Written Answers Nos. 194-202
194. Deputy Darren O'Rourke asked the Minister for Children, Disability, Equality and Integration if he is satisfied that Oberstown Children Detention Campus is implementing and adhering to the best Covid-19 practices; the procedures in place to protect children and staff; and if he will make a statement on the matter. [31965/20]
View answerI have been advised by Oberstown Children Detention Campus of the measures that have been put in place to actively manage the potential threat of COVID-19 on campus.
These measures have two key aims: (i) to reduce the risk to staff and young people of contracting COVID-19 by taking proactive steps to keep Oberstown free from COVID-19 and (ii) to put plans and procedures in place to control and limit the spread of the virus among staff, young people and visitors if a case is confirmed. Measures were initiated on 2 March 2020 and, up to 19 October 2020, there was no positive case of COVID-19 on campus.
Oberstown has a COVID-19 Safety Implementation and Monitoring Committee with cross-campus input. This committee includes senior management, groups on campus and lead worker representatives. The committee has been meeting weekly to monitor compliance with COVID-19 requirements and to take further actions in line with new Government guidelines.
The Committee has identified and overseen key actions in accordance with the Return to Work Safely Protocol issued by the Department of Business, Enterprise and Innovation. The Committee has also drawn up a matrix summarising the measures that apply across the campus at various levels of the 5-level framework.
Oberstown operates residential units with teams of staff assigned to each unit. The units are designated as self-contained work areas with the aim of limiting interaction between staff from different groups. Audits and risk assessments of foot traffic across the campus have been carried out by the Health and Safety officer to identify areas of greatest risk. Communal areas and entrances have clear signage reminding staff of the requirements of social distancing, hand hygiene and cough etiquette.
Ongoing communications have emphasised the core public health guidance messages and addressed issues specific to Oberstown’s unique environment. COVID-19 messages are communicated through management, team briefings and other communications channels.
Oberstown has put in place a management oversight team should a suspected case arise amongst young people or staff members. Standard Operating Procedures and appropriate PPE are in place and risk assessments are in operation.
In the circumstances, I am satisfied that Oberstown has robust policies and procedures in place to ensure the safety of staff and children on campus in relation to COVID-19.
196. Deputy Brendan Smith asked the Minister for Children, Disability, Equality and Integration the provisions that are available to assist frontline workers with childcare needs during Covid-19; and if he will make a statement on the matter. [32061/20]
View answerMy Department operates a number of Early Learning and Care (ELC) and School Age Childcare (SAC)schemes to assist all parents, including frontline workers, with childcare needs. The main supports are set out below.
The National Childcare Scheme (NCS)
The NCS was introduced in November 2019. It offers a statutory entitlement to financial support for childcare. It establishes an equitable and progressive system of universal and income-related subsidies for children up to the age of 15.
NCS subsidies are awarded as an hourly rate for a maximum number of hours per week. The maximum number of subsidised hours available to families increased in September 2020.
The maximum number of hours for an enhanced award, for parents who are working, studying or training, has increased from 40 to 45 hours. For parents who are not working, studying or training, the maximum for a standard award has increased from 15 to 20 hours.
The NCS comprises two types of subsidies:
- Universal Subsidy
- All families with children under age 3 in registered childcare, or children who are over age 3 and have not yet qualified for the free preschool (ECCE) programme, can apply. This subsidy is not means tested, and provides up to €20 per week, or €1,040 per year, off the cost of a registered childcare place.
- Income Assessed
Families with children aged between 24 weeks and 15 years who are attending registered childcare services and who have a reckonable household income (net) of less than €60,000 can apply for an Income Assessed subsidy. Subsidy rates are tailored based on individual circumstances, such as reckonable family income, child’s age and educational stage.
The highest subsidy rate is €5.10 per hour for a baby living in a family with a household income of less than €26,000 per year, or €229 per week. The maximum subsidy for a school age child is €3.75 per hour per week.
More information on the NCS is available to parents by contacting the Parent Support Centre on 01 906 8530, Monday to Friday 9am-5pm, or to online www.ncs.gov.ie.
Early Childhood Care and Education (ECCE)
Early Childhood Care and Education (ECCE) is a free universal two year pre-school programme.
ECCE provides children with their first formal experience of early learning prior to commencing primary school. The programme is provided for three hours per day, five days per week over 38 weeks per year and the programme year runs from September to June.
