Matt Carthy
Question:77. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the funding allocated to Monaghan Institute in 2020; and the proposed allocation in 2021. [43174/20]
View answerFurther Education and Training Colleges
Questions (77)
Written answers
Cavan Monaghan Education and Training Board (CMETB) allocated funding of €1.72m to Monaghan Institute from their overall funding allocation received from SOLAS in 2020. This funding is used to support the range of Post Leaving Certificate, apprenticeship, traineeship and other provision delivered by Monaghan Institute across a range of subject areas.
My Department provides funding to SOLAS by way of annual grant. The funding is then disbursed by SOLAS by way of grants to the ETBs. The ETBs submit annual funding budget requests as part of a Funding Allocation Request (FAR) process. These requests are assessed by SOLAS by reference to a number of factors and the total funding available. It is the outcome of this process that determines the allocation for each ETB by programme and, in turn, the allocation of funding by each ETB to its institutions. This process is currently underway and final ETB allocations will be made by SOLAS in the first quarter of 2021.
Third Level Staff
Questions (78)
Marc Ó Cathasaigh
Question:78. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the number and or proportion of academics and researchers employed in third level institutions in Ireland who hold short-term contracts and rely on social welfare to supplement their income; and if he will make a statement on the matter. [43303/20]
View answerWritten answers
I do not have the data requested by the Deputy.
Under the Haddington Road Agreement an Expert Group on Fixed-Term and Part-Time Employment in Lecturing in Third Level Education in Ireland was established to assist in addressing concerns raised about precarious employment by Union representatives. In May 2016 the Chairperson of the Expert Group, Mr. Michael Cush S.C., published his report. 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. 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.
Covid-19 Pandemic Supports
Questions (79)
Marc Ó Cathasaigh
Question:79. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the funding and other supports that have been given to universities and colleges to support their students to engage with their studies online; and if he will make a statement on the matter. [43304/20]
View answerWritten answers
Since the onset of Covid-19 in March, my Department, the Higher Education Authority (HEA) and SOLAS have collaborated with key stakeholders from the sector to identify, quantify and develop options to mitigate the financial impacts of Covid 19 on the sector, including costs associated with the safe commencement of the 2020/21 academic year in line with Public Health advice.
As announced in July, the Government has provided funding in the amount of €168m to support the return of students to further and higher education for the academic year 20/21. This included €150million in new funding and a re-prioritisation of €18million.
The specific student supports include a doubling of the Student Assistance Fund, and a €15 million technology fund for devices for students in further and higher education.
For the Education providers under the remit of my Department, the allocation includes funding towards Support to Front line response; Immediate ICT costs relating to online provision; Health and Safety Costs; Research costs, funds towards assisting the enrolment of International Students and ring-fenced funding to assist with provision of mental health services to students.
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 upheaval 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 (HEI).
The scheme will ensure students;
- Who avail of the SUSI grant will receive €250 top-up in their grant;
- Students who do not avail of the grant can reduce by €250 any outstanding contribution fee payments or receive a €250 credit note for their institution;
- In a small number of cases, alternative arrangements will be made for the payment of the monies to students.
Third Level Education
Questions (80)
David Cullinane
Question:80. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for reforming pay for students on work placements as part of their education; and if he will make a statement on the matter. [42536/20]
View answerWritten answers
Some of the content of this question was inadvaertantly omitted prior to forwarding to my Department.
Having sought clarification on the subject matter, my Department was informed that the question related to payments to students in the Healthcare Sector which is a matter for the Department of Health.
Unfortunately the deadline for withdrawal or transfer of this PQ had passed by the time the subject matter was confirmed and the question will accordingly have to be re-submitted by the Deputy's Office directly to that Department.
Education Policy
Questions (81)
David Stanton
Question:81. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to promote and further develop the lifelong learning sector and increase participation numbers in the sector; and if he will make a statement on the matter. [43149/20]
View answerWritten answers
Increasing participation in lifelong learning is a key priority for this Government.
The National Skills Strategy 2025 set a target to increase the number of those aged 25-64 engaged in lifelong learning to 10% by 2020 and to 15% by 2025. Lifelong Learning figures for 2019 were just under 13%. If progress continues, we can expect to be on target to reach the 15% by 2025.
