Written Answers Nos. 657-682
657. Deputy Pádraig O'Sullivan asked the Minister for Children, Equality, Disability, Integration and Youth if his attention has been drawn to a situation (details supplied); if this is happening in other playschools; the actions which can be taken for this family; and if he will make a statement on the matter. [13437/21]
View answerThe Early Childhood Care and Education (ECCE) programme is a universal free two-year pre-school programme available to all children within the eligible age range.
A child must have reached 2 years and 8 months of age on or prior to 31 August of the relevant programme year to be eligible for the September start date and a child cannot turn 5 years and 6 months of age during the course of the ECCE programme year.
The Government decision to allow ECCE to resume, from March 08 is confined to children registered on the ECCE programme, vulnerable children or children of essential workers.
Subject to public health advice, other restrictions on access to early learning and childcare will be lifted on 29 March so that all other children can return to services.
This cautious and phased reopening schedule is essential as we work towards a safe resumption of all early learning and childcare services.
658. Deputy Thomas Pringle asked the Minister for Further and Higher Education, Research, Innovation and Science if the pandemic unemployment payment will be taken into consideration as income when assessing HEAR applications; and if he will make a statement on the matter. [12484/21]
View answerThe HEAR scheme is operated by the Irish Universities Association (IUA) www.iua.ie who set the policy criteria for the scheme. Admissions under the HEAR scheme are regulated by the higher education institutions themselves. Applications to the scheme are submitted to the Central Applications Office (CAO) who coordinate the scheme for participating institutions.
As such, The Department of Further and Higher Education, Research, Innovation and Science has no role in the policy criteria or operation of the scheme.
The HEAR handbook for 2021 can be accessed at www.accesscollege.ie. It confirms that applications to the HEAR scheme for 2021 are based on income from 2019 and therefore the pandemic unemployment payment is not a factor in this years applications.
659. Deputy Michael Creed asked the Minister for Further and Higher Education, Research, Innovation and Science if he is tracking the number of first year dropouts from third-level courses in the academic year 2020-2021; the consequences of this rate of dropout for the academic year 2021-2022; the CAO application process for same; and if he will make a statement on the matter. [12501/21]
View answerMy officials have spoken on a number of occasions with representatives from the higher education sector regarding any changes to the non-progression rate among students in this year. While precise figures on non-progression are not available at this time, the higher education institutions have indicated that there is no significant change either upwards or downwards in the non-progression rate this year compared to previous years. It is therefore not expected that CAO applications from this cohort will be significantly higher than in previous years.
Students who have decided not to progress with their higher education course and wish to reapply to the CAO may do so in the normal way. While the initial CAO application date of 1st February has passed, the late application facility for the CAO opened on 5th March and will remain open until 1st May. Any potential applicant who has not already submitted a CAO application may do so now for any non-restricted course.
660. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to introduce a return of the service arrangement payment for those studying nursing to allow for a waiving of student fees in return for working in the HSE for a set period of time; and if he will make a statement on the matter. [12555/21]
View answerThis is a matter for the Department of Health, who have advised that the deputy is referring to the sponsorship scheme available for support staff in the Irish public health service wishing to obtain a qualification in nursing or midwifery.
To be eligible, applicants must be directly involved in delivering care to patients or clients in a nursing context. For example, healthcare assistants and multi-task attendants are eligible for the sponsorship scheme. The number of sponsorships available each year is determined by the Office of the Nursing and Midwifery Services Director in the HSE. This scheme commenced in 2002 and 30 sponsorships have been awarded each year since 2017.
While in the scheme, the students retain their substantive posts. The students' basic salary is paid for the duration of their nursing or midwifery degree programme and they are expected to return to their post outside of the academic semesters for the duration of the programme.
After completing the degree programme, graduates must register as a nurse or midwife with the Nursing and Midwifery Board of Ireland (NMBI). They are also asked to sign a service agreement and commit to work as a registered nurse or midwife in the Irish health services for a period of 5 years after registration.
