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Tuesday, 15 Dec 2020

Written Answers Nos. 51-75

Third Level Education

Questions (51)

Catherine Connolly

Question:

51. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question Nos. 177 and 178 of 11 November 2020 and 663 of 24 November 2020, if he has requested a copy of the report from the University of Limerick; if he has requested a copy of the high level outcomes and recommendations from the report; his views on the recommendations of the report; the action he plans to take in response to the findings of the report; if the outcomes of the review have now been shared with the Higher Education Authority; if so, the response of the Authority to same; and if he will make a statement on the matter. [43312/20]

View answer

Written answers

As outlined in my previous responses to the Deputy on this issue, the report referred to was undertaken by the University of Limerick (UL) in the context of its legislative autonomy to address and resolve any issue that arises within the University. Under the Universities Act 1997, overall authority for the affairs of the University is vested in the Governing Authority appointed under the Act.

The Deputy will also be aware that under the relevant legislation there are strong statutory safeguards to protect the identify of a worker making a protected disclosure.

I can confirm to the Deputy that my Department has been advised that the outcomes of the UL review have been shared with the Governing Authority of UL and that it is expected that a copy of the outcomes and recommendations will also be shared with the HEA.

Regarding actions arising from any review, under the Governance Framework operated by institutions in conjunction with the Higher Education Authority (HEA), institutions are obliged to notify the HEA of any weaknesses in internal control identified within the institution or issues which may have wider relevance for the HEA. My Department has not requested a copy of the report nor a copy of its outcomes or recommendations. Therefore I can offer no view at this stage on the report's recommendations. However, once the UL Governing Authority has concluded its deliberations, I expect any recommended actions to be instituted by the University and appropriately notified to the HEA.

My Department has not requested a copy of the report nor a copy of its outcomes or recommendations. Therefore I can offer no view at this stage on the report's recommendations. However, once the UL Governing Authority has concluded its deliberations, I expect any recommended actions to be instituted by the University and appropriately notified to the HEA.

Covid-19 Pandemic Supports

Questions (52)

Paul McAuliffe

Question:

52. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science the reason post-leaving certificate students do not qualify for the €250 additional payment in 2020; and if he will make a statement on the matter. [43153/20]

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Written answers

In recognition of the challenges facing full time third level students the Government has approved once off funding of €50m to provide additional financial assistance in this academic year.

The funding, which was provided in Budget 2021, in recognition of the significant challenges they have experienced due to the COVID-19 pandemic will offer financial assistance to all EU full-time undergraduate and postgraduate students attending publicly funded Higher Education Institutions.

The scheme will ensure students;

- Who avail of the SUSI grant, including in Post Leaving Certificate (PLC), will receive €250 top-up in their grant;

- Students who do not avail of the grant but attend publicly funded Higher Education Institutions in the State can reduce by €250 any outstanding student contribution fee payments or receive a €250 credit note for their institution;

The latter option is designed to ensure students who pay the standard €3,000 in registration fees but are not in receipt of SUSI will benefit from the measure. Students on PLC courses do not pay the €3,000 student contribution fee. The only centrally determined payment for the PLC programme is the €200 PLC participant contribution. This amount is not payable by persons with a medical card, as well as a number of other categories.

There are other supports available to PLC students including through the Back to Education Allowance provided by the Department of Social Protection, and the Fund for Student Disabilities. PLC students also benefited from additional Covid supports announced in July, in particular the €15 million technology fund for devices.

Question No. 53 answered orally.

Student Universal Support Ireland

Questions (54)

Bríd Smith

Question:

54. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to review the administration of the SUSI grant system to ensure the criteria used in allocating grants is fit for purpose in ensuring vulnerable low income students can avail of proper supports, specifically the use of criteria around qualifying payments for the special rate grant and the interpretation of 391 days and so on; and if he will make a statement on the matter. [43217/20]

View answer

Written answers

The student grant scheme opens the door for many people to access further and higher education who would not otherwise have been able to avail of these opportunities.

However, I have been very clear in my view that the scheme has remained static despite changes in Irish society in recent years.

The Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. The proposed scope of the SUSI review was the subject of a memorandum to Government last week. My Department will oversee the implementation of the review through a steering group with student representation as well as representation from SUSI.

It is intended that the review will commence early in the new year and will report to me in summer 2021. Stakeholders will be consulted as part of the review process and it is intended that the future direction of the SUSI scheme will be guided by the outcome of the review.

Separately, my Department will be undertaking a short internal review on the impact of the Covid-19 pandemic on the SUSI scheme, which will complement the wider review.

With respect to the specific questions asked by the Deputy, there are over 40 eligible long-term social welfare payments prescribed in the Student Grant Scheme. The 391 days is the time period as determined by the Department of Social Protection for a social welfare payment to be regarded as long term, and refers to social welfare days as opposed to calendar days.

The Student Grant Scheme makes provision for combining periods of Jobseeker's Allowance, Jobseeker's Benefit and other eligible payments for the purposes of meeting the 391 days eligibility requirement.

