I thank the Deputy. His question relates to expanding apprenticeship and traineeship opportunities. As he is aware, work-integrated learning, where learners apply their studies in real-world settings, is a cornerstone of Ireland’s tertiary education system and this includes apprenticeships and traineeships. Apprenticeships provide structured routes into employment for roles requiring hands-on learning and guaranteed workplace experience, whereas traineeships offer shorter, much more flexible options where work experience is essential. My Department remains committed to investing in apprenticeships and traineeships. In budget 2026, the Government invested €79 million in apprenticeship delivery, bringing the 2026 current apprenticeship budget to over €410 million. That is more than double the allocation in 2020, when this Department was established. The investment has grown the number of apprenticeship programmes from 58 in 2020 to 78 currently, so we can see that investment is increasing significantly, as is the number of different apprenticeship programmes available. Regarding traineeships, SOLAS allocates funding to the education and training boards, ETBs, and that depends on local needs, where they support flexible, targeted training. There are over 75 traineeship programmes available nationally across sectors from construction to retail. A wide range of supports are also funded by my Department to support the participation of apprentices and trainees. I can elaborate on some of those in my further replies.

Sentiment score: 0.22

I absolutely agree with the Deputy regarding the great work being done at Mount Lucas. I think I have been there three times at this stage, looking at its work on modern methods of construction, MMC, its flagship development. Of course, it also has what is called the Skillnet MMC Accelerate platform. That showcases the different career pathways that are available to participate in MMC. It is one thing to have it and to have it developed and have really good work going on, but is another thing to make sure apprentices are aware of it and of the opportunities. The Deputy's question is broader, though, and includes reaction to our NDP, our climate plan, our housing targets and how we are going to ensure we have a sufficient pipeline of apprentices and trainees. Just this week, the Minister and I launched the careers in construction action plan. It includes 36 actions building on the previous plan, which was quite successful. Actually, it was very successful. Again, if the Deputy wants more detail, I can tell him more about it.

Sentiment score: 0.35

This is again a very important question. I agree with what the Deputy is saying. Perhaps up to now, though it is changing, apprenticeships and sometimes traineeships were seen as a second or third option. They absolutely must be a first option for those for whom they are suitable. We are starting in the schools. There are a number of programmes in transition year. We have the initial vocational education and training, iVET, programme, which is a taster programme in construction available to transition year students. We have SafePass programmes. We are also looking at other programmes to not just encourage students to look at construction as a possible career, but also to break down some of those barriers that exist, including the gender barriers and the underrepresented groups. We are dealing with it from that aspect first of all. We are also having quite a number of promotional activities. The Deputy may have heard of Building Heroes, an excellent programme, with 12 ambassadors who are already in the construction sector undertaking peer-to-peer engagement, telling their colleagues about why it is a career of choice, why it is a top-class career and why they should consider it. There is a lot of work going on.

Sentiment score: 0.12

I think the Minister will be back in a few minutes, but I will respond to this question. The reply states the student grant scheme is a universal scheme and the rules including the means-testing of reckonable income are applied on an equal basis to all students who make an application. In general, for student grant purposes, students are categorised according to their circumstances, either as students dependent on their parent or legal guardian or as independent mature students. Students may be assessed as independent students if they have attained the age of 23 on 1 January of the year of first entry or re-entry to an approved further education course or an approved higher education course and they have not been ordinarily resident with their parents from the previous 1 October. Otherwise, they are assessed as dependent students, that is, assessed with reference to parental income. Applicants who do not meet the criteria to be assessed as an independent student for grant purposes or who cannot supply the necessary documentation to establish independent living for the required period may still apply to the awarding authority, SUSI, to have their grant eligibility assessed as a dependent student. Mature students living at home may have benefited from recent improvements to the scheme. This academic year, all income thresholds to receive a student grant increased, with standard rate thresholds increasing by at least 15%. In budget 2026, the Minister introduced the first permanent reduction in the student contribution of €500. Families whose household income is under €115,000 can also receive a €500 grant towards their student contribution for this academic year. The threshold for this grant will also increase in September to a very significant €120,000.

Sentiment score: 0.44