Lifelong learning, and continual investment in skills and human capital development, delivered by the Further and Higher Education system, is critical to sustainable employment creation, and to ensuring we deliver this on a balanced regional basis.
Lifelong learning is also particularly relevant to the Future Jobs Ireland agenda and has been identified as critical to enabling the transition of workers into new roles and sectors as automation and decarbonisation reshape the economy. Future Job Ireland 2019 set a target to increase the number of people engaged in Lifelong Learning to 18% by 2025.
I expect that a key deliverable under the forthcoming National Economic Plan, when finalised, will include a commitment to embed a culture of lifelong learning right across the workforce, which will reinvigorate and energise our workstreams already underway in this area.
Currently, increased funding is being provided for shorter, more focused courses that can be offered in a flexible manner and through blended or online learning to allow people to gain skills without taking a considerable period away from their workplace. This Modular provision will further enhance the delivery of flexible modules in a considered manner that meets the need of the economy and society and increase Ireland’s participation in Lifelong Learning.
A range of initiatives that enable flexible learning and encourage Lifelong Learning are currently in place in the further and higher education sector, these include Skills for Work, Skills, Skills to Advance Skills to Compete, ecollege, EXPLORE, Springboard+ and the Human Capital Initiative.
In addition, Skillnet Ireland, which is the national agency responsible for the promotion and facilitation of workforce learning in Ireland, currently provides training supports to 70,000 workers per year. It is expected that this will rise to 100,000 by 2025.
A range of non-formal and informal training programmes, which work to directly enhance lifelong learning, are also delivered through the further and higher education sector. Such courses focus on foundation or transversal skills development and build core capabilities which enable participants to move on to more advanced learning opportunities.
Further Education and Training Colleges
Questions (82)
Gerald Nash
Question:82. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science if a college (details supplied) will be provided with the necessary funds to secure a permanent building; and if he will make a statement on the matter. [41676/20]
View answerWritten answers
Under the Public Spending Code, a Strategic Assessment Report (SAR) is required for all projects with a projected delivery cost of over €10 million. SOLAS have confirmed a SAR was received in respect of the facility under reference and this is currently under consideration.
Once their review is complete, SOLAS will be in a position to make a recommendation to my Department. Thereafter, approval by my Department allows a proposal to proceed to the next stage, i.e. development of a Preliminary Business Case.
Apprenticeship Programmes
Questions (83)
Duncan Smith
Question:83. Deputy Duncan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the status of plans to overhaul existing apprenticeships, traineeships and education programmes as promised in the programme for Government; and if he will make a statement on the matter. [35066/20]
View answerWritten answers
Apprenticeship in Ireland has undergone significant reform and expansion over the past 5 years. The introduction of consortia-led apprenticeship development has resulted in the delivery of 34 new programmes across all sectors of the economy, with a further 19 in development. Programmes now range in duration from two to four years and lead to qualifications at QQI levels 5-10 on the National Framework of Qualifications. Consortia, consisting of employers, education and training bodies and other stakeholders are now able to submit proposals for new apprenticeships on an ongoing basis. All apprenticeship programmes are also subject to periodic review to ensure that their curricula are up to date and fit for purpose.
Looking forward, the Government has set a target of 10,000 new apprentice registrations per annum by 2025. This compares against 6,177 registrations in 2019 and achieving this target will require significant focus in the Covid and post-Covid environment. The Government introduced the Apprenticeship Incentivisation Scheme to support employers who continue to recruit apprentices during the main COVID-19 crises period and during the first half of 2021.
In bringing forward the Action Plan on Apprenticeship to cover the period 2021-25, I will be advancing the development of an apprenticeship system which provides enhanced visibility and coherence for all involved – employers, apprentices, education and training institutions and the general public.
In delivering this, all aspects of the current system are being considered together with relevant international research to ensure that apprenticeship is best placed to respond to longer term economic needs while being flexible enough to respond to shorter term challenges. An extensive consultation process has been undertaken with over sixty submissions received from stakeholders and supplemented with feedback from SME employers through the Regional Skills Fora and through feedback from the 3,750 apprentices who answered a survey on their experience of the system. An information session was held on 23rd November to update those who made submissions and other stakeholders of the breadth of feedback and the main observations to date. It is intended that the new Plan will be finalised in the coming weeks.