Question No. 55 answered orally.

Student Accommodation

Questions (56)

Denis Naughten

Question:

56. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science if third level institutions will provide rent refunds to students in on-campus accommodation whose courses are now being delivered online for the 2020-2021 academic year; if he has had discussions with the third-level institutions on this issue; and if he will make a statement on the matter. [43177/20]

View answer

Written answers

I am conscious of the challenges faced by students regarding student accommodation this year due to both financial pressures, and the blended learning format of the 2020/21 academic year.

The Deputy will be aware that the university sector has been actively engaging with these issues. As a result of the decision to minimise on-site teaching, all universities have confirmed that students who opted to leave their university-owned student accommodation as a result reduced on-campus activity will be offered refunds. The processing of these refunds is a matter for the universities themselves, and any student who wishes to receive a refund for their on-campus accommodation should engage directly with their university’s accommodation office. I will continue to liaise with the sector through the Irish Universities Association to encourage the availability of fair solutions to students in university-owned student accommodation.

However this applies only to accommodation owned by the universities themselves. In the case of privately-owned student accommodation, I am urging providers to be flexible in finding solutions given the circumstances that students find themselves. There are, however, no powers available to me under the current legal framework to direct any particular course of action. Refund or cancellation policies in student accommodation should be set out in the license agreement signed at the beginning of the academic year. In the first instance students should engage with their accommodation provider to see if an arrangement can be reached. If this is not possible, students have access to the Dispute Resolution Services of the Residential Tenancies Board.

I have asked my officials to continue to engage with the sector and to keep me updated on relevant developments in this important area.

In the context of planning for the next semester all institutions are looking to provide students with options for additional on-site activities on a prioritised basis and subject to the overall public health situation.

Higher Education Institutions

Questions (57)

Eoghan Murphy

Question:

57. Deputy Eoghan Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he has had discussions with the higher education sector regarding their landbanks and plans for available land within their control; and if he has a role in the way in which State-funded universities, colleges and institutes develop their land. [41269/20]

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Written answers

My Department and the Higher Education Authority (HEA) engage with Higher Education Institutions (HEIs) on a regular basis in relation to their campus development plans and capital projects. I have also had a number of useful engagements with stakeholders within the sector at which capital development was a major focus.

As the Deputy will be aware, higher education institutions are autonomous bodies with their own management structures and, as such, are responsible for decisions in relation to existing landholdings and the development of such holdings. All capital projects advanced by publicly funded Higher Education Institutions must comply with the provisions of the Public Spending Code.

In some cases, my Department may be requested to provide capital funding towards the development of a landholding. In such cases, the proposal is submitted through the HEA and is appraised in accordance with the parameters of the relevant funding programme and Public Spending Code requirements.

There are also specific roles in legislation for the Minister for Further and Higher Education, Research, Innovation and Science relating to the disposal of such land. For example, under the 1997 Universities Act, there is a requirement for a university to pay back money to the Minister when land that was acquired or developed with support from the Exchequer is subsequently sold, with the amount to be agreed between the Minister and Governing Body. Under the 2018 Technological Universites Act, the consent of the Minister - and the Minister for Public Expenditure and Reform - is required when land is acquired or sold.

Third Level Staff

Questions (58)

Holly Cairns

Question:

58. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that the 440 academic staff in universities and institutes of technology were in continuous employment in excess of two years but not on a contract of indefinite duration. [43300/20]

View answer

Written answers

In May 2016 the then Minister welcomed the report of the Chairperson of the Expert Group on Fixed-Term and Part-Time Employment in Lecturing in Third Level Education in Ireland. The recommendations contained in the report will assist in addressing concerns raised about precarious employment. The Department issued directions to the sector on the 4th July 2016 to implement the recommendations contained in the report in accordance with the terms of the Lansdowne Road Agreement and implementation by Institutions has proceeded.

The Cush Report is specific to concerns raised about part-time and fixed-term employment in lecturing and its recommendations are not applicable to non-lecturing grades. It is important to acknowledge that there can be objective conditions for the employment of an individual on a fixed term basis such as for example, for the completion of a specific task or project or for the temporary replacement of an academic seconded to a leadership role for the period. Nevertheless the recommendations of the Cush Report to avoid unnecessary use of extended temporary contracts are clear. In line with the Universities Act, 1997, third-level institutions have autonomy in relation to human resource policies, subject to compliance with Government policy in respect of employment numbers and pay policy. Employers in the higher education sector are also required to operate in accordance with the provisions of national industrial relations agreements.

In the event that a union has concerns regarding work and contract conditions among staff in any third level institution, that union can seek to have the matter addressed using the dispute resolution procedures provided for in the Haddington Road Agreement, and any individuals who have issues of dispute have a variety of dispute resolution options open to them.

