A comprehensive suite of professional learning to support teachers in relation to artificial intelligence, AI, for teachers is being provided by Oide technology in education, Oide TIE, which is the Department-funded digital teacher professional learning service that has been rolled out across the country. This work recognises both the opportunities and challenges presented by AI in schools, including its potential to enhance teaching and learning and assessment, alongside considerations such as ethics, responsible use, data privacy, algorithmic bias and assessment integrity. In this context, the AI in schools external advisory task force will hold its first meeting on 14 May 2026. This task force will be set up and will support the Department in developing a coherent national approach to the safe, responsible and effective use of AI across our school system. At my request as Minister, the task force will report to me quarterly with reports on its emerging findings. Through Oide TIE, general support is provided on the use of AI, particularly generative AI, in education. A dedicated AI hub on the Oide TIE website is available for all schools. This is a carefully curated digital space to support school leaders and teachers in considering the use of AI. It promotes the practical implementation and ethical application of AI, ensuring that schools adopt AI technologies in a thoughtful and effective way. The AI hub provides resources for teachers, including an introductory online course, AI for Schools. It also helps educators to understand AI. Documents are published in relation to guidance on AI for schools and the ethical considerations involved, as outlined in the digital strategy for schools.
Sentiment score: 0.46
The Deputy raises an important issue. In relation to the additional assessment components, coursework rules were published by the State Examinations Commission, SEC, last November. They addressed the use and misuse of artificial intelligence. Additionally, the SEC has also commissioned research by the University of Limerick, which is due for completion in December 2026. There are very clear rules online, through the SEC, in relation to the use of AI for examinations. As the Deputy and I will remember from when we were at school, if somebody else’s work is being used, then it has to be referenced. We have to quote it. It is very clearly laid out for teachers and students. Students have a responsibility as well. There is the AI task force, which has key educational stakeholders and experts in this area on it who will report back to me. It is not just us doing the work here nationally. We are also working with our European counterparts, looking at the evidence and best practice coming from an EU level, and constantly updating our own AI research and guidance to schools. The SEC has clear coursework guidelines in this regard.
Sentiment score: 0.22
The Deputy very eloquently expressed the situation in relation to the role of the teacher and teaching and learning, which is very important. There are lots of positives for AI, as well as lots of challenges, including its ethical use. Teachers and school leaders play a central role in developing students' digital skills, including AI literacy. To support them, we have the AI schools hubs, acceptable use policy, bespoke in-school supports for teachers and Oide. We are also working at EU level. An international AI pilot is exploring data literacy, the ethical use of AI and generative AI. That information, the feedback and learning from that pilot, will feed into our guidance for our schools. We are constantly working and evolving, and working with our European counterparts and on national research here and on best practice to ensure we are rolling this technology out in a very safe and ethical manner. My Department has adopted a whole evidence-informed approach to AI, and that task force will be instrumental in these ongoing efforts. This is a living document and an evolving situation, and we need to make sure we are keeping ahead and working with European counterparts to make sure our young people are prepared for this digital world.
Sentiment score: 0.43
I thank the Deputy for her question. My Department’s process for delivering a school building project under the large-scale programme or additional school accommodation programme involves five core stages. These stages are reflective of the capital works, management framework and infrastructure guidelines. The stages range from preliminary design to completion and handover. My Department’s design team procedures set out the requirements to be followed at each stage of those processes. These procedures are available on the website. At a high level, the work progressed at each of the key stages is as follows: stage 1 includes reviewing the project brief information and analysing all the site factors which may impact on the project’s viability; stage 2(a) includes the development of the design, cost planning and preparations to lodge the statutory approvals; stage 2(b) includes obtaining all the statutory approvals, preparing the tender documents and pre-tender cost plan; stage 3 includes running the tender process, assessing the tenders and awarding the project contract; stage 4 refers to the construction. Finally, stage 5 includes ensuring quality completion and timely project handover along with the final account. In order for a pipeline project to move from one stage to the next, confirmation is always required that the project is compliant with all the relevant technical and cost requirements. Other factors which influence the timing for progress include relative prioritisation of the project and the timing affordability within the national development plan funding parameters, taking account of the overall programme requirements. Delays can occur on occasion due to factors beyond the Department’s control, for example, challenges in acquiring a site, planning permission issues, procurement difficulties or adverse weather while the project is at construction. Some of these issues are not unique to the school building programme and the Department manages challenges as they arrive. Overall, my Department endeavours to manage the school building programme across the estate of over 4,000 schools to ensure that projects are delivered to meet the most urgent needs in the shortest possible timeframe. This year, will see at least 1,000 projects under construction across a range of programmes.