In addition to the innovative work being done on apprenticeship, curricula for traineeships and further education programmes are revised on an ongoing basis to keep pace with new methods and technologies in the workplace, to ensure learners have a broader range of literacy, numeracy, ICT and teamworking skills, and in response to local skills needs.
Technological Universities
Questions (84)
Alan Dillon
Question:84. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the need to ensure that Galway-Mayo Institute of Technology and associated institutions continue their multi-campus format as the Connacht Ulster Alliance Technological University progresses given their importance to communities in the west and north-west; and if he will make a statement on the matter. [43147/20]
View answerWritten answers
The establishment of technological universities (TUs) is an important part of the Government’s higher education and regional development policy as underscored in the Programme for Government 2020.
TUs are rooted in a multiple-campus physical environment complete with state-of-the-art learning resources such as libraries, laboratories and e-learning facilities, utilising this solid campus base to support the provision of online and distance learning. The configuration and utilisation of specific campuses are matters for each TU.
Under the statutory framework detailed in the Technological Universities Act 2018, it is a matter, in the first instance, for the relevant Institutes of Technology participating in a TU development consortium to progress their plans and, when ready, to make an application to the Minister seeking an order establishing a TU subject to their meeting the eligibility criteria prescribed in the 2018 Act.
The Connacht Ulster Alliance (CUA) TU development consortium, comprising the Galway-Mayo (GMIT), Sligo and Letterkenny Institutes of Technology has made significant progress to date in advancing their proposals. On 7 October I announced the first tranche of funding under a new Technological University Transformation Fund to assist in the creation and development of technological universities. The CUA received €5.7 million under this call, bringing total Exchequer funding of the project since 2013 to €11.6 million.
Additional annual ring-fenced funding is being provided as appropriate under the HEA’s Multi-campus funding initiative which recognises the increased operational costs of multi-campus institutes.
GMIT President Dr. Orla Flynn has stated that the Institute is endeavouring to enable the full range of expertise across the Institute to be harnessed in service of the wider region and that this challenge is one that will also be faced by new TU seeking to be developed by the CUA. However, the establishment of a new TU in the West / North West will provide enormous opportunities for all stakeholders in the region and bring benefits such as international recognition, research capacity building, FDI attraction, skills retention and creation, regional development, enhanced staff and student experience and opportunities and socio-economic progression.
My Department understands that the CUA consortium anticipates submitting an application seeking TU designation under the relevant legislation in early Quarter 1 of 2021.
Student Universal Support Ireland
Questions (85)
Gary Gannon
Question:85. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if SUSI will issue an amnesty on all repayments due to grant overpayments arising from the 2020-2021 academic year considering the extreme effects on Covid-19 on student employment; and if he will make a statement on the matter. [42788/20]
View answerWritten answers
Section 24 (1) of the Student Support Act 2011 states: “where a person, whether or not he or she is a student, has received moneys from an awarding authority that are in respect of a grant that the person is not entitled to receive, the person is liable to repay to the awarding authority on demand a sum not exceeding the amount of money received.”
SUSI has no discretion to vary or modify the criteria laid down within this legislation.
In general, SUSI implements controls specifically targeted at minimising the incidence of grant overpayments, however arising. These controls include staff training and supervision, system and procedural controls, assessment process quality assurance, internal and external post-assessment audits and advanced data sharing/matching arrangements with a range of public bodies and academic institutions.
SUSI provides my Department with monthly status reports on grant overpayments and on the progress made in seeking their recovery. Consistent with the general policies and principles regarding the recovery of debt as set out in the Student Support Act 2011, SUSI treats overpayments as debts to the Exchequer and seeks to ensure that they are recovered. SUSI has a formal overpayments policy and implements repayment approaches that are sensitive to students’ means and circumstances.
Covid-19 Pandemic
Questions (86)
Martin Browne
Question:86. Deputy Martin Browne asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the impacts that the Covid-19 restrictions have had on the mental health of third level students; the measures he has taken to ease their introduction to third-level in the current environment; and if he will make a statement on the matter. [43336/20]
View answerWritten answers
The support and wellbeing of our students is a priority for my Department, particularly in light of the COVID-19 pandemic, and the increased stress and pressure resulting from it.
In recent weeks, I launched a new National Framework to address the issues of student mental health and suicide prevention. This Framework is Ireland’s first ever national approach to address student mental health and suicide prevention. The Framework has been developed as part of the Higher Education Authority’s commitment to play its part in delivering on the Department of Health’s Connecting for Life – Ireland’s National Strategy to Reduce Suicide 2015-2020.
