Written Answers Nos. 479-502
479. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the mental health supports provided to third levels students to help with the stress of the Covid-19 pandemic; and if he will make a statement on the matter. [31198/20]
View answerThe mental health of our students is a priority for my Department, particularly in light of the COVID-19 pandemic, and the increased mental stress and pressure resulting from it. In this regard earlier this year, I secured a comprehensive package of financial support in the amount of €168m for the Higher Education and Further Education and Training sector to mitigate against the direct financial impact of COVID-19 on our Universities, institutions, colleges and students in 2020.
This package includes additional funding of €3m to underpin wellbeing and mental health and student services in our higher education institutions (HEIs), and is in addition to the €2m that was allocated in Budget 2020. This overall funding of €5m comes at a time of great urgency in relation to student support and re-opening of our higher education institutions. This funding will enable institutions to enhance their student facing services, such as by employing additional student Counsellors, Assistant Psychologists etc.
I understand that many institutions are already in the process of increasing their counselling service capacity; there are a number of recruitments of additional counsellors and assistant psychologists live at the moment, and more to follow over the next few weeks. This increased capacity/resourcing will allow for development of further active outreach to students.
The Higher Education Authority, assisted by a broad range of stakeholders, including the HSE, the National Office for Suicide Prevention, USI, Psychological Counsellors in Higher Education Ireland, and my Department prepared a National Student Mental Health and Suicide Prevention Framework, which was published on 10 October 2020. The Framework recognises the many challenges students face, and sets out ways in which institutions can support and respond through working proactively to maximise mental health and wellbeing.
The increased capacity/resourcing of counselling services will allow for the development of active outreach to students, and deliver more support and training to campus staff to identify, support and refer students in difficulty. This whole of campus approach to student support is a central principle in the National Framework for Student Mental Health and Suicide Prevention. While specific services such as counselling provide the specialist response to mental health difficulties, all staff should be aware of how to engage and respond supportively to a student in distress, and how to make effective referrals to the services, and we will be working towards achieving that in line with the framework.
In recent weeks I also announced the new keyword partnership with 50808. This is a free, 24/7 anonymous text support service. Students text their institution's keyword to 50808 to begin a text conversation e.g. Text DKIT to 50808 for Dundalk IT students. Although this partnership with student counselling services was in train before the publication of USI National Report on Students and Covid-19, the 50808 partnership responds directly to the almost 27% of students in this report who said they would like to use a text service provided by their college service and 26% who said they would use a text service provided through an external service. The 50808 volunteers will also signpost student texters to their campus and local community supports, based on their location, in instances where further support is required.
482. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science if the necessary legislation will be drafted to remove international student insurance from the remit of health insurance providers; and if he will make a statement on the matter. [31287/20]
View answerThe possession of adequate health insurance is a requirement of our immigration services, in order to protect the exchequer from potentially substantial additional costs for the public health system in managing the health needs of a large number of people from outside the EU.
My Department, in its role as Chair of the High Level Group on International Education, has engaged extensively with the sector, and with other relevant Government Departments and Agencies in recent years, to examine possible solutions to this issue once it emerged, whilst remaining cognisant that the matter has been the subject of legal proceedings before the Irish courts.
My Department understands that the higher education representative bodies are in discussions with a number of registered insurance providers to source policy quotes that are affordable, that meet the needs of international students and that comply with the Health Insurance Acts, in so far as the Court of Appeal judgement pertains. The future insurance cover costs for non-EU/EEA students will only be known once these discussions have concluded, and my preference would be to arrive at an outcome where the insurance market operates to provide this necessary cover at an acceptable price.
The drafting of any legislation pertaining to the Health Insurance Acts, as it relates to the Court of Appeal's decision on health insurance provision for international students, would not be a matter for this Department.
Questions Nos. 483 and 484 answered with Question No. 117.
486. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the reason no specific plan was put in place to address the disadvantage faced by the 8,000 students who sat the leaving certificate prior to 2020; and if he will make a statement on the matter. [30256/20]
View answerHigher Education Institutions (HEIs) are autonomous and manage their own academic affairs including admissions procedures. The CAO processes applications for undergraduate courses on behalf of the HEIs. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates. As such, neither I nor my Department have a role in the operation of the CAO.
The CAO system works on the basis 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. To ensure impartiality, the automatic CAO points systems have been created in a way that does not allow for different treatment to be applied to different sub-groups.
In order to help mitigate the impact of the changes to the grading system I announced the creation of an additional 2,225 places on high-demand courses in Higher Education Institutions. These places were provided in order ensure that as many students as possible could be accommodated on a course of their choice, given the unprecedented circumstances they are facing.
Nonetheless, there were fluctuations in CAO points this year, as there are every year. The changes in points depend not only on the grades received by applicants but also on the number of applicants, and the number of places available. As we are in the midst of a global pandemic and economic flux, there is more volatility 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.
I know how difficult a time it has been for students and parents, and I appreciate how disappointing it can be for a student not to receive an offer for their course of choice, but I would like to stress the range of options available both in further education and training and apprenticeships, but also in pathways in higher education. For those whose route into higher education may not be what they originally planned, once they have a place, there may be a pathway back to their preferred option.
487. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects or plans to upgrade medical research facilities nationally; and if he will make a statement on the matter. [31667/20]
View answerInnovation 2020, Ireland’s current national research and innovation strategy, has committed to developing the national network of Research Centres. Over the past several years Ireland has built up significant research capability through medical research focused on enabling Research Centres, Technology Centres and Technology Gateways.
In the medtech sector, these centres include: CÚRAM Centre for Research in Medical Devices; AMBER in Advanced Materials and Bioengineering Research; CONNECT, the Centre for Future Networks and Communications; The Insight Centre for Data Analytics; CeADAR, Centre for Applied Data Analytics; ADAPT, Centre for Digital Content Technology; FutureNeuro; The Synthesis and Solid State Pharmaceutical Centre (SSPC); IPIC Irish Photonic Integration Centre; Manufacturing Centres I-Form and Confirm; IMR (Irish Manufacturing Research); Tyndall and a number of Technology Gateways including: MICRA (Biodiagnostics), MET (Medical and Engineering Technologies), APT (polymer technology), Shannon Applied Biotechnology, GMedtech, Centre for eIntegrated Care (CeIC) DCU and The Innovation Value Institute (IVI).
Medical Devices, Diagnostics, Connected Health and Therapeutics are key research areas for Ireland within the Health and Wellbeing Research Priority Areas 2018-2023. Research and innovation in associated areas such as Manufacturing 4.0, 3D printing, Robotics, Internet of Things, Data Analytics and advanced materials also enables medical device development.
Ireland is among the top destinations of choice for Medtech investments into Europe with a world-class community of FDI multinationals and innovative start-ups, excellent research and effective collaboration across enterprise and the research system. World-class research with collaboration across enterprise, research institutions and clinicians make Ireland the perfect platform for Medtech companies to start, innovate, scale and export.
Ireland’s Medtech sector has become one of the leading producers of medical device products globally and is one of the largest exporters of Medtech products in Europe with annual exports of €12.6 billion and companies here directly export to over 100 countries worldwide.
Therapeutics research is a priority area for Irish research and basic biomedical science is a key science and technology platform underpinning Ireland’s priority areas. Ireland has developed strong capabilities and capacity in research associated with manufacturing and research disciplines underpinning the development and discovery of therapeutics. Ireland is recognised internationally in: immunology, oncology, neuroscience, gastroenterology and microbiome research.
Ireland is well positioned to be a leader in Pharma 4.0 supported by the National Institute for Bioprocessing Research and Training (NIBRT), the Pharmaceutical Manufacturing Technology Centre (PMTC), the Research Centre for Pharmaceuticals, (SSPC), and Irish Manufacturing Research (IMR).
