Written Answers Nos. 756-774
756. Deputy Cormac Devlin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will commission a cost-benefit analysis review of adding a university (details supplied) and other open colleges which issue QQI awards and certificates to the SUSI grants system to increase access to higher education and upskill the workforce; and if he will make a statement on the matter. [21626/21]
View answerUnder the Department's Student Grant Scheme 2021 administered by SUSI, eligible candidates may receive funding provided they are attending an approved course at an approved institution as defined in the scheme. The definition of an approved institution is set out in Section 7 of the Student Support Act 2011 and Regulation 3 of the Student Support Regulations 2021.
Private colleges operated on a for-profit basis are not listed as approved institutions for student grant purposes. In the context of limited public funding and competing priorities, student support funding is currently targeted at full-time students undertaking study in approved publicly funded institutions.
The extension of funding to private colleges under the Student Grant Scheme would represent a major policy change which has the potential to impose very significant additional costs for the Exchequer. Any such decision could only be considered in light of available resources and in the context of competing demands within the education sector. Accordingly, at present I do not intend to depart from the current arrangements in relation to private colleges.
However, it is open to higher education institutions that operate on a 'for profit' basis to use their own resources to provide financial supports to any of their students that they consider to be in particular need.
In addition, tax relief at the standard rate of tax may also be available in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
In the context of a person re-educating, Springboard is a specific initiative that strategically targets funding of free part-time higher education courses to enable unemployed people, returners (formerly referred to as homemakers) and those in employment to upskill or reskill in areas where there are identified labour market skills shortages or employment opportunities. The courses, which are at Level 6 (Higher Certificate) to Level 9 (Master's Degree) on the National Framework of Qualifications, are being delivered in public and private higher education providers around the country. Further information may be obtained from the website https://springboardcourses.ie/.
757. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the reason a person (details supplied) has been waiting 14 months to move to the next stage of their apprenticeship; and if he will make a statement on the matter. [21659/21]
View answer759. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the difficulties and delays being experienced with current apprenticeships (details supplied); and if he will make a statement on the matter. [21712/21]
View answer763. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the most up to date figures for the number of apprentices waiting to access off-the-job training; the number that have been waiting more than three, six, nine and 12 months, respectively; when the backlog will be cleared; and if he will make a statement on the matter. [21886/21]
View answer784. Deputy Michael Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science if matters (details supplied) in relation to the craft apprenticeship programme will be addressed; and if he will make a statement on the matter. [22238/21]
View answerI propose to take Questions Nos. 757, 759, 763 and 784 together.
Of the 60 apprenticeship programmes, 25 are craft apprenticeships with a standardised seven phase programme of on-the-job and off-the-job training. Off-the-job training is delivered in phases 2, 4 and 6 of a craft apprenticeship.
COVID-19 related suspension of face to face training in Training Centres (Phase 2), Institutes of Technology and Technological Universities (Phases 4 and 6) has had a significant impact on the ability of craft apprentices to access off-the-job training. When permissible, face to face training is operating at approximately 50% normal capacity to ensure adherence to public health guidance. This has exacerbated the increasing pressure on craft apprentice off-the-job training facilities which was growing as a result of the 90% increase in apprentice population over the past 6 years, a situation which has impacted on waiting lists for electrical, plumbing and carpentry and joinery in particular.
€20M in capital expenditure has been allocated to SOLAS and the HEA to facilitate an additional 4,000 craft apprenticeship places across the system in the coming period in addition to €12M already allocated to support additional classes and teaching capacity to ameliorate COVID-19 measures. SOLAS and the HEA are working with the education and training providers to tackle waiting lists for off-the-job elements of programmes to ensure that apprentices complete their training as quickly as possible once COVID-19 restrictions allow.
In the interim, education and training providers have front-loaded remote training on theoretical aspects of apprenticeship for craft apprentices to ensure that apprentices are facilitated to continue with their programme. A phased return to face to face training has commenced for those apprentices who had been undertaking remote teaching and learning or who were close to completion of phase 2, 4 or 6 when training was suspended in January 2021.
SOLAS and further and higher education providers are providing regular updates for apprentices and employers of apprentices who are assigned to off-the-job training phases. Scheduling dates for individual apprentices are not available at the current time, with the system focused on supporting craft apprentices to complete their phases.
The information in relation to the most recent figures for the number of apprentices waiting to access their off-the-job training is set out in the following table.
Apprenticeship Waitlist Figures End March 2021
|
Timeline |
Phase 2 |
Phase 4 |
Phase 6 |
|
3-5 mths |
1,387 |
0 |
0 |
|
6-11 mths |
1,236 |
1,461 |
1,336 |
|
12 mths+ |
2,939 |
534 |
178 |
758. Deputy Sean Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to a situation that has arisen in which non-national leaving certificate students hoping to progress to further and higher education in 2021 may not be entitled to free fees due to the limits on consular and embassy assistance as a result of the Covid-19 pandemic, which prevent them from renewing their passports; the options available to students that are in this situation; and if he will make a statement on the matter. [21669/21]
View answerUnder the Department's Free Fees Initiative, the Exchequer pays tuition fees on behalf of eligible students attending approved full-time undergraduate courses. In order to qualify for funding under the Department’s Free Fees Initiative, students must meet the criteria of the scheme including the separate residency and nationality/citizenship requirements.