The Framework was developed in collaboration with students, mental health and suicide prevention specialists, academics, researchers and institutional staff. The Framework delivers on a commitment to develop national guidelines for the higher education institutions (HEIs) in relation to suicide risk and critical incident response, thereby helping to address any gaps which might exist in the prevention of suicide in higher education. The Framework additionally 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.
Earlier this year, I also 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.
The HEA wrote to all HEIs setting each institutions funding allocation towards student support and mental health and wellbeing and the conditions attaching to the funding, including a request that the HEIs distribute it in support of specific student facing areas such as the recruitment of additional Student Counsellors, and implementation of the National Student Mental Health and Suicide Prevention Framework.
Following on from publication of the Framework, the HEA contacted institutions to progress its implementation and to follow up on the earlier funding allocations. Many institutions are already in process of increasing their counselling service capacity; there are a number of recruitments of additional counsellors and assistant psychologists live at the moment, we're expecting many more to follow suit over the next few weeks. This increased capacity/resourcing will allow for development of further active outreach to students.
The HEA has outlined that the funding allocation for counselling services specifically is data driven, taking cognisance of research reports such as the USI National Report on Students and Covid-19, the My World 2 report, the AHEAD “Learning from Home” report, and also reflecting USI’s prioritisation of increasing capacity of counselling services and the finally promoting the implementation of the National Student Mental Health and Suicide Prevention Framework.
In that way, the funding is intended to have a direct and immediate impact for students in this academic year, and the HEA will be requesting a further more detailed report at the end of the academic year which should clearly indicate the metrics used by institutions to measure impact and demonstrate outcomes including in respect of the capacity of counselling services offered by third-level institutions.
The increased capacity/resourcing of counselling in this current year will allow for 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 October, I also announced the new keyword partnership with 50808. This is a Free 24/7 anonymous text support service. Students text their institution keyword to 50808 to begin a text conversation e.g. Text DKIT to 50808 for Dundalk IT students, Text TCD to 50808. 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. 50808 volunteers will also signpost student texters to their campus and local community supports, based on their location, in instances that where further support is required.
Covid-19 Pandemic
Questions (87)
Darren O'Rourke
Question:87. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which he plans to support students enrolled in third level institutions to get back to college campuses in 2021 after Covid-19; and if he will make a statement on the matter. [41644/20]
View answerWritten answers
Continuity for the most part of further and higher education and research has been maintained throughout the pandemic. The diversity and flexibility of higher education institutions has been key in driving responsive and adaptable approaches to the challenges created by the pandemic, ensuring that the sector has remained open and that continuity of high quality provision has been achieved.
For the remainder of the current academic term, and in line with the available public health advice, on campus activity is prioritised for essential learning and activities including mandatory skills, practical, mandatory training and assessment. Further and higher education institutions should continue to deliver the majority of their classes online.
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. I have agreed with the sector that, with the prospect of alleviation of restrictions to come, there will be scope, on a phased and discretionary basis, to incrementally expand onsite provision.
Since the onset of Covid-19 in March, my Department has collaborated with key stakeholders from the sector in order to establish a number of lines of action to support the safe return of third level students to on-site campus activity. These actions include the establishment of a structure to facilitate engagement and collaboration with sectoral stakeholders across the further and higher education sector, a series of financial supports aimed at mitigating the financial impacts of Covid-19 and a number of initiatives aimed at protecting and supporting the wellbeing of third level students.
These actions highlight my continued commitment and that of the Government to support students and learners in the further and higher education sector in their return to on campus activity.
Question No. 88 answered with Question No. 68.
Question No. 89 answered orally.
Further and Higher Education
Questions (90)
Fergus O'Dowd
Question:90. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science when retrofitting centres of excellence will open in 2021; and if he will make a statement on the matter. [43155/20]
View answerWritten answers
A retrofitting centre of excellence is already underway in Waterford, Wexford Education and Training Board (ETB) while a further four ETBs are planning to have centres of excellence up and running in the first quarter of 2021. These are, Limerick Clare, Cork, Mayo Sligo Leitrim, and Laois Offaly, with further discussion on additional Dublin and Galway facilities.