Initial work has commenced on the development of the successor strategy to Innovation 2020 and the new Research and Innovation strategy will consider Ireland’s continued development of its research facilities including the medical sector.
488. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects research facilities to be expanded nationally; and if he will make a statement on the matter. [31668/20]
View answerBuilding capacity to respond to challenges and opportunities and to remain competitive is done through sustained investment over many years. Science Foundation Ireland (SFI) is Ireland’s largest competitive funding agency. SFI is committed to building this capacity in 2021 by continuing to place a priority on maintaining a balanced portfolio which places an emphasis on early and advanced research careers, frontiers/discovery and applied research, research projects that are led by individuals and small groups as well as large scale research centres.
The SFI Research Infrastructure (RI) call was launched in February 2018. A major objective of the call was to support the research community in building and sustaining the required infrastructure capacity to accomplish high quality, high impact and innovative STEM research. SFI has awarded close to €38m in funding under this programme since 2018. This significant investment will see new infrastructure and equipment coming on stream which will benefit our national capabilities for years to come.
The expansion of Tyndall National Institute (TNI), a partnership between the Department of Business, Enterprise and Innovation and University College Cork, is identified as a strategic investment priority in Project Ireland 2040. TNI operates at the cutting edge of ICT research and has reached capacity at its current facility in Cork – limiting further growth in researcher numbers, industry engagement, collaborative R&D and its extension into new areas of “deep technology” which will be critical to Ireland’s enterprise development in areas such as cybersecurity, AI, quantum computing, photonics and materials. The TNI expansion plans will double both its size and capacity over the next decade and expand TNI’s role as a leading global ICT research institute.
Work is also underway in my Department to develop the successor strategy to Innovation 2020, Ireland's strategy for research and development, science and technology. This new strategy will once again be a whole-of-Government strategy. I expect the strategy to set out a vision that will ensure we prioritise investing in RDI as key to addressing our economic and social challenges such as climate change, digitalisation and public health. It will also focus on addressing the cross-cutting issues that are essential for maintaining a well-functioning, fit for purpose RDI system capable of addressing these challenges, including a focus on the research infrastructure needed to achieve this. The Strategy will be accompanied by an ambitious work programme across Government to deliver on our common goals.
489. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the efforts being made to ensure the availability of an adequate supply of graduates at third and fourth level in order to attract inward investment here in the specialised areas of medical science; and if he will make a statement on the matter. [31670/20]
View answerScience Foundation Ireland has commenced a programme to support advanced skills and training (PhDs), in collaboration with industry, for the new economy. The agency has invested over €100m in 6 SFI Centres for Research Training. The 6 SFI Centres for Research Training will provide training for over 700 postgraduate students (over a lifetime of 7.5 years) in the areas of Machine Learning, Digitally Enhanced Reality, Foundations of Data Science, Genomics Data Science, Artificial Intelligence and Advanced Network for Sustainable Societies. Students will be equipped with transversal skills including entrepreneurship and innovation to enable them to adapt and react to rapidly evolving workplaces and making them a very attractive skills pipeline for industry.
The role of ICT in health and healthcare is increasingly critical. Many of the highly skilled graduates from these 6 SFI Centres for Research Training may well emerge with skills of relevance to areas of medical science. Of particular note is the SFI Centre for Research Training in Genomics Data Science which is hosted by the National University of Ireland, Galway. This SFI Centre for Research Training will produce a cohort of highly trained scientists capable of engaging effectively with the data science challenges involved in realising the transformative potential of genomics across the broad range of its applications.
