Wednesday, 9 Sep 2020

Written Answers Nos. 206-225

State Examinations

Questions (206)

Catherine Connolly

Question:

206. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the analysis his Department has carried out with regard to the 20,000 CAO reapplicants whose college places could be jeopardised by inflated leaving certificate grades and the potential knock-on effect of inflated points requirements in 2020; if research has been carried out into inflating reapplicants’ grades to match the bell curve of 2020 leaving certificate grades; and if he will make a statement on the matter. [22710/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

There are approximately 20,000 applicants presenting in the CAO system who sat the Leaving Certificate in a year prior to 2020. Within this group there is likely to be a considerable diversity of applicants, many of whom may be catered for through different pathways - for example, those who deferred a place last year, those applying as mature students, those applying through access pathways and those with FET qualifications.

The CAO system is a system that works on the assumption that grades obtained in the Leaving Certificate by candidates determine their points. It is on this basis that the CAO system allocates places to applicants including those from different years.

For the 2020 CAO system to proceed to pave the way for entry to higher education for the majority of applicants within the current timelines, and in a manner than can be properly upheld, 2020 results and the results of leaving certificate examinations from previous years must be treated equally in the CAO system. To complete the CAO system in any other way could serve to wholly undermine it.

In order to help mitigate the impact of the changes to the grading system, I have announced the creation of an additional 1,250 places on high-demand courses in Higher Education Institutions. These places are provided in order to help ease anxiety and reduce uncertainty among students awaiting a CAO offer. Active engagement is currently underway with a view to providing further additional places in light of issues such as those the Deputy raises.

Nonetheless, there will be fluctuations in CAO points this year, as there are every year, which will depend on the volume of applications, the number of applicants who meet the entry requirements, the number of places available and the grades received by applicants. As we are in the midst of a global pandemic and economic flux, there is more uncertainty than usual this year due to factors such as reduced opportunities in the economy, students seeking to defer or re-apply in subsequent years and uncertainty around students travelling internationally both to and from Ireland.

The first indication regarding movements of CAO points will not be clear until the completion of the first round process on Friday 11 September. My Department will continue to monitor development in collaboration with the higher education sector and the Department of Education.

Student Universal Support Ireland

Questions (207)

Catherine Murphy

Question:

207. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the impact on families in receipt of pandemic unemployment payment that will not be eligible for the assessment of their lower 2020 incomes as qualifying criteria for SUSI grants; his plans to rectify the matter; and if he will make a statement on the matter. [22735/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

The principal support provided by the Department in financial terms is the Student Grant Scheme. Under the terms of the Grant Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.

The decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.

For the 2020/21 academic year, student grant applications will be assessed based on gross income from all sources for the period 1 January 2019 to 31 December 2019. However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme.

Where an applicant or a party to a student grant application is in receipt of the Pandemic Unemployment Payment or the Temporary wage Subsidy Scheme, the awarding authority SUSI will assess each case on its own merits and determine whether a change has occurred that satisfies the scheme. Following such a review under the change in circumstances provision, an applicant may fall within the thresholds to become eligible for grant assistance or be entitled to an increased rate of grant or the special rate of grant.

Apart from the Student Grant Scheme, the Deputy will be aware of the recently announced €168m funding package for the return to education. This package includes a €10m access support package for higher education students. I have approved the allocation of €8.1m of this funding to top up the Student Assistance Fund (SAF).

The SAF assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation. Details of this fund are available from the Access Office in the third level institution attended.

Student Universal Support Ireland

Questions (208)

Darren O'Rourke

Question:

208. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of a decrease grant in adjacency rates from 45km to 30km. [22894/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

The estimated cost of a decrease grant in adjacency rates from 45km to 30km is €13m.

National Training Fund

Questions (209)

Gerald Nash

Question:

209. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science the projected yield from a 0.1% increase in 2021 in the national training fund levy; and if he will make a statement on the matter. [22931/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

The projected additional yield from a 0.1% increase in 2021 in the national training fund levy would be €72.4 million. This is based on a projected NTF levy income of €724 million in 2021 at the existing 1% levy rate which would increase to €796.4 million if the rate was increased by 0.1% to 1.1%.