Science Foundation Ireland

Questions (59)

Éamon Ó Cuív

Question:

59. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the priorities of his Department in relation to scientific research funded by Science Foundation Ireland; the emphasis in this strategy on blue skies research; and if he will make a statement on the matter. [41109/20]

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Written answers

The creation of my Department reflects the priority which the Government attaches to research, innovation and science. My intent is to bring a renewed focus and level on ambition to how research and human capital can drive sustainable economic development in every part of Ireland and help us to address major societal and global challenges.

I have been very struck in my international engagements on research issues how other European countries are investing heavily in their research infrastructure and capabilities. It is a matter of strategic importance for Ireland, as a globally-oriented, knowledge-based economy that we remain competive as a centre of research and innovation.

In this context, a key priority for my Department in 2021 will be to develop a new national research and innovation strategy. This will set out how we will strengthen our research ecosystem over the coming years, which will be critical to Ireland's ability to develop research excellence and support our enterprise base and attract foreign direct investment.

A key priority will be to develop greater cohesion in research policy and funding across the full continuum. This will embrace all disciplines and the interface between disciplines. A balanced portfolia of research activity will be critical to addressing the challenges we face as a society and as a global community, which will rely on a high degree of co-operation and inter-connectedness between researchers in different areas.

Under the strategic framwork provided by my Department, Science Foundation Ireland, which has traditionally focused on the STEM areas, the Irish Research Council which funds researchers at all stages across all disciplines and the Higher Education Authority, which administers the core grant to higher education institutes will be working more closely together.

In this over-arching context, Science Foundation Ireland's Annual Plan for 2021 will see SFI deliver a range of programmes which will help develop Ireland as a global innovation leader in scientific and engineering research. The plan encompasses a balanced programme of activities to deliver excellent research through support of blue sky or frontiers research, investigator-led research, enterprise collaborations and international partnerships. Together, these will deliver tangible benefits to Irish society and the economy.

The 2021 plan will also further develop the talent base in Ireland, ensuring that Ireland remains a globally leading knowledge- based economy. Finally, it will empower and inspire much greater levels of public engagement with STEM and research.

SFI has the following key ambitions and priorities for the coming years, aligned with our national priorities:

- All Island opportunities, such as all-island research centres, involving collaboration with partner agencies operating in Northern Ireland;

- Opening a dialogue with the citizens of Ireland to inform the shape of future research and innovation in Ireland;

- Providing future skills for future jobs through further development of the SFI Centres for Research Training in areas of strategic importance;

- Working in partnership with other Government Departments to optimise a return on investment in RD&I by developing a National Grand Challenges programme;

- Developing programmes to continue to ensure that there are programmes available to establish early career and advanced investigator research opportunities.

SFI’s programme portfolio will be designed to ensure that there is a balanced approach to research funding. Funding of discovery/frontiers research is central to the agency’s activities. As demonstration of this, SFI has recently announced funding of 71 research frontiers awards under its SFI Frontiers for the Future Programme. This programme is currently active and open for applications. There is also significant frontiers research taking place within existing SFI investments - including the network of 16 SFI Research Centres. This world leading, fundamental/discovery research is at the core of the research centres – driving competitiveness and leading to more applied research projects and ultimately, commercialisation.

Third Level Admissions

Questions (60)

Mick Barry

Question:

60. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science the measures he will take to further increase places in third level courses should there be indications of significant CAO point inflation for 2021; and if he will make a statement on the matter. [43315/20]

View answer

Written answers

I am conscious of the impact that Covid-19 has had on the leaving certificate class of 2021, and will take action as necessary to ensure that a full range of further and higher education options are available to them.

This year more students than ever before were offered a place in higher education with more than 49,000 accepting an offer of a place. There is no indication that a higher number of students than usual opted 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.

The additional places will be maintained next year, 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.

SOLAS Funding

Questions (61)

Matt Carthy

Question:

61. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the capital projects his Department will fund in County Monaghan over the years 2020 to 2025. [43175/20]

View answer

Written answers

For 2021 and beyond, my Department, in consultation with SOLAS, aims to support a more strategic investment to Futher Education and Training (FET) capital. SOLAS is engaging with the sector in anticipation of a call-out early in the New Year for capital investment proposals. This will identify projects for delivery in 2021 while also identifying medium to larger scale projects to be progressed on a multiannual basis. SOLAS will make recommendations to my Department on FET projects to progress for the sector, including any projects that may be identified for County Monaghan.

In 2020, SOLAS submitted a proposal in respect of capital investment in the Original Equipment Manufacturing (OEM) apprenticeship facility in Monaghan. My Department provided sanction for the provision of equipment, in the amount of €343,940, for the Monaghan facility based on the SOLAS recommendation.