Both research and innovation are needed to power Ireland’s knowledge economy and create a sustainable, competitive, and more broadly-based economy which will be resilient to future challenges and address important societal needs. SFI has developed a suite of dynamic funding programmes which facilitate industry/academic collaboration. These funding programmes enable companies and academics to work together on specific programmes of research to address industry needs, support technology transfer and grow skills and expertise. The network of 16 SFI Research Centres, which are part of our higher education institutions, are a critical part of this landscape, and through their reputation as homes of world class research and training attract and retain foreign direct investment in Ireland, and help grow indigenous industry, with research excellence and global thought leadership at their core. One example is FutureNeuro, the SFI Research Centre for Chronic and Rare Neurological Diseases which is hosted by the Royal College of Surgeons in Ireland. The Centre conducts research in the thematic areas of diagnostics, therapeutics and eHealth for chronic and rare neurological diseases. FutureNeuro is already attracting industry attention and is working with partners such as Roche, Janssen and Microsoft.
SFI’s annual plan of funding programmes is designed to ensure that the agency maintains a balanced portfolio which places an emphasis on early and advanced research careers, frontiers/discovery and applied research, research projects that are led by individuals and small groups as well as large scale research centres. These programmes, such as the SFI Frontiers for the Future Programme ensure that we are training PhD students in areas of fundamental science which will be the foundations upon which innovations and economic competitiveness can grow in the future.
490. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which bullying has been identified in academia; the actions taken in response; and if he will make a statement on the matter. [31671/20]
View answerOur higher education institutions are autonomous bodies within the meaning of their legislation and the management of their affairs are matters for the individual institutions. However, it is incumbent upon the institutions to have in place proper policies and procedures which provide a mechanism for staff and students to resolve any grievances and complaints they may have with regard to college life.
Our higher education institutions have a duty of care to their students and staff, and a responsibility to foster a campus culture that is clear in the condemnation of unwanted and unacceptable behaviours, which act as barriers to their safety and their active participation in college life.
On 4 August 2020 I wrote to the Presidents of all publicly funded higher education institutions (HEIs) requesting that all HEIs develop and publish, by February 2021, specific institutional action plans on tackling sexual violence and harassment. These actions plans will involve the implementation of systems that record the number of incidents of bullying, intimidation or harassment including sexual harassment reported in each HEI. The Higher Education Authority (HEA) has oversight of the Framework for Consent in HEIs, and these statistics will be reported annually to the HEA once the HEI action plans are in place.
I have also requested that a survey be undertaken on harassment, sexual harassment and bullying of both staff and students in the higher education institutions. The planning of this survey has commenced, and the HEA is consulting with the HEIs representative bodies, the Irish Universities Association and the Technological Higher Education Association in this regard.
I am committed to ensuring a safe and respectful environment for all staff and students in our Higher Education Institutions, and the steps I am undertaking, I believe, will contribute significantly to this.
491. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he remains satisfied regarding the adequacy of the number of third and fourth level places available in the current year and for future years; and if he will make a statement on the matter. [31673/20]
View answerI appreciate that during these challenging times access to education is more important than ever, and I have taken steps to increase the number of places available.
This September more students than ever before were offered a place in higher education through the CAO, with 63,338 applicants having received a CAO offer as of the end of Round Two, the latest round for which this data is available. There is no indication that a higher number of students than usual are opting to defer their place to the 2021 academic year, and given the large numbers of students who have been accommodated in higher education this year it is feasible that the numbers of students reapplying to the CAO next year on the basis of Leaving Certificate results from prior years will be lower in 2021 than previously.
We will continue to build on the progress made this year in expanding higher education provision, and €18 million has been provided in Budget 2021 to deliver an additional 2,700 new undergraduate student places from September 2021. This increase will address demographic growth pressures and equates to an overall investment of nearly €80 million to address the demographic increases since 2018. These places are in addition to the 1,330 additional places commencing in 2021, funded through the Human Capital Initiative Pillar 2, which will be on undergraduate courses in areas of identified skills needs.
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. Under Springboard+ 2020, 11,074 places are being provided on 332 courses. This includes additional places as a response to Covid-19 related skills needs, funded through a repurposing of a small element of the HCI Pillar 3 allocation, and further additional places funded through the July Jobs Stimulus package. An additional €7m has been provided for Springboard+ under the 2021 Budget, however the exact number of places to be provided will be determined during the course of the 2021 Springboard+ call for proposals.