Further information on the requirements and application process of the sponsorship scheme can be found on https://healthservice.hse.ie/about-us/onmsd/cpd-for-nurses-and-midwives/onmsd-sponsorship-schemes/public-health-service-employees.html
661. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the current plans for third-level institutions for September 2021, for example, if online learning will continue; and if he will make a statement on the matter. [12591/21]
View answer663. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to see third-level students return to campus when it is safe to do so; and if he will make a statement on the matter. [12609/21]
View answer664. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the timeline for the return to campus for third-level students; and if he will make a statement on the matter. [12610/21]
View answerI propose to take Questions Nos. 661, 663 and 664 together.
Continuity for the most part of further and higher education and research has been maintained throughout the pandemic. In the early phase when on-site activities were suddenly suspended this was achieved through a rapid shift to emergency remote learning. Over time a blended model of learning has become the dominant mode with varying levels of onsite and online delivery aligned to public health advice and to the needs of different disciplines and different learner cohorts.
Level 5 measures designate higher and further education as essential insofar as onsite presence is required for education activities that cannot be held remotely. In January 2021, the sector rapidly adjusted again to the prevailing public health situation by moving the vast majority of their provision online.
COVID-19 Resilience and Recovery 2021 - The Path Ahead (published February 23) has not changed the status of Level 5 measures for adult and further and higher education. Using COVID-19 Resilience and Recovery 2021 - The Path Ahead and the Level 5 measures as a guide, higher and further Education should remain primarily online. Institutions and providers continue to carefully balance necessary onsite activities with prevailing public health advice, accepting that levels of time critical activity will fluctuate as the academic year and programmes progress.
It is important to provide, in so far as is feasible with an unpredictable public health situation, clear and hopeful messages to students and learners in relation to their expectations for the next academic year to inform their decision making. When the immediate challenges that the current restrictions are creating are mitigated there will be scope to begin planning for the new academic year and planning for a return to on-site learning. Careful consideration will be required to balance the benefits of providing clarity soon based on current assumptions versus maintaining flexibility to widen the scope for even greater levels of onsite provision, should the opportunity present itself in the autumn.
662. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he will respond to concerns raised by a person (details supplied) in respect of CAO offers; and if he will make a statement on the matter. [12595/21]
View answer665. Deputy Seán Haughey asked the Minister for Further and Higher Education, Research, Innovation and Science if a certain amount of college places can be held over in 2021-2022 for students who sat the leaving certificate in 2019 and who wish to pursue a nursing degree but had to defer going to college in 2020-2021 on health grounds; if his attention has been drawn to the difficulties that these students now face as a result of the predicted grades process and the increased points required for courses such as nursing; and if he will make a statement on the matter. [12612/21]
View answerI propose to take Questions Nos. 662 and 665 together.
Higher Education Institutions (HEIs) are autonomous and manage their own academic affairs including admissions procedures. The CAO process applications for undergraduate courses on behalf of the HEIs. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates. Therefore I do not have a role in the operation of the CAO.
The CAO system is a system that works on the assumption that grades obtained in the Leaving Certificate by candidates determine their points. It is on this basis that the CAO system allocates places to applicants including those from different years. To ensure impartiality, the automatic CAO points systems have been created in a way that does not allow for different treatment to be applied to different sub-groups.
There will be fluctuations in CAO points this year, as there are every year. The changes in points depend not only on the grades received by applicants but also on the number of applicants, and the number of places available. As we are in the midst of a global pandemic and economic flux, there is more volatility than usual this year due to factors such as reduced opportunities in the economy, students seeking to defer or re-apply in subsequent years and uncertainty around students travelling internationally both to and from Ireland.
I know how difficult a time it has been for students and parents, but I would like to stress the range of options available both in further education and training and apprenticeships, but also in pathways in higher education. Even for students whose path into higher education may not be what they originally planned, there may be a pathway back to their preferred option.