Student Accommodation

Questions (62, 66, 75, 411, 417)

Pa Daly

Question:

62. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science the interactions his Department has had with student accommodation providers during the Covid-19 pandemic. [41663/20]

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Pa Daly

Question:

66. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science his views on refunds for student accommodation in which universities have switched to all or mostly online learning in which large deposits were paid by those students. [41664/20]

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Niamh Smyth

Question:

75. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has contacted colleges regarding the failure by some accommodation quarters to issue refunds to students due to Covid-19; if his attention has been drawn to the issue; if so, the steps he is taking to address the matter; and if he will make a statement on the matter. [43146/20]

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Paul Murphy

Question:

411. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science when universities will implement his policy statement of 6 December 2020 (details supplied) that any college-owned accommodation refunds should be provided for; if such rent refunds will be backdated; if so, the date from which they will be backdated; and if he will make a statement on the matter. [42944/20]

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Denis Naughten

Question:

417. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science if third-level institutions will provide rent refunds to students in on-campus accommodation for which courses are now being delivered online for the 2020-2021 academic year; if he has had discussions with the institutions on the issue; and if he will make a statement on the matter. [42227/20]

View answer

Written answers

I propose to take Questions Nos. 62, 66, 75, 411 and 417 together.

I am conscious of the challenges faced by students regarding student accommodation this year due to both financial pressures, and the blended learning format of the 2020/21 academic year.

The Deputy will be aware that the university sector has been actively engaging with these issues. My officials have liaised with the Irish Universities Association on this matter and have been assured that all universities have confirmed that students who opted to leave their university-owned student accommodation as a result of reduced on-campus activity will be offered refunds. The processing of these refunds is a matter for the universities themselves, and any student who wishes to receive a refund for their on-campus accommodation should engage directly with their university’s accommodation office. I will continue to liaise with the sector to encourage the availability of fair solutions to students in university-owned student accommodation.

However this applies only to accommodation owned by the universities themselves. In the case of privately-owned student accommodation, I am urging providers to be flexible in finding solutions given the circumstances that students find themselves. There are, however, no powers available to me under the current legal framework to direct any particular course of action.

Refund or cancellation policies in student accommodation should be set out in the license agreement signed at the beginning of the academic year. In the first instance students should engage with their accommodation provider to see if an arrangement can be reached. If this is not possible, students have access to the Dispute Resolution Services of the Residential Tenancies Board.

I have asked my officials to continue to engage with the sector and to keep me updated on relevant developments in this important area.

Further and Higher Education

Questions (63)

Brendan Smith

Question:

63. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to enhance co-operation between colleges of further education and colleges of a similar status in Northern Ireland; and if he will make a statement on the matter. [43181/20]

View answer

Written answers

I am strongly committed to cross-border collaboration, and there are many areas where enhanced co-operation makes sense.

There is already a strong network of collaboration between the 6 Regional College in Northern Ireland and our Further Education providers. For example, colleges under Donegal ETB work closely with the North-Western Regional College in Derry to provide support to local industry and students to respond to the skills needs in that region. This is a practical response, not just to regional demands, but also to the efficient use of resources within the education sector on both sides of the border.

I will be looking at what more can be done, including in the context of instruments such as the PEACE PLUS programme, to further enhance this cross-border activity in this area.

Technological Universities

Questions (64)

Ruairí Ó Murchú

Question:

64. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the engagements his Department has had with Dundalk IT regarding its pathway to technological university status; and if he will make a statement on the matter. [41792/20]

View answer

Written answers

The development and progression of technological universities is an established policy objective of Government in the context of overarching national strategy on higher education landscape restructuring and this is underscored in the commitment in the current Programme for Government.

Under the statutory framework provided in the Technological Universities Act 2018, two or more IoTs may jointly seek TU designation through a prescribed legislative process. Section 29 of the 2018 Act provides for the application jointly by two or more applicant institutes to the Minister of Education and Skills for an order seeking designation as a TU subject to their jointly meeting specified eligibility criteria. Section 38 of the 2018 Act provides that an applicant institute and an established technological university may apply to the Minister for an order.

In June 2020, Dundalk Institute of Technology launched a new three-year strategic plan in which the Institute articulates a mission to be a leader for higher education and craft apprenticeships, and the engine for growth and social cohesion in North Leinster-South Ulster through the achievement of TU status and strengthened cross-border alliances.

The Department understands that in this context the Institute has been exploring with a number of TU development consortia and with TU Dublin the potential for mergers under the relevant legislative framework. The Department has not been directly involved in any such discussions. As autonomous higher education institutes established under statute, it remains a matter for the governing body of an Institute of Technology to set the institute’s particular strategic pathway within the higher education landscape, including whether or not to seek joint TU designation through the prescribed legal processes.

On 7 October 2020, together with the Higher Education Authority (HEA), I announced the first funding allocations under the new TU Transformation Fund. Total funding allocated amounted to €34.33 million. Dundalk IT was invited to make a submission under the fund given its stated commitment to becoming a TU which it did and was allocated €0.76m.

The HEA has indicated its willingness to work with and support the Institute to facilitate a process placing it on a trajectory to achieve TU status. This includes the services of a HEA advisor on higher education policy to assist the Institute as an external advisor going forward.

Subject to the assistance received, it remains a matter for the governing body of Dundalk IT to advance its proposals under the TU agenda accordingly.