Over 2,000 additional places will be provided across a range of existing part-time and full-time postgraduate taught programmes at post graduate certificate to Masters level, funded through the July Stimulus package.
These courses will address skills needs and be complementary to, but broader than the Springboard+/HCI Pillar 1 offering. They will serve not only the requirements of the new economic model envisaged by the Programme for Government but also specific economic and social needs arising from COVID19.
Courses will be open to returners to the workforce, those in employment and recent graduates. All participants, with the exception of returners, will contribute 10% of the course cost. Part time courses will be available to those in receipt of DEASP payments, who will not pay any course fee.
My Department will monitor the situation as it develops and take action as necessary to ensure the availability of a full range of further and higher education options this year and in future years.
I am satisfied that very considerable progress has been made in the 2020/2021 academic year on the necessary increase in third level places to meet current and projected demand, and Budget 2021 will greatly facilitate us in continuing this progress in the next academic year.
Question No. 492 answered with Question No. 104.
493. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which it has been found possible to accommodate students’ first preference options at third level in the current year; and if he will make a statement on the matter. [31675/20]
View answerThe CAO is a company established by Higher Education Institutions (HEIs) to process applications for undergraduate, and some postgraduate, courses on their behalf. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates. Therefore application and offer data is held by the CAO, not by my Department.
According to data released by the CAO, there were a total of 78,168 applicants this year, up marginally from 77,706 applicants last year. 24,458 applicants received an offer for a first preference Level 8 course, and 28,677 applicants received an offer for a first preference Level 7/6 course in Round One of the CAO offer process this year, the latest round for which this data is available. This compares to 23,129 first preference Level 8 offers and 27,274 first preference Level 7/6 Offers in 2019.
These figures are from Round One only and do not include first preference offers received by applicants in Round A and Round Zero of the CAO offer process. Round A and Round Zero are in respect of deferred applicants, mature applicants and some graduate entry pathways. 12,443 offers were made during these rounds in 2020, and data on how many of these were first preference offers is not held by my Department.
494. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects innovation to become a major part of third level education; and if he will make a statement on the matter. [31676/20]
View answerInnovation 2020, the current national strategy for research and development, science and technology, acknowledges the importance of the pipeline of skilled and talented individuals playing a critical factor in innovation. From pre-primary through to further and higher education and throughout an individual’s career, skills and knowledge need to be continuously enhanced if individuals, employers and countries are to realise their potential.
The expansion of higher education has been a key enabling factor in the growth of the Irish economy over the past four decades. 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. Postgraduate education delivered by higher education institutions is critical to Ireland’s research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research and innovation skills that can be applied in a range of environments, in academia or industry, at home or abroad.
Work is now underway in my Department to develop the successor strategy to Innovation 2020. I expect the strategy to set out a vision that will ensure we prioritise investing in RDI as key to addressing our economic and social challenges such as climate change, digitalisation and public health. It will also focus on addressing the cross-cutting issues that are essential for maintaining a well-functioning, fit for purpose RDI system capable of addressing these challenges. Critical to this is ensuring we have a pipeline of talent coming through our higher education system that is fully equipped to make a valuable contribution to our economy and society.
495. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to amend the higher education grant system to ensure that students who would otherwise qualify for a grant due to a parent's income, but have been disenfranchised due to maintenance payments received by their single parent to offset the family mortgage as directed by court settlement, can qualify for a grant; his views on whether an unequal standard is being applied in this qualifying criteria for a grant, in contradiction of the principles of natural justice, as a family home is not counted as means if no mortgage payments exist; and if he will make a statement on the matter. [31700/20]
View answerUnder the terms of the Student 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 assessment of means under the Scheme is based on gross income from all sources before the deduction of income tax or the universal social charge, with certain social welfare and Health Service Executive payments being exempt. The means test arrangements of the Student Grant Scheme are applied nationally on the same basis to both employed and self-employed applicants. No allowances can be made for outgoings, e.g. mortgage repayments.