It should be noted that in line with a Government commitment, the NTF levy increased by 0.1% in each of the three years from 2018 to 2020. This meant that the rate rose from 0.7% in 2017 to 1% in 2020. It should also be noted that only the contributions from the private sector estimated yield increases are taken into account when increasing the national training fund spending limits.

National Training Fund

Questions (210)

Gerald Nash

Question:

210. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science the history of increases in the national training fund levy over the past five years in tabular form; the projected yield at budget time of each 0.1% increase in tabular form; the actual yield in the full year following the increase; and if he will make a statement on the matter. [22932/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

The following table sets out for the years 2015 to 2020 the national training fund levy; levy income; the projected yield at budget time of each 0.1% increase; the actual yield in the full calendar year following the increase.

Year	NTF Levy Rate	NTF Levy Income	Projected Yield for each 0.1% increase in NTF levy	Actual Yield for each 0.1% increase in NTF levy
2015	0.7%	€364m	N/A	N/A
2016	0.7%	€390m	N/A	N/A
2017	0.7%	€431m	N/A	N/A
2018	0.8%	€565m	€58m	€71m
2019	0.9%	€712m	€82m	€79m
2020	1.0%	Not yet available	€96m	Not yet available

It should also be noted that only the contributions from the private sector estimated yield increases are taken into account when increasing the national training fund spending limits. The 0.1% increases in each of the three years from 2018 to 2020 resulted in the national training fund spending limits increasing by €47m in 2018, €69m in 2019 and €74m in 2020.

Third Level Fees

Questions (211)

Holly Cairns

Question:

211. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if he will elaborate on his recent statement that student contribution fees are too high; and the timeline for the reduction of these fees. [22806/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

Under the Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate Higher Education students. Students pay a student contribution of €3,000 per annum which can be paid in instalments.

The state pays the contribution in full or part for an estimated 44 per cent of all students eligible for free fees funding through SUSI. The estimated cost was in the order of €180million for 2019/2020.

Student contribution funded by the state is in addition to over €340million paid for student tuition fees in 2019/20 through our free fees initiative.

The Programme for Government commits to develop a long-term sustainable funding model for higher level education. In addition I intend to specifically examine student supports to ensure all students have access to educational opportunities and supports that will help them to fulfil their potential.

While the balance of costs and benefits of Higher Education will be considered as part of the broader strategic reform of higher education funding, the impact of the Covid 19 pandemic on students and families has been the subject of immediate attention.

In July I announced €168 million in funding to support the sector and students including a €15million fund for technology supports, a doubling of the Student Assistance Fund and €5 million for mental health supports.

The pandemic has had a disproportionate effect on younger workers and those in lower paid occupations. In the July Stimulus Package we provided €100m in funding for the tertiary education and training sector to help support upskilling and reskilling, which will fund over 35,000 places in 2020.

Covid-19 requirements mean that the delivery of third level education costs more, not less. As a consequence the Government has provided a major increase in funding to meet those costs but also to significantly enhance the range of supports available to students particularly those with the least financial resources.

Third Level Education

Questions (212)

Sorca Clarke

Question:

212. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the timetable for third level students due to graduate in 2020 but awaiting the completion of their practicum placements; the way in which the matter will be addressed for current third level students particularly those due to commence their final year. [22706/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

Higher education institutions are autonomous bodies and as such are academically independent and are entitled to regulate their own academic affairs and administrative processes. Therefore responsibility for placements, examinations and assessments rests ultimately with each individual institution.

The national co-ordination group for tertiary education, which includes representatives from my Department and third level institutions, is meeting regularly to discuss key issues in the tertiary sector including issues around courses and placements.

It is understood that most professional, regulatory and statutory bodies (PRSBs) have been very understanding and flexible in ensuring that students referred to by the Deputy could complete their required professional placements and graduate early this summer, however there are a number of cases where protocols on placement are still under development by regulators. I understand that work is ongoing to apply and integrate such protocols into programme timetables.

For those students commencing their final year and whose placements may have been disrupted during the penultimate year, it is understood that suitable accommodations have been found between each PRSB and the Higher Education providers of those programmes. This is to ensure that these students can continue and complete their programmes without further unnecessary obstacles.