Third Level Examinations

Questions (65)

Mick Barry

Question:

65. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the practice in some third level institutions of withholding exam results for exams taken during the year for those students who have not fully paid their fees; if he will consider instructing institutions to stop the practice; and if he will make a statement on the matter. [43316/20]

View answer

Written answers

Higher Education Institutions are autonomous institutions within the meaning of the Universities Act 1997, the Institutions of Technology Acts 1992 to 2006 and the Technological Universities Act 2018. Under this legislation the institutions are academically independent and are entitled to regulate their own academic affairs and administrative processes, including in relation to the issuing of exam results. Neither I nor my Department have a role in these internal processes.

Publicly funded Higher Education Institutions are under the remit of the Office of the Ombudsman and as such the Ombudsman may examine complaints from members of the public who believe that they have been unfairly treated by these institutions. If a student feels that they have been unfairly treated by or are not satisfied with a higher education institution’s decision, it is open to them to contact the Office of the Ombudsman. The Ombudsman can investigate complaints about administrative actions or procedures as well as undue delays or inaction. The Ombudsman provides an impartial, independent and free dispute resolution service.

Any potential complainant should ensure they have availed of any internal complaints procedures first before having recourse to the Ombudsman.

Question No. 66 answered with Question No. 62.

Further and Higher Education

Questions (67)

Brendan Smith

Question:

67. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the discussions he has had with his counterpart in Northern Ireland in relation to the opportunities to enhance and intensify co-operation on an all-Ireland basis in further and higher education; and if he will make a statement on the matter. [43182/20]

View answer

Written answers

In October 2020, I had a productive meeting with Minister Dodds, who has responsibility for further and higher education policy in Northern Ireland. We discussed areas of common interest, including on-going collaboration between further and higher education institutions and research and innovation.

I plan to meet again with Minister Dodds in the new year.

Student Universal Support Ireland

Questions (68, 88)

Brian Stanley

Question:

68. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if he will examine the way in which the anomaly in the SUSI grant criteria can be corrected by which applicants who started third level education living with their parents as a dependent but are now married are still being assessed as a dependent child. [41285/20]

View answer

Brian Stanley

Question:

88. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has carried out reviews of the criteria for SUSI grants regarding the definition of a dependent child and when they become an independent adult with their own home during the same third level course. [41286/20]

View answer

Written answers

I propose to take Questions Nos. 68 and 88 together.

The decision on eligibility for student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland).

For student grant 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 student (i.e. assessed without reference to parental income and address) if he/she has attained the age of 23 on the 1st of January of the year of first entry to an approved course, and is not ordinarily resident with his/her parents from the previous 1st October. Otherwise, he/she would be assessed as a dependent student, i.e. assessed with reference to parental income and address.

A student’s status for grant purposes is defined at their first point of entry to an approved further or higher education course or at their point of re-entry to an approved course following a break in studies of at least three years, and continues to apply for the duration of their studies.

When considering whether a student meets the conditions to be assessed independently of his or her parents, the grant awarding authority (SUSI) is obliged to satisfy itself beyond doubt that an acceptable degree of proof of independent living in the relevant period has been submitted by the grant applicant. The onus is on the grant applicant to provide the necessary documentary evidence as requested by the grant awarding authority.

Applicants who do not meet the criteria to be assessed as an independent student for grant purposes, or who cannot supply the necessary documentation to establish independent living for the required period, may still apply to SUSI to have their grant eligibility assessed as a dependent student. The relevant information, including details of parental income, would be required by SUSI to determine grant eligibility as a dependent student.

Further information regarding class of applicant (independent or dependent) and the types of documentation accepted as evidence of living independently from parents is available from SUSI’s website: https://susi.ie/eligibility/applicant-class/

If the student in question considers that he has been unjustly refused a student grant or that the rate of grant awarded is not the correct one, he may appeal this decision to SUSI within the statutory time limit of 30 days of his decision letter.

Where an individual applicant has an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his case, an appeal form outlining the position may be submitted online by the applicant to the independent Student Grants Appeals Board within the required timeframe of 30 days.

Further and Higher Education

Questions (69)

Ciaran Cannon

Question:

69. Deputy Ciarán Cannon asked the Minister for Further and Higher Education, Research, Innovation and Science his views on building links with further and higher education institutions with schools to further develop an interest in computer science and build on successful initiatives (details supplied); and if he will make a statement on the matter. [43306/20]

View answer

Written answers

The education system has a number of key strategies in place at all levels to encourage links between further and higher education institutions and schools, to further develop the interest of young people in computer science and build on successful initiatives.

Ireland’s Third ICT Skills Action Plan, Technology Skills 2022, was published on 19th February 2019. It seeks to deliver 47,000 IT Graduates by 2022 and sets out the priority actions which will be undertaken in the four-year period 2019-2022 to meet the demands for high-level ICT skillsets in the Irish economy. It sets out to provide appropriate education and training pathways for people to train, learn and upskill in a variety of high-level ICT skills which are sought after by a diverse range of industries to support and drive economic performance over the coming years.