It is anticipated that in 2020, 620 individuals will complete training courses in retrofit skills, including Near Zero Energy Buildings (NZEB) skills and this number is expected to reach 1,000 in 2021. Work is also ongoing on the delivery of train-the-trainer programmes to ensure that the sector is appropriately positioned to expand to meet expected demand for programmes.
€500,000 was allocated within the July Jobs Stimulus to support development work to provide for the expansion of the National Retrofitting Programme. €8m has been allocated in 2021 to support retrofit specific skills which will provide for up to 500 places on new specialist retrofitting training courses targeted towards unemployed persons in addition to the expected increase of 400 places for existing programmes. This will increase the number of learners in retrofit specific programmes to over 1,500 per annum.
Question No. 91 answered with Question No. 72.
Third Level Education
Questions (92)
Holly Cairns
Question:92. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science his views on supporting the establishment of units similar to a facility (details supplied) in all universities and institutes of technology. [43302/20]
View answerWritten answers
I have been struck by the initiatives I have seen to give people with intellectual disabilities an opportunity to engage with higher education institutions.
It is fair to say that these have tended to be smaller in scale than the system-level provision delivered in the further education and training (FET) sector, but I am interested in seeing what we can do to build on these existing initiatives. This will include developing a better understanding of what works best within the different models, how we can support different providers in working together and learning from each other, across both the further and higher education system, and examining what is scalable from institutional-level approaches. There are other important policy and access questions, for example is it better from an access perspective for provision to be provided locally in a further education and training setting or in higher education settings where access may be problematic for some students living further away from the institutions?
In this context, I will be looking over the coming year to see what more can be done in this area and I have asked my officials to bring forward proposals to me in this regard.
In looking at these issues, it is also important to akcnolwedge that much of the current provision of education and training for people with intellectual disabilities takes place in the FET sector.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training Strategy 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including those with a disability. FET programmes are available to all learners, including those with a disability, who meet the eligibility criteria and the guidelines provided for each FET programme. Specialist Training Provision (STP) is also available for learners with more complex support needs, and this provision addresses the identified training needs of people with disabilities who are experiencing exclusion and labour market disadvantage in the form of vocational training programmes.
Community Education assists learners with a disability to participate in FET provision by adapting course content, resources and teaching methodologies to suit their abilities. FET providers are required to offer reasonable accommodation to learners with disabilities, the nature of these accommodations varies depending on the identified needs of individual learners. FET provision is available across the country in every county. Most of these programmes are either free of charge or heavily subsidized.
Details of FET courses are available at www.fetchcourses.ie, or through the Adult Education Guidance Service in the learner’s local ETB. This service is free of charge and open to anyone over the age of 18, and they will be able to advise of all education and training options, as well as additional supports that are available to learners, including for learners with a disability.
SOLAS, the national Further Education and Training authority is currently overseeing an independent evaluation of SPT. The purpose of the evaluation is to examine the quality, effectiveness, on-going relevance and overall value of vocational training that is currently delivered by specialist training providers, and to propose any recommendations for future practice.
Third Level Staff
Questions (93)
Holly Cairns
Question:93. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to address workers’ rights for postgraduate researchers in universities and institutes of technology. [43298/20]
View answerWritten answers
Postgraduate programmes are comprised of a range of elements designed to further the training and development of students. In particular PhD students, in addition to conducting research, participate in other activities to develop generic and transferable skills. These activities are regarded as an integral part of their training and typically include teaching.
Development of these skills is important in equipping students for their future careers, including those who wish to compete for academic positions. Teaching contribution assists in the acquisition of generic and transferable skills, as described in the National Framework for Doctoral Education and the PhD Graduate Skills statement provided by the Irish Universities Association.
PhD students may contribute to teaching, often at a level of up to 5 hours per week over the course of their studies, without extra payment. Such duties are commonly part of their terms and constitute an important element of their skills development programme. A range of activities can be included under the teaching contribution, such as taking tutorial groups, demonstrating at practical classes, co-supervising undergraduate projects and student mentoring. Hours may be included that are spent in class preparation, advising, monitoring student projects, and correcting projects, notebooks or essays and will vary according to School/Discipline. Where postgraduate students are in receipt of funding awards, participation in such activities can be considered a valuable activity within the award holders career.
While contributing to teaching is an integral part of the training of a research Master’s or PhD student the core component of research programmes across all universities is the advancement of knowledge through original research, which must remain the primary focus of the activity of research students.