Student Universal Support Ireland

Questions (213)

Catherine Murphy

Question:

213. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the issue of eligibility for fee support via SUSI grants in cases in which the pandemic unemployment payment is not classed as a permanent payment as with the jobseeker’s scheme and other schemes (details supplied); his plans to adopt additional fee structure support schemes or reductions in cases in which students have applied for courses, have been accepted and their plans have had to be cancelled due to lack of supports; the number of courses impacted by the issue; the way in which the issue will impact the number of incoming students, retention and progression in third-level courses; and if he will make a statement on the matter. [22733/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

The principal support provided by the Department in financial terms is the Student Grant Scheme. Under the terms of the Grant Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.

The decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.

For the 2020/21 academic year, student grant applications will be assessed based on gross income from all sources for the period 1 January 2019 to 31 December 2019. However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme.

For the 2020/21 academic year, student grant applications will be assessed based on gross income from all sources for the period 1st January 2019 to 31st December 2019.

However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. The income of all parties to the application will be assessed or reassessed on the current year (2020) and they may also be asked to provide evidence of the current year’s (2020) income. SUSI also requires confirmation that the change is not a temporary change and is likely to continue for the foreseeable future. Following such a review, the applicant may fall within the thresholds to become eligible for grant assistance or be entitled to an increased rate of grant or the special rate of grant. The applicant can request a review by contacting the SUSI Support Desk at 0761 087 874 or emailing [e-mail].

Apart from the Student Grant Scheme, the Deputy will be aware of the recently announced €168m funding package for the return to education. This package includes a €10m access support package for higher education students. I have approved the allocation of €8.1m of this funding to top up the Student Assistance Fund (SAF). The SAF assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation. Details of this fund are available from the Access Office in the third level institution attended.

Under the Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate Higher Education students with students paying the student contribution.

The student contribution fee is currently set at €3,000 per annum and can be paid in instalments. In 2019/20 nearly 62,000 students had all of part of their student contribution paid by the Exchequer through SUSI. I have acknowledged that the current rate is too high and a reduction of the rate will be considered over the lifetime of the Government. The potential amendments will be considered as part of the strategic reform of higher education funding and in view of the objective of ensuring access to and continued participation in higher education by students from disadvantaged backgrounds and from families who have been disproportionately impacted by Covid. Examination of the student contribution will focus on how best to alleviate this cost to ensure that the critical role of higher education in ensuring all students achieving their potential is maximised.

Tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie.

Third Level Education

Questions (214)

Catherine Connolly

Question:

214. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which third level students can access financial support to buy laptops for online learning; and if he will make a statement on the matter. [22755/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

My Department has recently allocated €15 million of capital funding for a once-off COVID-19 grant to support disadvantaged students in the further and higher education sectors in accessing ICT devices.

The grant is being made available to further and higher education providers, who are using it to purchase devices to support disadvantaged students who are encountering challenges in accessing devices for remote learning. Over 16,700 laptops have already been procured via a bulk order organised by HEAnet.

The distribution of the devices, and the associated terms and conditions, is a matter for each individual further or higher education provider. Students should therefore contact their relevant further or higher education provider for further details .

Springboard Programme

Questions (215)

Bríd Smith

Question:

215. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the reason recipients of the pandemic unemployment payment cannot be accepted for the Springboard programme; and if he will make a statement on the matter. [22968/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

Eligibility for Springboard+ courses for those in receipt of payments operated by the Department of Employment Affairs and Social Protection is the responsibility of that Department.

In advance of commencing a course of education or training, either part-time or full-time, including Springboard+ courses, a person in receipt of the Pandemic Unemployment Payment will be required to establish an entitlement to a qualifying social welfare weekly payment, generally a Jobseeker’s payment. A person will be required to transfer from the Pandemic Unemployment Payment to the relevant qualifying social welfare scheme to continue to receive income support while undertaking Springboard+ courses.

I am informed that, under the July Stimulus the Back To Education Allowance has been extended to people who have been in receipt of the Pandemic Unemployment Payment. The Back to Education Allowance provides income support for people who wish to pursue second or third level courses, including full time Springboard+ courses. Someone applying for second or third level education, including springboard courses, will be deemed to have satisfied the required qualification period when they transfer from the Pandemic Unemployment Payment.

Whereas the Pandemic Unemployment Payment is short term in nature and scheduled to cease in April 2021, the Back to Education Allowance provides long term income support which can be provided for the duration of an education course and which can extend for up to 3 or 4 years depending on the individuals circumstances.