The ambitious targets in the plan will increase the total number of graduates with high-level ICT skills by more than 5,000 every year by 2022. The strategic priorities of the plan will be delivered in conjunction with other initiatives including the Digital Strategy for Schools 2015-2020 and the STEM Education Policy Statement 2017-2026, that aim to increase participation at school level in ICT and STEM subjects.

A key measure in the promotion of ICT and computer science courses to school students is the provision of ICT Summer Camps. The Higher Education Authority (HEA) allocated €260,000 in 2019 to support further provision summer camps by higher education institutions. These Summer Camps are aimed at second level students, with a focus on female participation and aim to encourage young participants to consider a career in ICT and especially computing careers.

In 2019, 18 higher education Institutions held 58 summer and autumn camps with overall participation of 8,652 students attending from all over the country. Female participation was 45.1%. It is important to note that within this overall total, TU Dublin Tallaght campus ran 104 one-day student outreach camps and a National Youth Reach Festival with significant number of students attending both events.

In 2019 DojoMór and MegaDojo events also took place nationwide. The total number of students who attended these events was 2,518 and female participation was 40.7%.

In 2020 due to the COVID-19 impact, a number of camps originally proposed were cancelled and a number of other providers successfully converted face to face camps to online camps in 2020. The HEA allocated €296,398 in 2020 to support the provision ICT summer camps by 15 higher education institutions. Approximately 5,000 second level students attended these camps (including two major DoJoMor events). The rate of female participation in the camps was 49%.

As a further means of supporting the uptake of Leaving Certificate Computer Science, the Leaving Certificate Computer Science Support Framework Action Plan September 2020 to June 2021 was published by the Department of Education in November 2020. Actions within this framework include:

- Buddy/Mentor System: the creation of a panel of Further education or third level mentors to provide online or face to face support.

- Sponsored PME: a process of engagement with Business and Industry, HEIs and Education and Training Boards to explore the possibility of supporting students in Professional Masters of Education in Computer Science for Further Education.

- Sustained Support, Initial Teacher Education and postgraduate programmes: This will extend this partnership to FE, HEIs, Business and Industry and Educational Centres.

- Transition Year: Develop partnership with third-party providers and establish links with local FE colleges that do computer science programmes and support computing apprenticeships

The importance and relevance of STEM education, and further developing interest in computer science, was abundantly clear during the course of the COVID-19 pandemic. It is certain that many more challenges will face us, and if we can equip our young learners with the STEM tools that will enable them to tackle these challenges in a solution-focused manner then our future challenges may well be overcome through the application of innovation and creativity grounded in STEM education.

My Department will continue to encourage links between further and higher education institutions and schools, to increase the interest of young people in Computer Science and give them the skills they need to succeed in the changing labour market.

Nursing Education

Questions (70, 102, 420, 421)

Pearse Doherty

Question:

70. Deputy Pearse Doherty asked the Minister for Further and Higher Education, Research, Innovation and Science if funding will be made available to fund a bursary scheme for student nurses who have worked during the pandemic. [43309/20]

View answer

Alan Dillon

Question:

102. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to provide a bursary to nursing students whilst on work placement to cover living costs and loss of earnings due to the danger of cross contamination whilst working in a healthcare environment. [43148/20]

View answer

Richard Boyd Barrett

Question:

420. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will establish a payment or bursary system for students of nursing and midwifery in the interests of encouraging more students to study nursing and midwifery; and if he will make a statement on the matter. [43417/20]

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Richard Boyd Barrett

Question:

421. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will examine a payment or bursary system to ensure that nursing and midwifery graduates are not graduating with high levels of debt given the high level of emigration by graduate nurses and midwives; if he will address the lower level of pay for these graduates compared to graduates of other healthcare disciplines with whom many of them share classes; and if he will make a statement on the matter. [43422/20]

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Written answers

I propose to take Questions Nos. 70, 102, 420 and 421 together.

Many students undertake placements as part of their qualifications. This includes a wide range of health professionals undertaking placements with the HSE and the wider Health Service. Bursaries, stipends, payments and other forms of remuneration are entirely a matter for the Health Service rather than course providers or my department.

However, 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.

I will now outline the various supports available through my Department to assist higher education students, including student nurses. This includes a range of additional supports which have been put in place for students as part of Budget 2021 and as part of the Government's Covid response earlier this year.

The principal support provided by the Department in financial terms is the Student Grant Scheme. Under the 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 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.

Further information in relation to student grant assistance is available from SUSI’s website, www.susi.ie. The telephone number for SUSI’s Helpdesk is 0761 087 874.

My Department will spend well over €400 million on student supports in 2020 including the SUSI scheme.