The assessment of income from the same starting point is deemed to be fair and reasonable because this approach eliminates any distortion which might arise from different spending decisions in different households.
The calculation of reckonable income is set out in Article 22(3) of the Student Grant Scheme 2020. The income considered by SUSI, the centralised student grant awarding authority, is income from all sources, whether it arises in the State or not, including maintenance payments.
Article 21(2) of the Student Grant Scheme 2020 states that where a dependent student's parents are divorced or legally separated, or it is established to the satisfaction of SUSI, the grant awarding authority that they are separated, the income to be assessed is that of the student and the parent with whom she/he resides.
The treatment of maintenance payments is as follows:
In cases where one parent/legal guardian has custody of the child, the awarding authority SUSI will take that income, together with the maintenance payments paid by the other parent/guardian, into account.
If the parent who has custody of the child pays maintenance to support a spouse living separately, these payments are deducted in computing the reckonable income of the parent maintaining the child.
In cases where joint custody exists, the income of both parents/guardians is taken into account.
The decision on eligibility for a student grant is a matter in the first instance for the grant awarding authority, Student Universal Support Ireland (SUSI).
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI.
Where an individual applicant has had an appeal turned down in writing by an appeals officer in SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant). Such appeals can be made by the appellant on line via www.studentgrantappeals.ie.
I want to look strategically at the wide range of issues related to the SUSI scheme, and that is why I recently announced plans to review the scheme. It is intended that the Review will commence before the end of 2020, and will report in Summer 2021. Stakeholders will be consulted as part of the Review process. The amount allocated to SUSI in any given year will continue to depend on the annual Estimates cycle, but it is my intention that the future direction of the SUSI scheme will be guided by the outcome of the Review.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended.
As announced as part of Budget 2021 we will provide financial assistance through a once off €50 million fund for students to mitigate against the impacts of the changed learning environment. My officials and I are developing the process on how this once-off fund will operate for submission to Government prior to commencement. Further details will be available for student shortly.
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.
496. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which higher education costs have increased over the past number of years; the extent to which the proportion of the national budget under that heading has varied in the past ten years; his plans to ensure continued access to third level for all students seeking to avail of third-level education; and if he will make a statement on the matter. [31701/20]
View answerThe provision of funding to for Higher Education on an annual basis is part of overall expenditure management and budgetary policy. Queries in relation to the overall expenditure on Higher Education in relation to the national budget are more appropriate for the Department of Public Expenditure and Reform.
Government Funding for Higher Education:
In recent Government funding has demonstrably increased in the period 2016 to 2020 with increased planned investment in Higher Education, an increase of 25% compared to 2016 – an amount in the order of an additional €370 million bringing the total funding for the sector in 2020 to €1.87 billion (up from €1.5 billion in 2016).
In terms of Government funding the immediate matter to consider is that the delivery of further and higher education in the context of Covid-19 will cost the providers more not less. In 2020 the Government has provided additional funding in the amount of €168m to support the return of students to further and higher education. A further €47.5m is also being provided in 2020 to provide additional skills courses as part of the July stimulus programme.
Through Budget 2021 the Government has responded to the significant challenges including support to meet demographic needs including support of Leaving Certificate 2020 students, investing in access measures and building capacity to mitigate educational disadvantage, investing in research and skills as well as capital infrastructure.
The funding package from Budget 2021 includes:
- A €50 million fund to provide financial assistance to full time third level students in recognition of the impact of the Covid 19 pandemic on this group
- €120 million to reskill and upskill people affected by the pandemic
- Supporting a green recovery by rolling out a new retrofitting training scheme and a new climate action upskilling scheme.
- 50,000 further education and training places in 2020/2021;
- Extension of the Apprenticeship Incentivisation Scheme;
- Nearly €30 million will be invested in research to support researchers, build capacity, support Covid research, and strengthen north-south research links;
- Enhanced SUSI grant supports for post-grads and increased support for the PATH access initiative to increase participation in Higher Education from the most economically disadvantaged students.