Covid-19 Pandemic Supports

Questions (216, 217)

Bríd Smith

Question:

216. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the additional supports he plans to provide for mature students and others that are returning or commencing third level and further education courses in 2020 in view of the fact that many will be unable to access an income from employment or casual work in the current economic climate; and if he will make a statement on the matter. [22969/20]

Bríd Smith

Question:

217. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will examine providing additional supports to those commencing third level and further education in 2020 that are currently on the pandemic unemployment payment or the wage subsidy scheme and are faced with the difficulty of trying to commence the courses with inadequate income supports; if the back to education scheme can be extended to those currently on employment supports that have little if any prospect of returning to normal employment in the coming period; and if he will make a statement on the matter. [22970/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

I propose to take Questions Nos. 216 and 217 together.

The Deputy will be aware of the recently announced €168m funding package for the return to education. This package includes a €10m access support package for higher education students. I have approved the allocation of €8.1m of this funding to top up the Student Assistance Fund, which assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation. Details of this fund are available from the Access Office in the third level institution attended.

I am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic, and of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting students and families who are putting their children through further and higher education.

The Student Grant Scheme provides for different levels of income thresholds where families have (i) less than 4 dependent children (ii) between 4 and 7 dependent children and (iii) 8 or more dependent children. In recognition of the additional cost to families where more than one person is attending college, income thresholds may also be increased by up to €4,830 for each additional family member attending college at the same time. In this way, the Student Grant Scheme is responsive to the individual circumstances of particular families.

For the 2020/21 academic year, student grant applications will be assessed based on gross income from all sources for the period 1 January 2019 to 31 December 2019. However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme.

In relation to payment of student grants, to ensure students receive their first payment as soon as possible, SUSI will make weekly payments from October 9. For the academic year 2020-21, the first payment will be made sooner after colleges commence than in previous years.

In order for students to receive the necessary supports when they return to education this autumn, four scheduled maintenance payments will be made before the end of December, with two payments scheduled to be made in October.

Students in receipt of the Back to Education Allowance (BTEA) are not eligible for maintenance support under the Student Grant Scheme, as this would result in a duplication of income support payments. However, students in receipt of BTEA may be considered for SUSI fee supports up to a maximum of €6,270.

Back to Education Allowance (BTEA) is administered by the Department of Employment Affairs and Social Protection (DEASP). Further enquiries in respect of the BTEA should be referred to DEASP.

In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.

Departmental Priorities

Questions (218)

Bernard Durkan

Question:

218. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his vision for the further and higher education, research, innovation and science sector with particular reference to the need to compete on the international market for available job vacancies; and if he will make a statement on the matter. [22971/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

The challenge to meet the need to compete on the international market for available job vacancies is a priority for my Department.

Structures such as the National Skills Council, the Regional Skills Fora, the National Training Fund Advisory Group and the Apprenticeship Council help identify and respond to skills needs and ensure that we have a national and regional labour force equipped with the skills that will attract international jobs to Ireland.

The July Stimulus package is a programme of immediate investment in upskilling, reskilling and refreshing of skills needs to be supported throughout working lives. The funding for higher and further education and training to address this situation amounts to €100m and will fund over 35,000 additional student places in the current year.

The Further Education Strategy 2020-24 is a good example of where the engagement between relevant stakeholders, such as industry, has fed into the development of the SOLAS Further Education Strategy to cover the next 5 years. At the Higher Education level, a key tenet of Technological Universities, (TU’s) is their research-informed teaching and learning based on interactions with industry and relationships forged with local and regional enterprise stakeholders. TU’s also play a pivotal role in facilitating access and progression particularly through relationships with the further education sector. The presence of a technological university in a region, with a specific mandate for promoting regional development, will have a transformative effect on local and regional communities.

My Department will continue to design and develop education programmes and qualifications that reflect what is required in the workplace. We will continue working with all stakeholders to address current needs and looking beyond the current world of work prepare individuals to succeed in the existing and future labour market and avail of future job opportunities.

Third Level Education

Questions (219)

Bernard Durkan

Question:

219. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for the development of an enhanced polytechnic equivalent here; and if he will make a statement on the matter. [22972/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

In line with the National Strategy for Higher Education to 2030, the Government continues to support the development and progression of technological universities (TUs) as a key national strategic objective in advancing the higher education, skills, access, research and regional development agendas. The Programme for Government 2020 commits to supporting recently established TUs and to working closely with consortia to establish new TUs.

