a planned move from a diagnosis-based model to a needs-based approach. This will give schools greater autonomy to determine when assistive technology is required, reduce administrative burdens and improve timely access to supports. A streamlined application process is also being developed for implementation.”
“I thank the Deputy for his engagement in relation to this issue. The assistive technology scheme supplements the overall funding provided to schools for digital technology and equipment. It supports children who require essential specialised equipment to access the school curriculum. Assistive technology is a critical enabler for students with special educational needs, allowing them to benefit fully from the modern, technological-focused education system. The Department of Education and Youth recognises the significant benefits of assistive technology in school settings, particularly for students with more complex needs. It supports access to the curriculum and encourages classroom participation and positive educational outcomes.”
“We are implementing practical measures that make real-world differences to families. We are supporting families through free books, increased capitation funding, investment in school transport, the back-to-school clothing and footwear allowance, and the expansion of the hot school meals programme. We are also strengthening guidance on school uniforms and strengthening the voice of parents and students through the Student and Parent Charter Bill. The Department has issued guidance asking schools to prioritise affordability, equity, consultation and value for money. The Government will continue to work with schools, patrons, students and across the education partners to reduce costs, support inclusion and ensure every child can participate fully and confidently in education.”
“There has been an increase of over 145% in investment in the scheme from 2019 to 2025. The scheme expenditure was €219 million in 2019, rising to €537 million in the last school year. The back-to-school clothing and footwear allowance continues to provide important support to families. As of this month, payments totalling €47.8 million issued to over 123,000 families for over 229,000 children. The rate of payment per child is €160 for children aged between two and 11 and €285 for children aged 12 years and over. These are practical supports that make a real difference for families. This has been a valuable debate and I thank all Deputies for the sincerity of the debate and for bringing forward the motion. The concerns raised are real. They reflect the pressures that some families can face at the start of the school year.”
“That represents an investment of €160 million and the full delivery of the programme for Government commitment to provide free schoolbooks for every child. The Government has also increased capitation funding to schools, as the Minister outlined earlier. In budget 2026, €39 million was secured to increase capitation funding, giving schools greater flexibility to meet running costs and reduce reliance on parental contributions. Over the past three budgets, there has been a substantial uplift in capitation funding at both primary and post-primary levels. The Government is also maintaining investment in school transport. The school transport scheme has expanded significantly in recent years, with the number of children and young people using the service increasing from just under 120,000 in 2018 to over 180,000 in 2025.”
“It respects the role of schools and boards of management in making decisions at local level while making clear that those decisions must be informed by engagement with parents and students and by a clear commitment to affordability and inclusion. While digital devices have been a strong focus of the debate, the Government also recognises that school costs go much wider. Families can face a range of costs at the start of the school year and those costs can arrive all at once. That is why the Government has taken action across a number of areas. The free books scheme, which was introduced, is a great example. It is one of the most significant measures ever introduced to reduce the cost of education for families. Since September 2025, almost 1 million children and young people have benefited from free books and core classroom resources.”
“Before introducing any expectation that families purchase devices, schools are encouraged to consider whether students' needs can be met through school shared devices. Importantly, schools can use ICT grant funding to purchase and manage such devices. The guidance also asks schools to consult with parents and students before introducing or reviewing digital device arrangements. It encourages schools to take account of the overall cost of education for families: to provide clear information on device requirements; to avoid exclusive purchasing arrangements; and to consider options such as second-hand, refurbished or reused devices where these can reduce costs. This is the right balance.”
“That is why the Minister, Deputy Naughton, wrote directly to all schools on 25 May following concerns raised by parents about the growing costs associated with digital devices. The Minister made it very clear that there is no requirement for a student to have their own personal device for school. This is an important point, and one that bears repeating. There is no national requirement that students must own or purchase a digital device in order to attend school or participate in learning. Where schools are considering the use of digital devices, they are expected to take full account of the financial impact on families and to ensure that no student is disadvantaged because of their circumstances. The guidance issued by the Department asks schools to place affordability, equity and value for money at the centre of their decision-making.”