A child must have reached 2 years and 8 months of age on or prior to 31 August of the relevant programme year to be eligible for the September start date and a child cannot turn 5 years and 6 months of age during the course of the ECCE programme year.
Finally, my Department funds 30 City/County Childcare Committees (CCCs), located nationwide, who support and assist families with ELC/SAC matters at a local county/city level. Local CCCs provide information and assistance regarding support that may be available to families with regard to their specific circumstances. Contact details for CCCs may be found on www.myccc.ie.
197. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the documents that would suffice regarding Article 21(3)(b) of the student grant scheme 2020 to prove estrangement in the case of persons (details supplied) [31970/20]
View answerThe objective of the statutory based student grant scheme is to provide additional assistance where parental income is below a certain threshold or, in the case of independent mature students, where the level of income of the student and his or her spouse warrants additional assistance by way of a grant.
For student grants purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students.
A student may be assessed as an independent mature student if he or she has attained the age of 23 on the 1st of January of the year of first entry to an approved course or of re-entry following a break in studies of at least three years and is not ordinarily resident with his/her parents from the previous October. Otherwise he or she would continue to be assessed on the basis of parental income.
Only in exceptional cases, where compelling evidence of estrangement from parents/guardians is provided, can candidates who are under 23 be assessed without reference to their parents/guardians income or address, Article 21(3) (b) of the Scheme refers.
The assessment of a case of estrangement is carefully considered to ensure there is sufficient evidence to demonstrate that the exceptional circumstances pertaining in such cases genuinely exists. Cases of genuine estrangement are relatively rare and almost always will involve exceptional circumstances unique to a particular family situation. The scheme does not stipulate precisely how an awarding authority satisfies itself that such circumstances prevail. This is to allow the awarding authority sufficient flexibility to assess the evidence of irrevocable estrangement in each individual case. The type of documentary evidence required is dependent on the applicant's individual circumstances.
Accepted evidence to support an application can include a letter from a Social Worker/TUSLA confirming students' estrangement or a Court Order. Other documents may be provided but must specifically confirm the estrangement., all documents submitted are subject to review by SUSI to determine if the estrangement criteria has been met.
Other documents not listed here may be provided but must specifically confirm irreconcilable estrangement from their parent(s).
The students in question have submitted appeals to the independent Student Grant Appeals Board and their appeals will be determined at a sitting of the Board or before the statutory deadline as proved for in the Student Support Act 2011 which in theri case is 4th December 2020. The decision of the Board will be issued by email directly to each student immediately following the Board meeting.
198. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to plans to close the business school at the GMIT Mayo campus; and if he will make a statement on the matter. [31790/20]
View answerAs the Deputy may be aware a Galway Mayo Institute of Technology (GMIT) Working Group was established in March 2017. The key objective of this group was to develop a plan to develop a sustainable future for the Mayo Campus arising from concerns about the financial viability of the campus. The Report contained 33 recommendations for implementation.
The Governing Authority of GMIT in consultation with the HEA have responsibility for the implementation of the recommendations of the report to promote the future sustainability of the Mayo Campus as an integral part of GMIT in the North West Region.
One of the key recommendations was the establishment of a sub-committee of the Governing Body of Galway Mayo Institute of Technology (GMIT) to oversee the management and development of the Mayo Campus. This sub-committee was established in early 2018 and has given campus issues more focus from a governance perspective and also facilitated the involvement of regional stakeholders.
I have been assured that GMIT is fully committed to multi-disciplinary provision at its Mayo campus and this includes business, but is also examining opportunities arising from the growing critical mass and expertise on the campus in health care and wellbeing to protect the future sustainability of the campus.
I am also assured that the Mayo campus of GMIT is an integral part of the Institute with the development and success of the Mayo campus a priority for the Governing Body and executive leadership of GMIT.
Given its location and hinterland alongside that of IT Sligo and Letterkenny IT – GMIT’s partners in the Connaught Ulster Alliance consortium in establishment of a proposed multi-campus Technological University spanning the West and North West – the development and success of the Mayo campus remains a priority for the Governing Body and executive leadership of GMIT. The creation of a Technological University by the Connaught Ulster Alliance will provide enormous opportunities for all stakeholders in the region, including those in Mayo.
I understand GMIT, following engagement with Mayo campus staff over an extended period, is undertaking a strategic reorganisation process as part a critical element of the transformation process required to realise these benefits from TU designation.
I also understand the GMIT President has confirmed that the intention of this process is to enhance offerings and services, not diminish them. I am very supportive of the continued success of the Mayo Campus as part of the future of GMIT and progression towards TU designation.