The delivery of teaching duties by graduate students in a higher education institution is a matter for the institution concerned reflecting their independent self-governed status. However, it is important that the allocation and conduct of such work is undertaken in accordance with the objectives of the National Framework for Doctoral Education and the PhD Graduate Skills Statement in enabling the development of key skills and competencies for postgraduate students.
Where individual issues arise these fall to individual institutions to address consistent with the terms of the Framework and Skills Statement. However given the wide range of potential situations reflecting the diversity of institutions, disciplines, course fees, the relationship in some cases with research funding awards and stipends and other factors, I intend to engage with the Higher Education Authority, research funders and relevant stakeholders to seek advice on this matter and consider any issues arising.
Covid-19 Pandemic Supports
Questions (94)
Michael Moynihan
Question:94. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the rationale for excluding post-leaving certificate students from a recently announced €250 payment for students. [41756/20]
View answerWritten 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 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. 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 supports available to PLC students including through the Back to Education Allowance through the Department of Social Protection and the Fund for Student Disabilities. PLC students also benefited from additional Covid supports announced in July through the €15 million technology fund for devices.
Further and Higher Education
Questions (95)
Alan Farrell
Question:95. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if it will be investigated if Fingal would benefit from the development of a training centre under the training centre program offered by the Dublin and Dún Laoghaire Education and Training Board; and if he will make a statement on the matter. [43172/20]
View answerWritten answers
Officials in my Department have enquired with Dublin and Dun Laoghaire Education and Training Board (DDLETB) regarding this matter.
DDLETB currently offers training centre programmes in the Fingal area through Baldoyle Training Centre. The Training Centre facilitates over 2,500 learner beneficiaries annually. Programmes are offered on-site in Baldoyle and also across a range of locations in Fingal including Swords, Blanchardstown and Balbriggan.
As part of their 2018-2020 Performance Agreement with SOLAS, DDLETB committed to review and realign their Further Education and Training (FET) provision to ensure that the courses offered are relevant and responsive to the needs of learners across the entire catchment area, to work closely with both employees and employers to address their upskilling needs, and to ensure that more FET provision is located in the most densely populated areas, and in particular in Fingal.
DDLETB's plans for increased provision in Fingal are directly aligned with the strategic direction of local government. DDLETB is a lead partner in the development and implementation of the Fingal Skills Strategy 2019-2023 and the Balbriggan Socio-Economic Strategy 2019-2025 .
In order to progress this commitment, DDLETB is in the process of leasing some additional space for the adult education service in Swords and exploring Apprenticeship expansion in Baldoyle. DDLETB will continue to work closely with both SOLAS in progressing the national Further Education & Training Strategy 2020-2024 and expanding provision in the Fingal area.
Third Level Staff
Questions (96)
Paul Murphy
Question:96. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he plans to review the employment status of postgraduate students who also work for third level education institutions as part of their degree. [41658/20]
View answerWritten answers
Postgraduate programmes are comprised of a range of elements designed to further the training and development of students. In particular PhD students, in addition to conducting research, participate in other activities to develop generic and transferable skills. These activities are regarded as an integral part of their training and typically include teaching. Teaching contribution assists in the acquisition of generic and transferable skills, as described in the National Framework for Doctoral Education and the PhD Graduate Skills statement provided by the Irish Universities Association.
PhD students may contribute to teaching, often at a level of up to 5 hours per week over the course of their studies, without extra payment. Such duties are commonly part of their terms and constitute an important element of their skills development programme. A range of activities can be included under the teaching contribution, such as taking tutorial groups, demonstrating at practical classes, co-supervising undergraduate projects and student mentoring. Hours may be included that are spent in class preparation, advising, monitoring student projects, and correcting projects, notebooks or essays and will vary according to School/Discipline. Where postgraduate students are in receipt of funding awards, participation in such activities can be considered a valuable activity within the award holders career.
While contributing to teaching is an integral part of the training of a research Master’s or PhD student the core component of research programmes across all universities is the advancement of knowledge through original research, which must remain the primary focus of the activity of research students.
The delivery of teaching duties by graduate students in a higher education institution is a matter for the institution concerned reflecting their independent self-governed status. However, it is important that the allocation and conduct of such work is undertaken in accordance with the objectives of the National Framework for Doctoral Education and the PhD Graduate Skills Statement in enabling the development of key skills and competencies for postgraduate students.