TUs have a particular emphasis on regional development, research and technological skills. However, they are multi-faceted and deliver a range of disciplines and levels of qualifications including apprenticeship to meet regional and national skills needs. TUs also concentrate on teaching and learning excellence, lifelong learning and have a student centred focus at their heart. TUs aim to become catalysts for enterprise and regional development and to increase the profile of this form of Irish Higher Education Institute (HEI) nationally and internationally.

In this context, there are no plans for the development of any other form of HEI, such as an enhanced polytechnic equivalent, in the state.

Departmental Priorities

Questions (220)

Bernard Durkan

Question:

220. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the role he sees for the further and higher education, research, innovation and science sectors; and if he will make a statement on the matter. [22973/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

The Programme for Government published earlier this Summer, specifically pages 114-119, sets out priority objectives for the further and higher education, research, innovation and science sector. This includes higher education funding and restructuring, further education and community education sectors, apprenticeships, student supports , tackling sexual harassment in higher and further education , student access and mobility in higher and further education, adult literacy and research in higher education.

Third Level Education

Questions (221)

Bernard Durkan

Question:

221. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his ambition for the development of a ready supply of graduates specialising in research in the future; and if he will make a statement on the matter. [22974/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

Innovation 2020, the current national strategy for research and development, science and technology, acknowledges the importance of having a pipeline of skilled and talented individuals playing a critical factor in innovation provision and devlopment.

The expansion of higher education has been a key enabling factor in this regard and by extenson in the growth of the Irish economy. The availability and quality of graduates is essential if we are to maintain our attractiveness as a location for investment and grow our reputation as a destination for a successful research career. Equally, increased participation in higher education has resulted in significant contributions to society and has played a critical role in enriching our cultural life. Our next generation of researchers and innovators require the best possible foundation from our higher education system.

Postgraduate education delivered by the higher education institutions is critical to our research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research skills that can be applied in a range of environments, in academia or industry, at home or abroad.

Every year, approximately 10,000 research students are enrolled across all institutions, and they form a key element in the transformation of Institutes of Technology into Technological Universities and are a continuing critical feature of our universities.

The Irish Research Council funds graduates across all disciplines, and are an important component in the wider national strategic pursuit of strong talent pipeline of research graduates coming through Ireland’s higher education system. Science Foundation Ireland has already commenced the roll-out of a new €100 million multi annual programme of investment in PhDs and Research Masters through new Centres for Research Training (CRT). The CRT programme will provide training for 600 postgraduate students in areas of nationally and internationally identified future skills needs of digital, data and ICT.

The Mid-Term review of Innovation 2020 published in 2019 reaffirmed the relevance of its policy objectives, including the need to increase investment in research infrastructure and research talent. Innovation 2020 is due to conclude at the end of this year, and as part of the consultation process for the successor strategy, which will be developed by my Department, I will work with enterprise agencies and industry groups, as well as the higher education institutions, to assess the future demand for research graduates to ensure we are prepared for the challenges ahead.

Covid-19 Pandemic

Questions (222)

Bernard Durkan

Question:

222. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which challenges arising in the course of the Covid-19 crisis have identified the need for specific educational response at third and fourth level; and if he will make a statement on the matter. [22975/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

As part of the multi-billion euro July stimulus package announced recently, an additional €100m million will be allocated to further and higher education and training. These measures are aimed at helping people return to the workplace or education after they may have lost jobs and income due to Covid-19.

Some key measures in the education and training sector include:

- The Apprenticeship Recruitment Initiative which will provide a financial incentive for companies who recruit apprentices of up to €3,000

- 35,500 new places in further and higher education to help people reskill and, if necessary, change their careers

These 35,500 places include 19,000 full and part time places in the Skills to Compete programme, which is aimed at people who have lost their jobs during the pandemic. These people will be offered reskilling opportunities in sustainable areas of employment such as healthcare, childcare, ecommerce, software development and online sales.

My Department will continue to monitor the impact of COVID-19, and identify ways in which the further and higher education system can assist in overcoming the challenges posed by the pandemic.