It is vital for GMIT and the future TU to offer an integrated service to all stakeholders working across the region and acting as one. All GMIT schools are intended to have a GMIT-wide remit including Mayo, Galway and beyond. The strategic re-positioning of GMIT now underway encompasses the commitment to ensure the long-term sustainability and future development of the Mayo Campus.
199. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the arrangements being put in place to hold online courses for apprentices in lieu of the 12 week courses in colleges normally attended by them, particularly for those near the end of their apprenticeships; and if he will make a statement on the matter. [31850/20]
View answerAs of March 2020, there were 18,164 apprentices registered over 55 apprenticeship programmes. Apprenticeships are between 2 and 4 years in duration leading to qualifications at level 5-10 of the National Framework of Qualifications with a range of arrangements to deliver off-the-job training. These arrangements range from one day a week off-the-job for international financial services apprentices up to a 35 week off-the-job placement for phase 4 aviation apprenticeships.
In March of this year, a number of apprenticeship programmes moved fully online or were modified to allow for greater flexibility between on-the-job and off-the-job elements of the programmes.
It was not possible to deliver this flexibility in programme provision or assessment in the practical elements of craft apprenticeships due to the need to access workshops and equipment together with the simultaneous closure of the construction sector.
An alternative assessment approach was delivered for the theory assessments for up to 2,500 craft apprentices who had been close to finishing their phase of training at the time of the shutdown in March. Outstanding practical assessments were prioritised for completion in September 2020, with over 1,000 apprentices completing practical assessments and their phase of training.
Craft apprentices who had had their off-the-job training interrupted in March 2020 were prioritised for a return to training from 31 August (ETB training centres) and from 10 September (Institutes of Technology and TU Dublin).
SOLAS is currently engaging with Further and Higher Education delivery partners to examine additional options to maximise delivery of craft apprenticeship having regard to the ongoing impact of Covid-19. This includes looking at practical impacts of online delivery and also how much of the theory for craft can be delivered online. Along with the HEA they will engage further in relation to the curricula to see what parts can be delivered online and work with the sector to see which parts of apprenticeships might be amenable to blended learning.
200. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if the €167 million announced as Covid-19 related expenditure in Budget 2021 is separate and in addition to the €168 million announced in July 2020; and if he will make a statement on the matter. [31911/20]
View answer201. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which the €167 million announced as Covid-19 related expenditure in the Budget 2021 will be spent by category; and if he will make a statement on the matter. [31912/20]
View answer202. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which the €38 million allocation of additional resources in Budget 2021 will be spent by category; and if he will make a statement on the matter. [31913/20]
View answerI propose to take Questions Nos. 200 to 202, inclusive, together.
As announced in July, the government has provided additional and re-prioritised funding in the amount of €168m to enable providers to facilitate the safe return of students to further and higher education in 2020, in the context of public health advice. This funding includes provision for PPE and equipment, online learning costs, student supports and research costs and is specific to 2020.
Through Budget 2021, as detailed in the 2021 Expenditure Report, funding will be provided to meet demographic and other pressures across the sectors, including Covid-19 impacts, and to provide for additional upskilling and reskilling opportunities, as well as increased capacity and places in the higher education sector. The funding in this Vote as noted in the Expenditure Report includes the National Training Fund.
The report notes that from an expenditure perspective there are two distinct policy goals that will need to be addressed in budgetary decisions over the medium term: providing for the core budgetary programmes; and funding Covid-19 related policy responses.
In this regard the €38m represents additional resources for the core budgetary programmes while the €167million represents funding Covid-19 related policy responses. Funding in respect of demographics and the central pay agreement provision are listed separately.
While full details on the allocation of resources across spending areas will be set out, as usual, in the Revised Estimates Volume (REV) I have highlighted below key measures to me met from the increased 2021 allocations referenced by the Deputy:
- Continuation of July Stimulus and 2021 Skills Package to reskill and upskill people affected by the pandemic;
- Research investment to support researchers, build capacity, support Covid research, and strengthen north-south research links;
- Funding will be provided to sustain additional places in higher education following exceptional increased demand arising from the Calculated Grade model on this years Leaving Certificate;
- Ensure students impacted by Covid have access to necessary supports through SUSI to facilitate active participation in education;
- Increased SUSI grant supports for post-graduate students;
- Additional support for the PATH access initiative to increase participation in Higher Education from the most economically disadvantaged students.