Students must hold inter alia EU/EEA/Swiss/UK nationality or certain permission to reside in the state as granted by the Minister for Justice in their own right. The assessment of eligibility under the Free Fees Initiative in individual cases is a matter for each institution to determine within the terms of the scheme, therefore the evidence of nationality must be acceptable by the institution in question.
My department does not have a role in determining nationality or prescribing acceptable forms of proof of nationality as provided by other states.
For students wishing to attend higher education on the basis of a permission to remain in the State provided by the Minister for Justice, I understand that details of extensions to permissions, online renewal processes and the application process for permissions generally are available on the INIS website.
In general I encourage all higher education institutions to have a responsive approach to student needs wherever possible and it is important to acknowledge that most HEIs have to date shown enormous willingness to be responsive in numerous ways during the pandemic. I would encourage all institutions to engage with students in relation to any issues, including any delay in receiving updated documents from their respective national authorities.
760. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total cost to the State of abolishing the student contribution charge; and if he will make a statement on the matter. [21759/21]
View answer761. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total cost to the State of reducing the student contribution charge by €1,000 each year for the next three years based on projected student numbers; and if he will make a statement on the matter. [21760/21]
View answerI propose to take Questions Nos. 760 and 761 together.
The student contribution was introduced in higher education institutions with effect from the 2011/12 academic year and replaced the Student Services Charge.
While the student contribution now stands at €3,000, it is important to recognise that there has been no increase in the student contribution charge since 2014/15 and that currently in excess of 60,000 students have all or part of the student contribution paid on their behalf by the State via the Student Grant Scheme.
Based on the number of students that qualified for free fees funding in the academic year 2019/20, and taking into account overall projected increase in student numbers, the estimated cost of abolishing the student contribution for the 2021/22 academic year is €245.5m. This figure takes into account the resulting estimated reduction to my department's Student Grant Scheme budget.
It is estimated that the net cost to my Department of reducing the Student Contribution by €1,000 for the following years would be –
- 21/22 - €81.8 million
- 22/23 – €83.2 million
- 23/24 - €84.2 million
These figures takes into account the resulting estimated reduction to my department's Student Grant Scheme budget.
762. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students that applied for a SUSI grant in each of the years 2015 to 2020 and to date in 2021; the number of students that were granted and refused a grant in each year; and if he will make a statement on the matter. [21763/21]
View answerThe Student Grant Scheme is the principal support for students in financial terms by my Department. It provides grant assistance to eligible students attending approved full-time courses in approved further or higher educational institutions who meet the prescribed eligibility criteria of the relevant scheme. The Scheme is administered on behalf of my Department by the national student grant awarding authority SUSI (Student Universal Support Ireland), a business unit of CDETB. Under the terms of the Student Grant Scheme, grant assistance is awarded to eligible students attending an approved course in an approved institution who meet the prescribed conditions of funding including those relating to nationality, residency, previous academic attainment and means.
In the academic year 2020/21 a total of 100,924 applications were received by SUSI, 79,232 of which were awarded grant support, 18, 589 were refused and 3,103 were cancelled. I have attached the data requested by the Deputy for previous years.
A student may be refused grant support by SUSI for a variety of reasons including:
- The student did not meet the eligibility criteria as outlined in the Student Support Act 2011 and Student Support Scheme 2020;
- The student was found to exceed the reckonable income limits outlined in the Student Support Scheme 2020;
- The student was repeating a year and so was not progressing in their education;
- The student was in receipt of Back to Education Allowance and so is not eligible for a maintenance grant;
- The student is attending a course which is not approved under the Student Support Scheme 2020.
Please note, SUSI opened to receive renewal applications for 2021/2022 on 31/3/2021, and for new applications on 22/4/21.
25,511 applications had been received up to 22/4/21. As the vast majority of these applications as still in the assessment process, it is not possible to provide final status figures for 2021/2022 at this stage of the SUSI processing calendar.