- A review of SUSI to guide the future strategic direction of the scheme;
- Funding will be provided to sustain additional places in higher education and further increase Springboard places;
- Infrastructure investments to expand student places, upgrade existing infrastructure, modernise apprenticeship provision and progress the digital agenda;
- €15 million is being provided for minor capital works and equipment for higher education institutions.
Student Supports:
In terms of costs for students, the fees payable by a student can vary depending on a variety factors including the type of course and the student's access route including previous education.
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. It is important to note in relation to this issue that under the Free Fees Schemes the Exchequer currently makes a very substantial contribution amounting to €340m to meeting the tuition fee costs of eligible undergraduate Higher Education students with those students who are required to pay the student contribution paying €3,000 per annum towards the cost of their studies. The last increase to the student contribution was in 2014/15. The State pays the contribution in full or part, through SUSI, for approximately 44% of students eligible for free fees.
Where students do not qualify for free fees funding, they pay the appropriate fee, either EU or Non-EU, as determined by each higher education institution.
The principal support provided by the Department in financial terms is the Student Grant Scheme. Under the terms of the Student 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 which relate to nationality, residency, previous academic attainment and means. Additional supports include the Student Assistance Fund, Programme for Access to Higher Education and the Fund for Students with Disabilities.
As the Deputy will be aware as part of Budget 2021, I announced enhanced SUSI grant supports for post-grads and increased support for the PATH access initiative to increase participation in Higher Education from the most economically disadvantaged students and a review of SUSI to guide the future strategic direction of the scheme. An important objective will be to ensure access to and continued participation in higher education by students from disadvantaged backgrounds.
I am of course very conscious of the immediate impacts of the COVID-19 pandemic on our students. Government has made available €50 million in funding to provide financial assistance to full time third level students in recognition of the impact of the Covid 19 pandemic on this group was included in Budget 2021. My officials and I are developing proposals for the utilisation of this funding for submission to Government prior to commencement.
This builds on the specific student supports in response to Covid, which I announced in July including a doubling of the Student Assistance Fund, and a €15 million technology fund for devices for students in further and higher education.
Higher Education Funding Reform:
Furthermore the development of a sustainable funding model for higher education is essential in light of the centrality of higher education. The future development of Ireland as an inclusive society and a knowledge economy against the backdrop of rapid technological change. In that context, a comprehensive economic evaluation of the funding options presented in the Report of the Expert Group on Future Funding for Higher Education is underway supported under the European Commission DG Reform Programme.
My Department is working closely with the European Commission and the independently appointed consultants. The key aim of this review is to investigate methods of increasing the sustainability of higher and further education provision in Ireland, including an examination of the funding options including the existing student contribution and other supports.
Completion of this work will allow for an informed debate on the appropriate policy approach to future funding which is fundamental to Ireland's economic and social sustainability.
All of the foregoing highlights my commitment and that of the Government to support students and learners in accessing and successfully participating in both higher and further education.
497. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to build or expand a higher education institute on the north side of Cork city. [31715/20]
View answerI am not aware of any plans to build a new higher education institution on the northside of Cork city.
However, my Department continues to work collaboratively with CIT (soon to become part of Munster Technological University with IT Tralee) and UCC in the development of capital projects in line with their established masterplans.
Higher education building projects in Cork supported by my Department include the planned new Learning Resource building at CIT's Bishopstown campus, which will be delivered as part of the Higher Education PPP Programme; a major upgrade of the main 1970s building at CIT's Bishopstown campus; and the planned new building for Cork University Business School, which will be delivered as a co-funded project with UCC under the Higher Education Strategic Infrastructure Fund.
498. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if every student who was downgraded unfairly due to the calculated grades error has been offered the CAO choice they should have been entitled to. [31716/20]
View answerFollowing the conclusion of the review of the code used to generate Calculated Grades, improved Calculated Grades results were transmitted to the CAO on Saturday 3rd October. The CAO subsequently identified 485 students who were entitled to a higher preference CAO offer as a result of their improved grades.