Sentiment score: 0.12
I think the Deputy. In the national development plan, of the 105 projects published earlier this year, seven are in County Meath, two of which are in Meath West, St Ultan’s School and Ard Rí Community National School, both in Navan. Additionally, ten schools, including six in Meath West are approved to undergo works as part of the climate action summer works programme this summer. These projects are in addition to the €473 million investment in capital funding since 2020 for schools in County Meath. Some €216 million was for Meath West schools. Over that period, a total of 62 schools have been upgraded either through the provision of a new school building, large-scale extension or provision of modular accommodation which includes 24 schools in Meath West. There are also 13 school projects in County Meath under construction, of which five are in Meath West. In addition, since 2020, a total of 125 special classes have been opened in County Meath of which six were sanctioned in Meath West for September 2026. I will come back in.
Sentiment score: 0.09
First, to reassure people, the NDP is a five-year plan but I know there is urgency. When you are on the list, it is great but when you are not on it, there is disappointment. This is the first tranche of a five-year national development plan programme for the country. It is €1.6 billion for those that are going to tender and construction this year and next year. My Department is also carrying out a prioritisation list. I know that school is moving through the process but it is looking at the energy and conditions of all the school estate across the country. That will feed in to prioritisation. There are some school which do not have a home at all - they might be working from a sports club, for example - and special education is a real priority for us. Also schools which have space to provide extra special education classes in their existing footprint are a priority as well. I know the Department will be working with that school to move it through the different stages of the process.
Sentiment score: 0.11
In January this year, my Department published a comprehensive national development plan implementation plan for the education and youth sector. That included 105 school building projects to proceed to construction and tender in 2026 and 2027. That list included 80 large-scale and additional school accommodation projects along with 25 modular projects. The number of modular projects has now increased to 31. The first tranche of projects was selected with a view to facilitating projects already at stage 3, that is, at tender stage, to progress to construction as smoothly as possible. The prioritisation of projects at stage 2b focused on projects which had achieved planning permission where therefore there is an appropriate stage of readiness for progression to tender. Within the cohort of stage 2b projects, projects at special schools were afforded a top priority. Other projects included schools that did not have a permanent accommodation and had ongoing demographic pressures, projects providing significant special education capacity as well as projects progressing demographic pressures or had major condition issues. There is a Department-led prioritisation process which will continue over the course of this year and next year to assess and to evaluate the progression of individual projects through the design pipeline, projects at stage 2b, that are not on that 105 list. This will ultimately inform the next tranches of the programme roll-out. This is a five-year programme out to 2030. Where appropriate, the Department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate that smooth progression to construction in 2028 and beyond. It is important to note that of the 105 projects to move to tender and construction that represents a subset of all projects currently being progressed so in total 1,000 school buildings are projected to be under construction this year alone.
Sentiment score: 0.22
There is ongoing engagement between the Department and schools and school patrons. That is happening all the time. The list of 105 projects includes 12 projects in County Cork, of which five are in Cork North-Central. One of these schools, Scoil Íosagáin, moved into stage 4, which is construction, in February. Additionally, there are 35 schools, including eight in Cork North-Central, that were approved to undergo works as part of the climate action summer work scheme. These projects are in addition to the €785 million in capital funding since 2020 for schools in County Cork, of which over €199 million was for Cork North-Central schools. Over that period a total of 158 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 20 projects in County Cork under construction, of which three are in Cork North-Central. A prioritisation list will be worked on by the Department - that is the energy and condition survey. This is the first time this work has ever happened and it will give a real picture of our schools across the school estate. The Department will be working with schools through that and that will feed into the next tranche. I do not have a date per se.
Sentiment score: 0.10
In the past we might have thought of as modular as prefabs but these are not prefabs. These are state-of-the-art, very modern buildings. The Minister of State, Deputy Moynihan, and I have walked into many of them. You do not realise they are modular. They just look like an extension to a school. The spec is of a high quality. The Department is working with schools and engaging with school stakeholders. That prioritisation process is ongoing. Work is under way in the thousands of schools across the country that are currently under construction. This is the first tranche of a five-year plan. That energy and condition survey will feed into that. There will be that ongoing communication with the Department and the schools in order to prioritise the next tranche. The timing of a pipeline project, moving from one stage to the next, requires careful planning. It is determined by a number of factors, including confirmation that any existing or emerging school capacity in the area is being well optimised - we have to make sure we are getting value for money for that - and that there is compliance with all the technical and cost requirements. The outcome of that prioritisation assessment will feed into it as well as affordability around the funding through the NDP.
Sentiment score: 0.15
I am very aware of this issue. I recently met Scoil Mhuire Naofa and the local representatives, including the Deputy, on the matter. A campus project was delivered for three schools - Carrigtwohill Community College, Scoil Mhuire Naofa Carrigtwohill, and Scoil Clíodhna Community National School - as part of my Department's design and build programme. The project was completed in quarter 4 of 2023. The schools on the campus have sought to use a green area, which forms part of the site for recreation purposes. The area in question, as the Deputy knows, is not suitable for a formal playing pitch, because it is required as an attenuation basin under the flood management system for the campus. However, the Department is pleased to support the schools' access to this green area as an informal recreation space. Planning permission was granted by Cork County Council for an entrance and access way to this green area, as a standalone planning application. The scope of works and associated costs to provide the entrance and access way is being reviewed by the Department and officials will update the schools upon completion of that review. In addition, there is an area of about 1.9 acres to the north of the campus in my Department's ownership. The Department has agreed that this can be used as a recreation area by the schools on a licence basis. Officials from my Department are in contact with the relevant stakeholders to progress this. Should the land be required to support school place expansion in the future, its use as a recreation area will cease. My Department has had positive and productive engagements with the three schools and their patrons throughout all stages of this project and will continue to support the schools on the new school campus.