666. Deputy Eoghan Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans to increase resources for research into virology on an ongoing basis; and if there will be an increase in funding for relevant college courses. [12746/21]
View answerIn the context of the COVID-19 pandemic we can all acknowledge the critical role that research, and in particular research into virology has played both at a national level and globally in enabling health systems and Governments to respond effectively and in a timely manner to the significant challenges posed by the virus. We have drawn upon expertise and investment in research that stretches back many years to respond to the crisis that we face today.
A key part of my portfolio is Research, Innovation and Science and it is my ambition to develop a new national Strategy for Research and Innovation and to strengthen the capability and capacity of our research and innovation system to deliver excellence and impact which will make a real difference to the lives of all our citizens, whether it be through breakthrough health discoveries, addressing climate challenges or creating new jobs for the knowledge economy.
While we are still reeling from Covid-19, one of the dividends has to be increased investment in science and research. My Department will continue to engage with the Higher Education Authority and Higher Education Institutions about ensuring we continue to invest in educating the next generation of scientist and researchers.
667. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science if Irish students who have been accepted onto master's degree courses in the UK pre-Brexit and deferred their place for an academic year due to Covid-19 will be exempt from international student fees and will be expected to pay the usual EU fees and qualify for student loans on the basis of same due to the CTA; and if he will make a statement on the matter. [12792/21]
View answerIrish students in UK colleges are treated as home students, in terms of paying fees at home rates in the UK. Unlike students from the rest of the EU, Irish students will not be charged fees at the international rate. Therefore, should they pursue their higher education studies in the UK, fees will be in line with the normal fees paid by UK nationals. The Common Travel Area arrangements apply for Undergraduate and Postgraduate programmes in the UK.
Students seeking to pursue their studies in the UK are advised to contact the Student Finance agency in each of the Devolved Administration in the UK, as each jurisdiction may have variations in eligibility criteria. Students may also wish to contact the relevant Higher Education Institution in the UK for advice on the type and range of supports that may be available in any specific college.
668. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the engagement process with social and healthcare course providers and regulatory bodies on the challenges for students required to undertake placements during the Covid-19 pandemic; and if he will make a statement on the matter. [12798/21]
View answerI am aware that issues have arisen in relation to placement hours both for students of Social Care programmes and for placements more generally as the restrictions to combat the spread of Covid-19 have tightened. My Department is monitoring developments in this regard very closely.
From the onset of the Covid-19 pandemic, significant work has been undertaken by a stakeholder group chaired by the Quality and Qualifications Ireland (QQI), and including the representative bodies of education providers and students to address issues relating to the maintenance of the quality and standards of:
- teaching and learning,
- assessment, and
- qualifications.
This group has focused on the implementation of alternative arrangements and methods of delivery, where appropriate and necessary, to meet both these standards and, where applicable, the educational accreditation criteria established by Professional Recognition Bodies (PRBs).
In the case of Social Care, the awards standards in place for these qualifications reflect the accreditation criteria and placement requirements that have been set out by CORU, Ireland's multi-profession Health and Social Care Regulator and consequently the relevant PRB for this profession.
Since March 2020, QQI has facilitated engagement between members of the stakeholders group and CORU which have taken place in parallel to direct engagements between CORU and individual education providers at a local and regional level. The goal of these engagements has been to ensure that, where possible, necessary alternative arrangements are in place to maintain the standards of education and training in this area and that these issues are actively managed. These efforts are to ensure that students can progress in their programmes from one academic year into the next, or, where relevant, graduate with the necessary professional competencies that have been set out by CORU.
While I would like to take this opportunity to acknowledge the efforts that have been made by CORU, QQI and our educational institutions to identify and implement flexible solutions for students up to this point, I am conscious that further efforts are now necessary.
The current timing and the likely duration of Covid restrictions has created even greater disruption and uncertainty in this space than anticipated and has substantially impacted on the expected level of available social care placements. It is in this context that QQI has been asked, supported by my Department, to facilitate intensified engagements between CORU, education providers and relevant stakeholders on this issue. These engagements are ongoing and are focused on identifying solutions that can be swiftly implemented for the student cohort who are most impacted in the near term while also identifying flexible approaches that can be readily adopted within the system in the medium to longer term as the response to the pandemic evolves and changes. These engagements serve to facilitate dialogue among stakeholders in developing these solutions and, most importantly, will ensure transparency and clarity for those students studying social care.