Higher Education Institutions

Questions (223, 224, 226, 227)

Bernard Durkan

Question:

223. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which the higher level education sector is in discussion with business and enterprise with a view to matching requirements in the workplace with suitable graduates; and if he will make a statement on the matter. [22976/20]

Bernard Durkan

Question:

224. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he has identified the areas in which most opportunities are likely to arise for graduates throughout the various employment sectors in both the public and private sectors; if he has received indications showing specific requirements; and if he will make a statement on the matter. [22977/20]

Bernard Durkan

Question:

226. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the steps needed in the higher educational sector to ensure an adequate supply of suitably qualified personnel to ensure the attainment of the highest number of employment positions at home and abroad; and if he will make a statement on the matter. [22979/20]

Bernard Durkan

Question:

227. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which adequate college places remain available to meet the requirements of a changing workplace; and if he will make a statement on the matter. [22980/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

I propose to take Questions Nos. 223 and 224 to 227, inclusive, together.

The further and higher education system has a number of key strategies in place to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands.

Structures such as the National Skills Council, the Regional Skills Fora, the National Training Fund Advisory Group and the Apprenticeship Council help identify and respond to skills needs and ensure that we have a national and regional labour force equipped with the skills that will attract international jobs to Ireland.

The Human Capital Initiative (HCI) provides additional capacity across the Higher Education Sector to meet priority skill needs for enterprise, representing an additional investment of €300m (€60m per annum from 2020 to 2024) from the surplus in the NTF in line with recommendations contained in the independent review of the NTF on the use of the surplus and the development of labour market skills. Pillar 2 provides for the provision of 3,000 new places in key areas of enterprise skills needs including, but not limited to, Science, Engineering, ICT and Professional Construction. 1,415 of these places will be made available for the 2020 academic year.

The July Stimulus package is a programme of immediate investment in upskilling, reskilling and refreshing of skills needs to be supported throughout working lives. The funding for higher and further education and training to address this situation amounts to €100m and will fund over 35,000 additional student places in the current year.

The Further Education Strategy 2020-24 is a good example of where the engagement between relevant stakeholders, such as industry, has fed into the development of the SOLAS Further Education Strategy to cover the next 5 years. At the Higher Education level, a key tenet of Technological Universities, (TU’s) is their research-informed teaching and learning based on interactions with industry and relationships forged with local and regional enterprise stakeholders. TU’s also play a pivotal role in facilitating access and progression particularly through relationships with the further education sector. The presence of a technological university in a region, with a specific mandate for promoting regional development, will have a transformative effect on local and regional communities.

Springboard+ complements the core State-funded education and training system and provides free or 90% funded upskilling and reskilling higher education opportunities in areas of identified skills needs.

My Department will continue to design and develop education programmes and qualifications that reflect what is required in the workplace. We will continue working with all stakeholders to address current needs and looking beyond the current world of work prepare individuals to succeed in the existing and future labour market and avail of future job opportunities.

Higher Education Institutions

Questions (225)

Bernard Durkan

Question:

225. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the areas in the higher education sector likely to be in most need of adapting to new challenges with particular reference to the scientific, innovation and research sectors meeting requirements now and in the future; and if he will make a statement on the matter. [22978/20]

Written answers

Minister for Further and Higher Education, Research, Innovation and Science

Innovation 2020, the current national strategy for research and development, science and technology, is due to conclude at the end of this year. Its successor strategy, which will be developed by my Department, will set out a renewed vision for research and innovation in Ireland. The new strategy will be developed in consultation with all other relevant Government departments and agencies and will reaffirm the need for sustained and increased public and private investment in research, development and innovation (RDI).

A number of areas of key importance to the next strategy have already emerged in early discussions, including key thematic challenges such as climate change, digitalisation and public health and the many cross-cutting issues that are essential for a well- functioning, fit for purpose RDI system. Climate change in particular has emerged as a key challenge which the R&I ecosystem can play a significant role in addressing.

The challenges posed by and the impact of COVID-19 on our society and our economy has demonstrated the importance of scientific research, expertise and the ability to innovate to adapt to an ever changing world. It is clear that now, more than ever, that we need investment in research, development and innovation in order to find solutions to our key societal and economic challenges, not only with regard to COVID-19 but also the other challenges I have already mentioned.