Jen Cummins (Dublin South Central, Social Democrats)
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388. To ask the Minister for Education and Skills her plans to help with the cost of education technology. [29474/26]

Hildegarde Naughton (Galway West, Fine Gael)
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The Department of Education and Youth supports the cost of technology in education by funding schools directly, and through national strategies, annual grants, and with targeted schemes for disadvantaged and special-education students.

Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. All students following primary and post-primary programmes are included, for per capita purposes, in recognised primary, special and post-primary schools. An enhanced per capita rate applies to students enrolled in DEIS and Special schools and to pupils in mainstream special class primary settings. Clarity and certainty are being provided for the school system through an annual grant payment timeline, which is now set for the December/January payment period.

It should be noted, that under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning.

Schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are implemented, in line with their Digital Learning Plans. Schools must also have Acceptable Use Policies in place and may use ICT funding to support new curricula and assessment.

In addition to the ICT grant funding, through the Assistive Technology Scheme, as set out in my department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.

The Assistive Technology Scheme, provided by my department, supplements the overall funding approach for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment to access the school curriculum. For children with more complex disabilities who require such equipment to access the school curriculum, which they do not already have or which cannot be provided for them through the schools' existing provisions, schools can apply for this equipment under the terms of the Assistive Technology Scheme.

My Department is currently finalising a review of this scheme to ensure it is effectively supporting the children it is intended to serve, and that resources are being allocated as efficiently as possible.

Additionally, schools can use the Minor Works Grant for the provision of ICT infrastructure, and general capitation that issues to schools can also be used for that purpose. New schools and school extension projects also receive funding for ICT infrastructure as part of their furniture and equipment funding.

Finally, department guidance states that schools should support equitable access to ICT for all students and may provide loan schemes for devices where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families.

My Department is committed to ensuring that enactment of Senior Cycle Redevelopment contributes positively to student experience in Senior Cycle including through revised assessment arrangements that allow all students demonstrate their strengths and learning.

There is no requirement under the new subject specifications for students to have their own laptops, and decisions on device use rest with school boards, who are advised to prioritise affordability and equity and to consult with parents.

To further assist schools, the OGP, ASERIA (formally HEAnet), as well as my Department, have established a number of frameworks of providers of digital devices including tablets, pcs and laptops, with appropriate specifications, agreed pricing, and levels of service, as well as providing framework management. Schools are encouraged to avail of these frameworks which will enable them to comply with procurement requirements and achieve agreed, transparent, pricing.