As of CAO Round 4, which was issued on Thursday 8th October, all of these students have received an offer to take up a place in their new course in the current academic year.
499. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the colleges, universities, and third level institutions that receive funding from his Department and have dedicated spaces for breastfeeding and expressing breast milk for students, in tabular form; and if he will make a statement on the matter. [31741/20]
View answer500. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details of all colleges, universities, and third level institutions that receive funding from his Department and have dedicated spaces for breastfeeding and expressing breast milk for staff, in tabular form; and if he will make a statement on the matter. [31742/20]
View answerI propose to take Questions Nos. 499 and 500 together.
Higher Education providers are autonomous institutions with responsibility for the day to day operations and requirements of students and staff. The provision of breastfeeding spaces is a matter for individual institutions in accordance with the relevant guidelines. My Department does not have any role in this matter. I would expect that institutions would provide these essential facilities.
501. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the number of dedicated spaces for breastfeeding and expressing breast milk in workplaces assigned to his Department in percentage and absolute terms; and if he will make a statement on the matter. [31743/20]
View answerThe Department of Further and Higher Education, Research, Innovation & Science is presently temporarily accommodated at the Department of Education’s office campuses.
I am informed that there are presently no dedicated facilities for breastfeeding or expressing milk as no request for such a facility has been currently made by a member of staff. I can assure the Deputy that such facilities will be provided as required under the current guidelines in place and my Department is committed to supporting mothers to continue breastfeeding on return to work.
502. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if he is providing extra funding to increase support for students with disabilities due to the additional circa 5,000 student places being made available in 2020. [31770/20]
View answerHigher education institutions are autonomous bodies and as such are academically independent and are entitled to regulate their own academic affairs and administrative processes. As providers, it is the responsibility of each higher education institution (HEI) to put in place appropriate supports to ensure that the needs of students of disabilities are met. Each HEI has an access and disability service in place to support students with disabilities. Students who feel that they may require supports from their institution should contact the access or disability service who will carry out a needs assessment in collaboration with the student. These supports will continue to be provided, as appropriate, where any online or blended learning takes place.
The Fund Students with Disabilities (FSD) provides funding to higher and further education institutions to assist them in offering supports and services to eligible students with disabilities so that they can access, fully participate in and successfully complete their chosen course of study. This supports the overall goals of the National Plan for Equity of Access to Higher Education. In 2019 funding of €9.6m was allocated to the FSD (covering both the higher education and further education sectors as well as Irish students studying in the UK and EU). FSD currently supports circa 14,500 students with disabilities The type of supports covered include:
- Assistive technology;
- Non-medical helpers;
- Academic/learning support;
- Deaf supports;
- Transport supports.
The Deputy will also be aware of the recently announced €168m funding package for the return to education. To ensure the safety of our students and staff in further and higher education, the majority of college will be online for this semester and as a result a Once-Off COVID-19 Grant (€15m) to support disadvantaged students in accessing ICT devices is part of the package of COVID-19 supports for higher and further education institutions funded by my Department.
The devices will be distributed by the relevant Higher Education Institutions (HEIs) and Education and Training Boards (ETBs) via appropriate lending schemes. The education institutions are best placed to determine which individual students should be prioritised to receive a device on a needs basis and within the terms and conditions of the scheme. In determining distribution of the devices, HEIs are required to have regard to the target groups, including students with disabilities, identified in the National Plan for Equity of Access to Higher Education 2015-2021. HEIs and ETBs must be satisfied that students who receive a device under this grant have demonstrated a verifiable need for such a device e.g. they or their family do not have the means to purchase such a device themselves. Students should contact their HEI access office for further information.
This package also includes a €10m access support package for higher education students including those with disabilities. 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.
An additional measure to support full time third level students is the provision of financial assistance through a once off €50 million fund. My officials and I are developing the process on how this once-off fund will operate for submission to Government prior to commencement. Once finalised the details will be available for students.