Sentiment score: 0.22
A scope of works and associated costs for the green space have been received by my Department for the proposed works to provide access to that green area. On initial review, it is the Department's recommendation that a cost-effective solution be considered and resubmitted for further consideration. Once the scope works and the cost to provide the access and entrance are agreed, procurement of a contractor to complete the works can be undertaken. Until the scope works are agreed, it is just not possible to give a timeline for completion, but the commitment is there to work with the schools on this. On completion of the works, my Department intends that the lands will be handed over to Cork Education and Training Board to be managed and maintained.
Sentiment score: 0.24
I thank the Deputy. The original planning permission for the campus development at Carrigtwohill included the green area lands to the south of the school building infrastructure, so the green area was always included in the development as a flood attenuation zone, which forms part of the campus flood mitigation strategy. The campus development was delivered according to the schedule of accommodation, which provided three general purpose areas, a PE hall in the post-primary school and a total of 13 ball courts across the three schools. As the function of the green area is primarily as a flood attenuation area, once the access and entrance are delivered, the area of green space can be accessed by the schools for recreation purposes and can be used when the weather and ground conditions permit. As I say, there has been ongoing engagement with my Department about this. At our meeting, we gave the commitment for this to proceed. The scope of works and associated costs were received by the Department, so the Department is asking the schools to come back with further information, and we can work with them.
Sentiment score: 0.22
As part of budget 2026, the Government confirmed that examination entry fees will be reintroduced for the 2026 State exams. These fees are being restored at their previous levels, which are unchanged since 2012. It is €116 for leaving certificate candidates and €109 for junior cycle candidates. Not all families are liable to pay examination fees. Any student with a full medical card, or covered under a parent's or guardian's card, will continue to be fully exempt from that fee. This approach strikes a fair balance, maintaining support for those who need it most while restoring a long-standing contribution towards the cost of running the examinations system. I am advised that approximately one third of candidates who have engaged with the process to date are exempt from the fees. The process is straightforward, transparent and well signposted, and full details are available on the State Examinations Commission's website. Phone and email help desk services are available to school authorities and families who need assistance. A recent review of the school transport scheme found that having a fee helps make better use of resources and prevents seats on school buses from going unused, helping to protect and sustain the scheme for all families who need it. The school transport scheme remains heavily subsidised by the State, with over 92% of the overall cost covered. Transport, too, remains free for eligible medical card holders and pupils who are eligible for the special educational needs transport service. The Department appreciates the concerns, given the recent global events and the impacts already being seen in increased fuel prices in Ireland. That is why a support package of measures has been approved by Government, providing targeted relief to transport operators, because this was a key concern for those operators. The details of these supports are being finalised.
Sentiment score: 0.37
A recent review of the school transport scheme found that having a fee helps to make better use of resources and prevents seats on school buses from going unused. The fee for a primary school student is 55 cent per week and it is 60 cent for a post-primary school pupil, or €1.32 per week for a family. The Minister of State, Deputy Moynihan, and I are also acutely aware of the school transport system and getting better data about usage of school buses across the country. We are working with the Department of Transport and Bus Éireann, which roll this out, to get that data. We absolutely appreciate the importance of school transport, especially around special education children, who get this free of charge. We want to be able to roll that out but we also need to make sure that we are getting good value for money and, where there are vacant seats, that they can be used. For example, there might be students who are taking the bus in the morning and not taking it in the evening, or vice versa, or not taking it on a Tuesday or Wednesday. We need to get that data because we also have calls from TDs here who are saying that their constituents cannot get access to school transport. That is the work we are doing in the Department to make sure we are getting good value for money for what we are investing.
Sentiment score: 0.41
We have introduced a number of cost alleviations for schools and parents. The free school books is one example of that. We are providing solar panels for schools as well to reduce their energy costs. There has been a hugely positive uptake from schools across the country in relation to that. The school transport system costs 55 cent per day for primary school pupils and 60 cent for post-primary students. When we compare that to public transport costs there is a big reduction in the cost. We give guidance to schools on ICT to ensure that in every way possible they minimise costs for parents. We also give them advice about uniforms. The financial services unit in the Department advises schools on their own costs and how they can make savings. There is also an onus on schools to ensure that, where possible, they reduce those costs. We also have ICT grants for schools. Millions have been invested in that. This is ongoing. We will work with schools in that regard.
Sentiment score: 0.19