Dáil Éireann Debate, Thursday - 4 February 2021
168. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he remains satisfied that the second and third level education system in Ireland remains sufficiently open to the encouragement of the highest possible level of expertise, efficiency and competitiveness in the global context; and if he will make a statement on the matter. [6279/21]
View answer169. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department propose to broaden the higher education opportunities for undergraduates with a view to maximisation of their opportunities in the future; and if he will make a statement on the matter. [6280/21]
View answer170. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if he and his Department have identified specific issues likely to contribute to further improvement and achievement in the further and higher educational sectors with a view to establishing a reputation equal to the best globally; and if he will make a statement on the matter. [6281/21]
View answer171. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which his Department continuously evaluates the performance of third and fourth level education with a view to identifying the greatest possible opportunities and the minimisation of weaknesses; and if he will make a statement on the matter. [6282/21]
View answerI propose to take Questions Nos. 168 to 171, inclusive, together.
The expansion of higher education has been a key enabling factor in the growth of the Irish economy, and the availability and quality of graduates is essential if we are to maintain our attractiveness as a location for investment and grow our reputation.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.
A key element of Future Jobs Ireland is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. Strong collaborative links between the further and higher education system and enterprise have been developed and expanded over recent years. These new relationships allow us to gather insights and data directly from enterprise that feed into high level national policy decisions and allow us to know exactly what enterprise wants us to deliver. Representatives from the further and higher education system are also active partners in national initiatives driven by the National Skills Council and the Regional Skills Fora.
Postgraduate education delivered by higher education institutions is critical to Ireland’s research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research and innovation skills that can be applied in a range of environments, in academia or industry, at home or abroad.
At postgraduate level, the Irish Research Council funds graduates across all disciplines and is an important component in the wider national strategic pursuit of a strong talent pipeline of research graduates.
Science Foundation Ireland (SFI) has commenced a programme to support advanced PhD skills and training, in collaboration with industry, for the new economy. There is a number of SFI Centres for Research Training (CRT) linked to the higher education institutions and there is an ambition to do more. The six we have currently are supporting over 700 PhD students in ICT and data analytics. The first 120 students commenced in September 2019. Through the CRTs, students will be equipped with transversal skills including entrepreneurship and innovation to enable them to adapt and react to rapidly evolving workplaces and making them a very attractive skills pipeline for industry.