As part of Budget 2021, I have secured an additional €20 million to provide for additional applicants, €6 million to expand supports to postgraduate students and an additional €1.5 million to support the most disadvantaged students through the 1916 Bursary scheme. I have also secured a €50 million fund to support full-time students in third level this year. This is on top of a range of additional supports which have been provided to reflect the particular circumstances of learners affected by the pandemic, including an additional €10m for access supports services, €15m in IT equipment grants and €3m for wellbeing and mental health.

In 2020, my Department will spend circa €450m on access measures for further and higher education students. This includes circa €400m on student grants and related activities, which is expected to benefit approximately 74,000 further and higher education students.

To give an overview of some of the main additional measure put in place:

- I have doubled the level of funding available in the Student Assistance Fund for this academic year;

- I have increased the level of funding for the 1916 Bursary Fund (also known as PATH 2) to €5 million per annum, which will provide an additional 200 bursaries, bringing the total number for 2021 to 1,000 bursaries for the most disadvantaged students in the country;

- I have secured an additional €20 million in funding for SUSI next year to cover increased applications to the scheme;

- I have allocated €6 million to enhance SUSI support for postgraduates;

- I put in place a €15 million scheme to support access to laptops and digital devices;

- I have secured €50 million to provide financial assistance to full time third level students in recognition of the impact of the Covid-19 pandemic on this group; and

- I have also allocated €3m for wellbeing and mental health.

All students in third-level institutions experiencing exceptional financial need can apply for support under 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. Information on the fund is available through the Access Officer in the third level institution attended. Eligible costs include books and other class material that are required to enable students to continue and participate in teaching and learning, rent, heating and lighting bills and other utility bills such as mobile phone data plans, food, essential travel, childcare costs, medical costs and family difficulties. The SAF allocation is €18.2 million for 2020/21, a record increase on previous years. This includes the once off exceptional €8.1 million to help deal with the Covid-19 effect on students in the financial year 2020. In 2019 the allocation for SAF was €10.1m and supported circa 14,000 students. Institutions have the autonomy to maximise the flexibility Student in the Assistance Fund to enable HEIs to support students during the Covid-19 pandemic. This fund is administered on a confidential, discretionary basis.

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 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

The Deputy will also be aware of the recently announced €168m funding package for the return to education. Within this package, additional funding provided for student supports will be of assistance to many students particularly those with the least financial resources.

This package of Covid 19 supports includes a further €10m in access supports for students. Most of this money will be used to top up the Student Assistance Fund (SAF), with remaining funding of €1.9m going towards a once-off contingency fund of to support the delivery of access and support services to vulnerable students from target groups.

The €1.9m COVID19 Contingency fund for Access and Support Services will assist access offices in HEIs to implement supports to meet the needs of particularly vulnerable students, with priority given to National Access Plan Target groups, who have been most impacted by Covid-19. This includes: entrants from socio-economic groups that have low participation in higher education; Irish Travellers; first time-mature student entrants; students with disabilities; part-time/flexible learners and further education award holders entrants, lone parents and ethnic minorities. Further details about access supports for vulnerable students can be obtained from the access office of the institution attended.

Technological Universities

Questions (71)

Pádraig O'Sullivan

Question:

71. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to support the development of Munster Technological University following its establishment. [41758/20]

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Written answers

The establishment of Munster Technological University (MTU), the second technological university in the State, on 1 January 2021, is an important day for higher education in Ireland and for the South West.

The Government has a very clear ambition to expand and consolidate higher education facilities, to boost economic development across the country and to attract research funding. Technological Universities are central to delivering on this.

The establishment of the MTU will stimulate a more balanced growth of population and employment across Ireland. It will make it easier to secure foreign direct investment and provide quality jobs in the region. , MTU will be a driver of regional development, and it will help to make higher education more accessible.

Arising directly from the 2019 TURN report, which sets out the blueprint for successful TUs and their development in the State, Budget 2020 introduced a new TU Transformation Fund of €90 million to 2023. This represents a trebling of annual funding and will see will see TU oriented funding increase to over €120 million in total by 2023.

The fund will assist in key investment areas including digital infrastructure, research capacity building, change management, systems integration, governance and project management structures and information sharing to establish TUs and assist them to deliver key strategic economic and social development objectives and to respond to specific diverse regional and sectoral impacts such as Brexit.

On 7 October I announced that the Higher Education Authority, which is overseeing and administering the Fund subject to Department policy requirements, was making a total of €34.3 million in funding allocations. The funds will be disbursed in 2 tranches in Quarter 4 this year and Quarter 1 next year. MTU was allocated €8.25 million under this call.

Further allocations will be made in 2021 and 2022 with an emphasis from next year onwards on assisting inter-TU and consortia collaboration on systemic projects as TUs bed down and start to operate within their new environments and in pursuance of their missions and functions under the legislation. The Fund will also continue to assist established TUs such as MTU in their crucial formative years.

In tandem, the Department is working with sectoral stakeholders and with other Government Departments to establish the mechanisms through which TUs can become more financially independent as elaborated in the 2019 TURN report.