“The Government recognises those pressures. More importantly, we are acting to reduce them. Our aim is simple: school costs should never stand in the way of a child taking part fully in school life. A particular focus of today's debate has been the issue of digital devices in schools. Deputies have raised legitimate concerns about the costs that can arise for families where schools use digital technologies as part of teaching and learning. The Government recognises these concerns. Digital technologies can support high-quality teaching, learning and assessment. They can open new opportunities for students, support learning and help young people develop the skills they need in an increasingly digital world but technology must support inclusion and must not become a new source of inequality.”
“I thank the Labour Party for tabling this motion. The motion before us reflects a concern that many families will recognise, namely, that the costs associated with going back to school can place real pressure on household budgets. Both the Minister, Deputy Naughton, and l, and the wider Government, recognise that concern. Our focus is on practical measures that reduce costs, support schools and ensure every child can participate fully in school life. The issues raised today are important. I thank all Deputies who raised the issues across the Chamber. They reflect the real and often significant financial pressures that many families face at the start of the school year. Those pressures are felt in very practical ways: through the cost of uniforms, transport, classroom materials and, increasingly in some cases, digital devices.”
“In some instances, recognition is taken of where there is capacity and availability on routes. I do not have the specifics in front of me but I certainly will liaise with the Senator to see what we can do on the issue she raised. Within the budget we have for this year, there is an ever-expanding demand on the system, with a huge number of people looking for increased services. We ran a number of pilot schemes over the past two or three years and we are evaluating whether they were successful. We must be very mindful of the amount of money we are spending on school transport. That amount continues to grow year on year. We are very committed to the school transport system and a lot of work is going into reviewing the terms and conditions into the future.”
“By way of clarification, the State is subsidising the school transport scheme to the tune of €650 million, which is a rise of just over €200 million from only a few years ago. We have expanded the numbers using the service over the past four or five years from 120,000 to the 181,000 pupils that were carried last year. More than 11,000 routes are covered at both primary and secondary level. That gives a sense of the scale of the operation that is the school transport system right across the country. The terms and conditions of the scheme go back quite some time. We undertake continuous reviews to try to capture more students who have not been deemed eligible for various reasons. For September 2026, the terms and conditions are as outlined in the Department's notices and on its website.”
“There is some recognition of that but, under the terms and conditions, the scheme is very clear in regard to how we are trying to ensure that we have transport across the country. The Senator raised the issue and I will gladly take it up to see if we can get clarification for her on it. I might address some of the other points in my closing remarks.”
“I also know, since taking up this role, the importance that schools, school communities and families place on the expanding school system. We have been expanding it over recent years. In County Limerick alone, it has expanded from 6,200 in 2023 to 7,500 who were issued tickets last year. It has continued to expand. There are various rules and regulations governing it. We are trying to ensure we are providing transport at primary and post-primary levels, in the first instance, that is near schools. I do take the point around communities, depending on where they are at. It is always a crunch point when communities see the school that might not be the nearest as their natural hinterland or school.”
“The tickets have now begun to issue to families and will continue to issue throughout the summer. Where pupils are unsuccessful in receiving tickets, they will be notified as early as possible and a refund will issue from Bus Éireann. Under the terms of the Department's school transport scheme for children with special educational needs, children are eligible for transport where they are attending their nearest recognised school that is or can be resourced to meet the child's needs. On the overall scheme, school transport, as the Senator rightly pointed out in her opening remarks, is a hugely valued support for families. The availability of the school ticket or bus seat is hugely important and I know from many years as a public representative the importance of this issue.”
“The scheme is demand-led and on the number of eligible children who apply and pay on time. Families are required to register their details on the Bus Éireann portal to have their eligibility for school transport assessed to make applications under the scheme. The portal for the 2026-27 school year closed on 8 May to allow Bus Éireann to plan and assign routes for the upcoming school year. The portal reopened on 3 July but any applications and payments made after this date will deemed late and will not be assessed until all on-time applications have been processed. Since the portal closed, Bus Éireann has been assessing all the applications and planning routes and services for the 2026-27 school year. Routes may alter or extend depending on the number and location of children who will be availing of school transport for the year.”
“I might address the issue, which was in relation to the increased capacity, specifically for County Limerick. Unfortunately, the Senator did not give me the exact details in relation to Cappagh or Rathkeale so I do not have the specific details to hand. The school transport system is a huge operation that is managed by Bus Éireann on behalf of the Department of Education and Youth. The scheme has expanded significantly over the past six years. It is recognised that the school transport system is a vital support for families and its benefits extend to supporting parents and guardians who are accessing employment. It continues to support pupils living in rural and remote areas and children and young people with additional needs, as well as national sustainability and climate goals.”