Students should continue to engage directly with their provider for further information on the arrangements being implemented for their particular year and course.
669. Deputy Seán Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science the work he is undertaking with third-level institutions to develop accredited learning courses for college students with a diagnosis of autism and moderate intellectual disability; and if he will make a statement on the matter. [13571/21]
View answerMy Department is working to deliver on its mission to develop further and higher education to support people in reaching their full potential. We published our Statement of Strategy for the 2021-2023 period on March 8. It contains six strategic goals including a goal on inclusion which seeks to “support learning for all, recognising the needs of vulnerable learners and the most marginalised, and assist people in access to and progression through higher and further education and training, so as to grow prosperity across communities and build social cohesion.”
Fostering Inclusion is one of the three core pillars around which the Further Education and Training Strategy 2020-2024 is built. The Further Education and Training (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 an intellectual 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 accommodations 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 subsidised. 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. Local ETBs can provide advice on 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.
Students who meet eligibility criteria and are attending approved courses can access supports such as the SUSI grant scheme. The Fund for Students with Disabilities (FSD) is the principal funding source for students with disabilities in further and higher education. The fund is available to students with disabilities, including Autism, attending both further and higher education courses. Students attending approved courses in Northern Ireland, the UK, and the EU are also eligible for support. The purpose of the FSD is to provide students with a disability with the necessary assistance to enable them to access, fully participate in and successfully complete their chosen course of study.
I recently approved a number of initiatives under the FSD aimed at supporting students with disabilities to access and engage with higher education. The initiatives, which involve 23 higher education institutions (HEI) and €5.4m in expenditure, are broad and are aimed at improving access to higher education for people with a disability, to improving college campuses and to assist staff with training and development. Among the projects are a number of projects for students with autism including the establishment of autism friendly rooms across nine different campuses, the development of assistive technology including for students with disabilities, an app to help students with visual or hearing impairment navigate their way around campus and specialist assistance for students who are deaf.
One of my priorities is to support learning for all. I want the tertiary education system to develop and grow its supports for vulnerable learners, learners with disabilities, under-represented groups and the most marginalised. I want learners to engage with and complete their education journey while recognising that some learners will need additional supports to help them achieve their full potential.
My Department will continue to keep existing provision and initiatives under review; to develop 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, and examining what is scalable from institutional-level approaches.
670. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider allowing first year college students who have particularly struggled during the pandemic to be permitted to repeat first year while retaining all SUSI grants; if he will acknowledge that some students have struggled with having to conduct their entire first year online and have been impacted negatively in terms of mental health and academic achievement; if he will examine the way in which students that are reliant on SUSI grants will be accommodated to repeat first year; and if he will make a statement on the matter. [12855/21]
View answerUnder the student grant scheme, a student must progressing to retain their student grant.
The legislation does not allow for a grant to be paid to a student for a repeat period of study on the same course, or for a different course at the same level, irrespective of whether or not a grant was paid previously.
Once an equivalent period of study has been completed on the new course, the student may be eligible for student grant assistance for the remainder of the course.
However, it is important to stress under Article 15(8) of the Student Grant Scheme 2020, the awarding authority SUSI (Student Universal Support Ireland) has discretion to award a grant for a repeat period of study in exceptional circumstances which impacted on a student completing a particular period of study or undertaking exams in line with guidelines drawn up by the Minister.
SUSI treats each application for repeat funding on a case-by-case basis, and it is a matter for the individual student to demonstrate to the satisfaction of the awarding authority that there were exceptional circumstances.