Where individual issues arise these fall to individual institutions to address consistent with the terms of the Framework and Skills Statement. However given the wide range of potential situations reflecting the diversity of institutions, disciplines, course fees, the relationship in some cases with research funding awards and stipends and other factors, I intend to engage with the Higher Education Authority, research funders and relevant stakeholders to seek advice on this matter and consider any issues arising.
Covid-19 Pandemic Supports
Questions (97)
Michael Moynihan
Question:97. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to provide supports to post-leaving certificate students who are not eligible for a €250 payment which has been made available to third-level students. [41755/20]
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The Deputy will be aware that there are some important differences in costs of attending PLC programmes versus higher education institutions. 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. Approximately 60% of learners on PLC courses do not pay the €200 contribution. Students on PLC courses do not pay the €3,000 student contribution fee that is paid by higher education students.
PLC students in receipt of the student grant are receiving the €250 payment in common with their higher education counterparts on whole behalf the annual student contribution is paid.
There are a number of other supports available to PLC students who are not eligible for the €250 payment, 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.
Learners should contact their local ETB for enquiries about financial supports that may be available to them.
SOLAS Administration
Questions (98)
Bríd Smith
Question:98. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will meet with representatives of construction workers to discuss the impact of recent price rises from the SOLAS administered safe pass scheme; and if he will make a statement on the matter. [43216/20]
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Safe Pass training is delivered by private training organisations which have been approved by SOLAS. Course fees are determined by these Approved Training Organisations (ATOs) and SOLAS has no role in the setting of fees for Safe Pass courses or in influencing pricing structure within the market place.
The maximum number of participants that can attend a Safe Pass course was reduced from twenty to ten participants in line with SOLAS’ Guidelines to allow for the re-opening of the sector. There is also a €32 fee payable to SOLAS for the processing, manufacturing and distribution of Safe Pass cards which is unchanged and is generally included in the overall price for attending a course.
ATOs and Safe Pass tutors are required to adhere to public health requirements, in line with the Department of Business, Enterprise and Innovation’s Return to Work Safely Protocols, relevant HSE advice and as set out in the SOLAS’ Standard Operational Pandemic Containment Guidelines.
Given that the Government has no role in the setting of fees for Safe Pass courses I am not sure such a meeting would be beneficial but should the Deputy wish to write to my office with representations or other information she is receiving, I will be happy to have my officials examine them and consider the matter further.
Further and Higher Education
Questions (99)
Aindrias Moynihan
Question:99. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to provide continuing education facilities in Ballincollig, County Cork for school leavers; and if he will make a statement on the matter. [43297/20]
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Officials in my Department have contacted Cork Education and Training Board (CETB) in relation to this matter. At present there are several options available to school leavers through the further education and training services provided by CETB in close proximity to Ballincollig.
The Ballincollig Youthreach centre provides two years integrated education, training and work experience for unemployed early school leavers without any qualifications or vocational training who are between 16 and 20 years of age.
Post Leaving Certificate (PLC) courses are provided by CETB colleges in Cork City, all within 10KM of Ballincollig. These are full-time courses lasting one to two years, offering a mixture of practical work, academic work and work experience. The courses generally led to major awards at National Framework of Qualifications (NFQ) levels 5 & 6.
Cork Training Centre, 5KM from Ballincollig, delivers apprenticeship and long and short specific skills training courses across a wide range of specialisms, on a full and part-time basis.
Back to Education (BTEI), adult and community education courses are delivered in Ballincollig, catering to adult learners returning to education and learners who wish to reengage with education and training. While BTEI provides part-time further education courses to anyone who has left full-time education, priority will be given to those with less than upper second-level education.
In addition to these services, CETB works with a number of community groups and organisations in Ballincollig and the region to support and deliver courses where specific needs have been identified.
Student Universal Support Ireland
Questions (100)
Holly Cairns
Question:100. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which the perspectives and experiences of current and former students will feature in the full-scale review of SUSI. [43299/20]
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In line with the Programme for Government, I recently announced plans to review the SUSI scheme. 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 noted by 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.
It is very important that we hear the perspectives of all stakeholders, including students, as part of this review and there will be a formal stakeholder consultation in 2021 which will inform the review process.