“Thankfully, a huge number of people are still willing to study education in teacher training colleges. That builds on the great education system we have and the teachers who have worked within it over many generations and have yielded enormous benefits for Ireland Inc. Thankfully, there are young people who are quite willing to regard teaching as a career, and long may that continue. Yes, I understand the issue affecting small rural schools, but it is important to note that numbers are also an issue in some urban schools. I take the Senator's points and will reflect very carefully on them as we go into the budget cycle, which started a number of weeks ago. Our commitment in the programme for Government is very clear on where we need to get to in terms of education.”
“I thank the Senator. The first point was on the progress being made on the pupil–teacher ratio and how we are going to continue that progress in the lifetime of the Government, in line with the commitment in the programme for Government. The challenges with the staffing schedule go back many years and relate to the enrolment number on 30 September. We have to have very clear guidance on the staffing schedule. I see the merit in flexibility where schools are just shy of the requirement by one pupil or whatever, but, to operate the entire education system with its 43,000 primary school teachers, we have to be very mindful that the 30 September numbers are built into the pupil-teacher ratios, and we have to work to them. The other point the Senator made was on teacher training.”
“As with all elements of education, the aim is to equip them with the best tools they can have for entry into adulthood, when their school education ends. The education system is crucial in this regard. I take the Senator's points, but I might respond on the staffing schedule in my closing statement.”
“In the same five-year period, the primary staffing schedule improved from 26:1 to 23:1, and average class sizes at primary school have improved from 24 to 22. The Government has significantly invested in schools and in our teacher workforce over recent years. The programme for Government commits to making further progress in this area, with an aim of reducing the general pupil–teacher ratio at primary level to 19:1 over the term of the Government. I take the points the Senator has raised on the pupil–teacher ratio. In this regard, I have outlined one of the key goals. In the Senator's opening comments, she said a lower pupil–teacher ratio improves outcomes for children. The Government is constantly asking how we can make things better for children going through primary school and post-primary school.”
“The DEIS urban band 1 schools, including DEIS plus schools, receive additional allocations of 17:1, 20:1 and 19:1 for junior, senior and vertical schools, respectively. The latest figures on the pupil–teacher ratio show an improved ratio of pupils to teachers, from 15:1 to 12:1 at primary level, when comparing the 2019–20 school year with the 2024–25 school year. The average EU pupil–teacher ratio is 15:1. This includes all teachers allocated to a school as a ratio of the number of pupils enrolled in that school. The difference arises from the allocation of special education teachers, home school liaison teachers and other teachers who are not mainstream classroom teachers in schools. While these teachers provide valuable supports in school, they do not impact on class sizes.”
“Teacher numbers at primary level have reached their highest-ever level in the current school year. Currently, there are over 43,000 teaching posts allocated across the primary school system. This represents an increase of just over 5,000 teachers compared with the figure for the 2019–20 school year, and this has led to a steady improvement in the pupil–teacher ratio and average class sizes during this period. In recent budgets, priority was given to reducing the pupil–teacher ratio in primary schools, which brought the teacher allocation ratio to an average of one classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. A three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.”
“I thank the Senator and I appreciate the question. Budget 2026 provides for a total of €13.1 billion investment in the Department of Education and Youth services. That is a 7% increase on last year. The budget provides for an increase of €845 million in core funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026-2030. This funding reflects the Government's continued commitment under the programme for Government to ensure every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years while recognising that further work is needed to make education more inclusive and equitable for all.”
“There is a huge investment commitment in the national development plan. That is cold comfort for the communities the Deputy mentioned, one of which has been waiting for four years and another for seven. We should be targeting our resources to ensure that the condition of buildings does not deteriorate to such an extent that we have to do massive jobs on them. We should be investing earlier. Under the national development plan, we have committed serious money for the coming years, and we will be working with the schools. The Deputy mentioned a number of schools. I certainly will reflect on those and on the special schools. We have 20 of them open.”