Apart from the Student Grant Scheme, the Deputy will be aware of the €168m funding package of for the return to education. This package includes a €10m access support package for higher education students. I have approved the allocation of €8.1m of this funding to top up the Student Assistance Fund (SAF). The SAF assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation. Details of this fund are available from the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
671. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to concerns raised by a group (details supplied) in relation to English language education here; the supports that have been made available to the group; and if he will make a statement on the matter. [12865/21]
View answer672. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if specific supports will be introduced to assist the English language sector in Ireland considering that this sector is wholly dependent on international travel and has no domestic demand to depend on; and if he will make a statement on the matter. [12898/21]
View answer684. Deputy Róisín Shortall asked the Minister for Further and Higher Education, Research, Innovation and Science the steps his Department is taking to support language schools given the dependence of the industry on international tourism for the uptake of classes; and if he will make a statement on the matter. [13477/21]
View answerI propose to take Questions Nos. 671, 672 and 684 together.
English language education (ELE) in Ireland is a broad and diverse sector with the vast majority of activity undertaken by private sector providers. I am aware of the important contribution made by this sector and of the challenges that are being encountered given the substantial impact that the Covid-19 outbreak has had on students, teachers and providers.
As part of the response to the pandemic, my Department established a specific Working Group for this sector. This group is comprised of representatives of relevant Government Departments and sectorial representatives of staff, students and providers.
As part of this process, the representative bodies for English language education providers have engaged with the Working Group surrounding their proposals for supports to aid the recovery of this sector. In this forum, the providers have been advised of the measures introduced by Government, as part of the wider Covid-19 response, to support businesses at this time. These measures included the temporary wages subsidy scheme (TWSS) to facilitate employers to keep employees on the payroll during the initial period of the Covid-19 pandemic in order to retain this link for when business increases after the crisis. This temporary scheme was expected to be in place for an initial 12-week period. However, recognising the circumstances surrounding the re-opening of the economy as well as the need to avoid the risk of forcing otherwise viable firms to close, the Government agreed that the TWSS would remain in place until the end of August 2020. Following the conclusion of the TWSS, it has been superseded by the Employment Wage Subsidy Scheme (EWSS) which continues to provide payroll support to businesses. In addition to the subsidy that is being provided via the EWSS, this scheme also provides for a reduction in Employers PRSI.
Further to the above, the ELE provider representatives have been advised of the eligibility of businesses in this sector to apply, where appropriate, for further business supports made available by the Department of Enterprise, Trade and Employment via Enterprise Ireland and through its network of Local Enterprise Offices. A full list of these supports and related information is available for providers here: https://enterprise.gov.ie/en/What-We-Do/Supports-for-SMEs/COVID-19-supports/.
673. Deputy Louise O'Reilly asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who undertook work experience or internships with State and semi-State agencies under his aegis in 2019; the cost in terms of wages and allowances; and the estimated numerical capacity of State and semi-State agencies to provide work experience and internships on an annual basis. [12956/21]
View answerAs the Deputy may be aware, My Department was established in July 2020.
The information requested by the Deputy in regard to the non commercial state bodies under the remit of my Department, in regard to work experience and internships, is not routinely compiled by my Department.
The state bodies may be contacted directly by e-mail by the members of the Oireachtas as set out in the attached document.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Further and Higher Education, Research, Innovation and Science
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
Higher Education Authority |
Oireachtas@hea.ie |
Padraic Mellett* |
|
Irish Research Council( Note 1) |
Oireachtas@research.ie |
Padraic Mellett* |
|
Grangegorman Development Agency |
Communications@ggda.ie |
nora.rahill@ggda.ie |
|
SOLAS |
oireachtasinfo@solas.ie |
Nikki Gallagher |
|
Skillnets Ltd |
oireachtas@skillnets.com |
t.donnery@skillnets.com |
|
Quality and Qualifications Ireland |
ceo@qqi.ie |
ceo@qqi.ie |
|
Léargas – The Exchange Bureau |
oireachtas@leargas.ie |
fbroughan@leargas.ie |
|
Science Foundation Ireland |
ciara.cotter@sfi.ie |
Ciara Cotter |
Note 1 – In regard to the Higher Education Authority (HEA) and the Irish Research Council (IRC) as the IRC operates under the auspices of the HEA. Mr Mellett will address Oireachtas queries for both the HEA and IRC. Please use Oireachtas@hea.ie and Oireachtas@research.ie respectively to contact Mr Mellett.
674. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if measures will be put in place to give regard to the arrangements for those preparing for their final apprenticeship exams in view of the Covid-19 restrictions; and if he will make a statement on the matter. [13027/21]
View answerThe COVID-19 related suspension of face to face training for apprentices in Training Centres, IoTs and Technological Universities has had a significant impact on craft apprenticeship off-the-job training. When permissible, on-site practical training is also operating at approximately 50% normal capacity to ensure adherence to public health guidance.
Since January 11th training facilities have again been closed however theoretical training aspects of the craft apprenticeship courses have been delivered online for apprentices who are due to attend off-the-job training during this period. Intensive work is underway to agree a phased basis return to onsite training for apprentices who have had their training interrupted or who were close to assessment before the January shutdown. A small number of Phase 2 apprentices returned to Training Centres on the 1st March and apprenticeship stakeholders are continuing to engage on plans for a limited return of Phase 4 and 6 apprentices.
SOLAS is providing weekly updates directly to apprentices, and employers of apprentices, who are currently assigned to off the job training phases.
In addition to the urgent work on returning apprentices to onsite training, SOLAS and the HEA are exploring the development of additional training capacity across education and training providers with the objective of tackling the waiting lists and ensuring that apprentices complete their training as quickly as possible.
675. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if the requirement for students embarking on paramedic studies degrees in the 2021-2022 academic year to have a grade C1 licence by the end of year 1 will be reviewed in view of the delays to driver test appointments at present and the knock-on delays that are expected. [13143/21]
View answerHigher Education Institutions are autonomous 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, including in relation to requirements to progress from one year to the next. It is not within my remit to intervene in such matters.
It is my understanding that in previous years applicants to this course were required to have their full C1 license prior to entering the course, and that the requirement to have their license by the end of year 1 constitutes an allowance in light of the restricted test appointments available at the moment. If, when we are nearing the end of the 2021/2022 academic year, students have been unable to gain an opportunity to pass their drivers test I would encourage them to engage with their course co-ordinator in order to ascertain what options are available to them.
676. Deputy Verona Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the provisions being put in place to move the Safepass training course online; and if he will make a statement on the matter. [13191/21]
View answerUnder the Safety, Health and Welfare at Work (Construction) Regulations 2013, craft and general construction workers, persons undertaking on-site security work and persons or classes of persons as may be prescribed by the Minister are required to hold a safety awareness registration card (Safe Pass card).
In March 2020 the Minister for Business, Enterprise and Innovation amended these regulations to extend the expiry dates of valid Safe Pass cards due to expire after the 1st March 2020 for the duration of the Covid-19 emergency period. General provision of face to face Safe Pass courses is currently suspended for the second time in two years with the shutdown of the general construction sector in January.
SOLAS is continuing to work on the development of an alternative delivery model for Safe Pass training which is equitable with existing Safe Pass, CSCS and QSCS course delivery in being accessible to all eligible workers, providing real time course participant supports and ensuring assessment integrity.
While general provision of face to face training has been temporarily suspended, given the continuation of essential construction activity, provision of Safe Pass training may take place to meet the needs of new workers accessing critical projects under certain specific conditions as follows:-
1. Training providers must inform SOLAS in advance of their plans to run a course and demonstrate the immediate requirement for the training.
2. SOLAS will approve the running of Safe Pass courses on a case by case basis based on training being limited to (1) workers engaged in essential construction work and (2) those not currently holding valid cards.
3. Any permitted training activity should be in accordance with the COVID-19 safety arrangements developed by SOLAS.
677. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science his views on a situation in National University of Ireland Galway in which a student fails to pay the student levy fee of €224 by 31 December 2020 in any given academic year, the fee is automatically doubled; and if he will make a statement on the matter. [13209/21]
View answerHigher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, HEIs are autonomous bodies and are responsible for their own day-to-day management and operational affairs including dealing with policy and procedure in relation to fee collection. My Department therefore has no role in relation to such matters.