This includes the development of a borrowing framework which will enable TUs to access non-Exchequer funding such as the European Investment Bank provides and put them on an equal footing with the traditional universities.

It will enable TUs to build their research capacity in both applied and theoretical fields and to attract both increased research funding and to retain and attract high calibre research staff. It will involve the reconfiguration of the financing models currently in place in the publicly funded higher education sector. And it will include the development of more apposite academic career structures to enable the TUs to fulfil their individual missions and goals.

My Department is encouraging ownership by the sector of the TU development process such as can facilitate this new type of higher education institution to pursue their own individual missions and to assist the delivery of national and regional strategic priorities such as are set out, for example, in Project Ireland 2040, the National Development Plan, Future Jobs Ireland, Innovation and Horizon 2020.

Covid-19 Pandemic

Questions (72, 76, 91)

Neale Richmond

Question:

72. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for a return to campus to allow students to enjoy a full third level experience; and if he will make a statement on the matter. [43158/20]

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Peadar Tóibín

Question:

76. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science when universities and colleges will be permitted to reopen. [43308/20]

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Rose Conway-Walsh

Question:

91. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which he will provide clarity to students in terms of on-campus time in the next semester given the experience of the last semester; and if he will make a statement on the matter. [43161/20]

View answer

Written answers

I propose to take Questions Nos. 72, 76 and 91 together.

The further and higher education and research sector remains open and continuity of high quality provision has been achieved.

Though dialogue is ongoing, there is a strong shared perspective on planning and communicating the arrangements for the remainder of the academic year 2020/21. As we have now moved to Level 3 of the Plan for Living with COVID, it is hoped that face to face learning will be increased on a phased and incremental basis for some priority groups. While large-scale learning such as lectures will remain online for the rest of the year, it is intended that priority groups identified by institutions such as first-year students, students who don’t have suitable studying facilities at home or vulnerable or marginalised learners will be invited to have more on campus activity, in line with public health advice.

It is also hoped that it will be possible to restart social activities such as sports, clubs and societies to allow students to experience these elements of college life again.

It is important to be realistic and to continue to stick to public health advice. The scope for onsite activities will continue to be shaped by the prevailing public health circumstances.

Further and higher education providers are making their own plans, within the agreed framework, on how to move forward for the next semester and have begun communicating these to students, learners and staff.

Work will also continue on the communication of coherent, clear, positive and hopeful messages to stakeholders, especially to students and learners. However, there is also a pragmatic recognition of the unpredictable nature of the pandemic and a caution against unrealistically raising hopes.

Third Level Education

Questions (73)

Jennifer Carroll MacNeill

Question:

73. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science if he has received allegations of sexual harassment at third level; his plans to extend consent information across third level institutions; and if he will make a statement on the matter. [43152/20]

View answer

Written answers

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.

I have received correspondence with allegations of sexual harassment and bullying in respect of both staff and students within higher education institutions and I am greatly concerned by these issues.

I have written to the Chair of the relevant institution’s Governing Authority on the communications that I received from some staff members and former students, so that these might inform the oversight by the Governing Authority of the important work underway to eliminate sexual harassment and bullying, and improve the environment for students and staff.

I believe that the perspectives of staff and students on these issues should be given appropriate consideration by institutions, with a view to ensuring effective and inclusive processes in their bullying, harassment and sexual harassment policies and procedures.

In August 2020 I wrote to the Presidents of all publicly funded higher education institutions requesting that they develop and publish, by February 2021, specific institutional action plans on tackling sexual violence and harassment. These action plans will involve the implementation of systems that record the number of incidents of bullying, intimidation or harassment including sexual harassment.

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 action plans in each institution 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, on which the planning has commenced.

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 the realisation of this objective.

Student Universal Support Ireland

Questions (74)

Peadar Tóibín

Question:

74. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who were initially awarded SUSI grants that have since had the grants withdrawn from them by SUSI. [43307/20]

View answer

Written answers

The principal support provided by the Department in financial terms is the Student Grant Scheme. Under the 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.

The application process generally opens in late March/early April. When students apply for grant support, the application is assessed and the student is notified of the decision in principle. This allows the student an opportunity to appeal a decision before a final decision is made. In a small number of cases, some students don’t subsequently qualify for grant support. I can confirm that 605 students were initially awarded grants but have since had the grants withdrawn by SUSI for the 2020/21 academic year.

The withdrawal of an awarded SUSI grant may be due to a number of reasons, such as:

- An applicant registers for a different course to the course that was previously awarded e.g. the initial decision in principle was in respect of an approved course and the student subsequently attends a course that does not qualify for support;

- An applicant was initially assessed as qualifying for a fee grant only for a course within Ireland and is now attending a course overseas or a PLC course within the State where fee grants are not payable;

- New information from the applicant or college is received advising that the applicant is not progressing to the year of the course that the grant was awarded to; and

- Post Assessment Quality Reviews carried out on applications for the current academic year discover that a student does not qualify for support.

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.

Question No. 75 answered with Question No. 62.
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