“To be fair now, the question I was asked to respond to was in relation to investment in County Cork. There has been considerable investment right across the education system, and the Department of education has full sight of it. I acknowledge the frustration of schools that urgently need to progress to the next stage, but there has been serious engagement over recent weeks and months on how we are going to prioritise and make sure our investment in 2027 addresses the most critical points, such as the condition of buildings. We have also prioritised ensuring special education is put at the centre of capital expenditure across the education system. We are building capacity for special education at both primary and post-primary levels, and indeed in special schools. It is not true to say the Department is not spending money.”
“The only way we can give a commitment is by allocating sufficient funding within the Department. There has been a huge amount of continued investment in the school estate. There are literally billions of euro being spent across the country.”
“All projects continue to undergo detailed technical and cost assessment in line with Government infrastructure guidelines, with progression managed carefully across the wider capital programme. Departmental officials have recently intensified engagement with schools whose stage 2A reports have been under examination for some time, ensuring that each project is fully considered within overall prioritisation and programme management. I must say that there is huge engagement within the Department. I take the points the Deputy made in relation to the schools he mentioned and the prefabs. I take that issue in relation to prefabs very seriously because I see this right across the country. The Deputy mentioned a number of schools and I will follow up in regard to them. There is, though, solid investment in the city and county of Cork.”
“A further tranche of priority projects is targeted for publication in 2027, informed by departmental analysis, engagement with the patrons and schools, funding parameters and, where relevant, the Department’s energy and condition inventory of the school estate, and this is due for completion by year end. Projects will need to be at an appropriate stage of readiness to be considered. In particular, projects already at stage 2A are well positioned for inclusion in the next tranche. There are currently 47 projects progressing through stage 2A of the architectural planning process in County Cork, reflecting solid momentum within the county’s school building pipeline.”
“Prioritised projects continue to be progressed through earlier stages of the design pipeline, with a focus on special schools; schools fully in interim accommodation with an urgent requirement for permanent accommodation; projects delivering significant special education capacity; additional accommodation required to cater for demographic growth in an area; and projects dealing with the most significant condition issues. As part of the Department-led prioritisation process that is under way for 2026 and 2027, consultation with school patrons began this month.”
“In late 2025, 35 schools were approved to undergo works as part of the climate action summer works scheme. In addition, since 2020, a total of 375 special classes have been sanctioned in Cork, of which 69 were sanctioned for September 2026. Under the national development plan, NDP, sectoral investment plan for education and youth, €5 billion is allocated to project roll-out to modernise and expand school infrastructure. A first tranche of 105 school building projects has been published to proceed to construction or tender in the 2026-27 period. These projects were already at tender or advanced detailed design stage 2B, thereby prioritising urgent capacity pressures and special education needs. This list includes 12 projects in County Cork, which represents just over 10% of the projects within the first tranche.”
“I thank the Deputy very much for the question. He mentioned a number of schools, and I definitely will go back over them. The Deputy's question, though, was on the numbers of schools in County Cork at stage 2A. The Department has a strong track record of delivering the school building programme, with over €6.9 billion invested in the last six years. This has delivered approximately 1,400 completed school building projects and over 4,000 smaller improvement projects. Over €796 million in capital funding has been invested in County Cork schools since 2020. In this period, a total of 168 schools in County Cork have been upgraded either through the provision of a new school building, a large-scale extension or the provision of modular accommodation. There are also currently 18 school projects in County Cork under construction.”
“If we go to planning, tender and other stages, we must make sure that we have ownership of the site. This is the fundamental aspect to moving the project to the next stage. There is a lot of work ready to go. The specification in terms of what is being designed there - the 16 classrooms and all of that - exists, but we need to have certainty about the site. I will take that document from the Deputy and any other supporting documentation he has. I will raise this issue and push it as hard as I can with the planning and building unit in the Department.”
“I accept that. The Department is very committed to this. It has carried out a survey and the reports are very clear that this project must go ahead. There were delays over 15 years. The frustration in relation to a project like this is sometimes about it taking so much time. The point is, though, that we need to have sight of the exact legal situation because to progress the project to the tender documents and planning stages, we would have to be 100% certain. I would appreciate if I could get the document the Deputy read from, because I would like to try to get that in and to try to start moving. This is a fundamental aspect. I am referring to the site, the land and the history with other sites and so forth. We have to have that information as the underpinning that will allow us to move forward.”