However, I am very aware of the difficulties facing students during this pandemic. In general there is a real requirement in these exceptional times to have a responsive approach to student needs wherever possible and it is important to acknowledge that HEIs have to date shown enormous willingness to be responsive in numerous ways. I would encourage all students to engage with their institution to discuss any issues in relation to their course, including fees.
I am of course very conscious of the immediate impacts of the COVID-19 pandemic on our students. In recognition of the challenges facing full time third level students, financial assistance will be provided in academic year 2020/21 to all students who avail of SUSI grants and to all EU full-time undergraduate and postgraduate students attending publicly funded Higher Education Institutions in the state.
Under this initiative students who avail of the SUSI grant will receive a €250 top-up in their grant and 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.
Additionally Budget 2021 provides further funding to enhance SUSI grant supports for post-grads and increase support for the PATH access initiative. In July I announced a range of additional student supports including a doubling of the Student Assistance Fund, and a €15 million technology fund for devices for students.
Students experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Office of the institution attended. The fund is administered on a confidential, discretionary basis.
678. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 671 of 24 February 2021, if SUSI is seeking repayment from the 743 students that were initially awarded SUSI grants but subsequently had the grants withdrawn upon review. [13210/21]
View answerSUSI is not seeking a repayment from all 743 students who were initially awarded a grant but since had their grant withdrawn. Some students did not receive a payment from SUSI before their grant was withdrawn and in such cases, no repayment is sought.
No repayment is sought from students who were initially eligible to receive a payment but subsequently became ineligible for funding, due to, for example, a change in course or college.
However in some cases, students received a payment before their grant was withdrawn and repayment is sought where the student is not eligible to receive the payment. SUSI operates in line with legislation as outlined in the Student Support Act 2011 and subsequent annual schemes and is obliged under this legislation to seek repayments.
679. Deputy Kathleen Funchion asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department requested all IT colleges to suspend the collection of rental income from businesses on their campuses during the public health emergency and while the campuses are closed. [13213/21]
View answerThe position is that Technological Universities and Institutes of Technology are autonomous institutions within the meaning of the Technological Universities Act 2018 and the Institutes of Technology Acts 1992 to 2006.
Under the terms of these Acts, the governance and day-to-day management of these institutions are matters for which the Governing Bodies and the management of the relevant institutions are responsible.
The collection of rental income by these institutions from businesses on their campuses is a matter for each institution.
680. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students that accept a place to study medicine each year through the CAO system since 2008; and if he will make a statement on the matter. [13218/21]
View answerThe attached spreadsheet contains a breakdown of the number of enrolments in year one of the honours degree medicine courses by year and by institution from 2007/08 to 2019/20.
681. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science the location in which guidance counsellors can access information on apprenticeship vacancies. [13375/21]
View answer682. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science the plans to develop a portal for prospective apprentices to explore apprenticeship vacancies. [13376/21]
View answerI propose to take Questions Nos. 681 and 682 together.
The Apprenticeship Jobs Portal (www.apprenticeshipjobs.ie) was launched in April 2019 to enhance the visibility and accessibility of apprenticeship job vacancies, and to assist small companies to advertise apprenticeship jobs to a wide audience. The platform is building traction month-on-month, with 1,264 employers now registered on the site and 255 job vacancies posted since its launch. Work is continuing to bring all apprentice employers on-board the system. Prospective apprentices may also contact their local ETB who may hold information on local apprenticeship vacancies.
In addition, communication on developments in the Generation Apprenticeship (GA) promotional campaign, such as the GA schools competition, has been sent to the Institute of Guidance Counsellors to share with the Institute’s members.
As the Deputy may be aware, the Department also launched a one-stop shop – The Right Course – outlining all of the education and training options available for people.