The Deputy will be aware of the Programme for Government commitment to among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. My Department is currently overseeing the implementation of the review through a Steering Committee with student representation as well as representation from SUSI. In excess of 250 submissions have been received from individuals and organisations via a public consultation process. The final report will be available in Autumn and will inform future considerations regarding the development of student grant policy.
|
Status Award/Ref/Can |
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
2020-21 |
|
Awarded |
84,012 |
84,111 |
82,077 |
79,797 |
76,347 |
79,232 |
|
Refused |
18,594 |
17,639 |
17,130 |
15,878 |
16,748 |
18,589 |
|
Cancelled |
5,599 |
3,558 |
4,166 |
3,121 |
2,999 |
3,103 |
|
Grand Total |
108,205 |
105,308 |
103,373 |
98,796 |
96,094 |
100,924 |
764. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which his Department and agencies under his remit facilitate persons wishing to engage with their services through the Irish language; and if he will make a statement on the matter. [21904/21]
View answerThe Department of Further and Higher Education, Research, Innovation and Science currently provides a range of services through Irish. Some of these services, including phone calls received in Irish, are currently managed under a shared services arrangement with the Department of Education. All communications received in Irish are responded to in Irish, and any person can expect to be able to correspond with the Department through the official language of their choice.
The agencies under the aegis of the Department meet their official obligations under the Official Languages Act 2003.
765. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if all forms issued by his Department and agencies under his remit are available in both the Irish and English languages; and if he will make a statement on the matter. [21922/21]
View answerThe Department of Further and Higher Education, Research, Innovation and Science provides all forms through Irish where requested, with one exception where, in the context of its Innovation, Research and Development Policy responsibilities, the Department accredits research organisations that want to access the fast track work permit scheme for researchers from outside the European Economic Area. As these would not normally be expected to be in a position to communicate through Irish, in this one case, the form is only available in English.
Where forms directed at the general public are provided by agencies under the aegis of the Department required to comply with the Official Languages Act 2003, all forms are available in Irish.
766. Deputy Martin Browne asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made towards giving Thurles and Clonmel university towns status; the approximate date by which such status will be formally announced; the requirements such status will make of his Department in terms of further investment in the Thurles and Clonmel campuses; his views on the benefits this status will give to County Tipperary as an educational hub; his further views on the benefits this status will have for educational access locally; his vision for the future of the LIT campuses in Clonmel and Thurles; and if he will make a statement on the matter. [22071/21]
View answerOn 20 November 2020 I received a joint application under section 29(1) of the Technological Universities Act 2018 from Athlone Institute of Technology and Limerick Institute of Technology seeking technological university (TU) designation. On 21 December 2020, I appointed an advisory panel to assess the application and to furnish a report thereon to the HEA. The advisory panel’s report was furnished to the HEA on 12 February 2021. I subsequently received this report along with the views of the HEA on 1 April 2021.
Under section 34(1) of the 2018 Act, I am required within 60 days of receiving and considering the advisory panel report, HEA views and information provided, to notify the applicant institutes of my proposed decision on their joint application. I am currently considering all relevant material in the context of my role as decision maker under the 2018 Act and within the requisite legislatively prescribed timeframe.
The creation of new TUs is a key commitment within the Programme for Government and is viewed as a prerequisite for balanced regional development, the retention and attraction of a highly skilled workforce, research capacity building, access to higher education provision and broad socioeconomic progression.
A new multi-campus TU can become a catalyst for enterprise and regional development and increase the academic and regional profile of the unified, integrated higher education institution (HEI) nationally and internationally. The potential benefits of becoming a successful TU are significant in terms of increased higher education access and excellence in teaching and learning, greater critical mass and reach facilitating international recognition, research capacity building, Foreign Direct Investment attraction, skills retention and creation, regional development, enhanced staff and student experiences and opportunities and broader socioeconomic progression. These benefits should accrue to all campuses across any new multi-campus TU and across the wider hinterland of the university to positively benefit all counties and communities within a region.
Anchored in a multi-campus physical environment, TUs can also provide state-of-the-art learning resources such as libraries, laboratories and e-learning facilities, utilising their solid campus base to support the provision of online and distance learning and widening access to a suite of research informed teaching and learning excellence across all levels of the National Framework of Qualification. As such, TUs can meet the higher education needs of the widest possible range of learners and are legislatively required to have particular regard to the needs of their regions and to provide programmes of education and training that reflects the needs of individuals, business, enterprise, the professions, the community, local interests and other stakeholders in their region.
Government has to date invested heavily in the TU agenda to date with over €65 million invested through higher education landscape and transformation funding since 2013. The TU Transformation fund will expend €90 million in total to 2023 with €34.3 million having been allocated in its first tranche last October. In total, over €120 million will have been invested in TU development and progression by 2023.
A key recommendation of the 2019 Technological University Research Network (TURN) report which sets out the blueprint and requirements for successful TUs in the State, is the prioritisation of capital investment in TUs where they are exclusively dependent on Exchequer resourcing. Capital investment has been and will continue to be associated with ongoing TU progression. Currently eleven building projects in the technological sector are being advanced as part of the Higher Education Public Private Partnership (PPP) Programme. These projects will play an important role in enabling projected increases in student enrolments, addressing constraints with regard to existing infrastructure and significantly advancing the TU agenda. The configuration and utilisation of specific campuses in any TU are matters for the individual TU upon establishment.
I am strongly committed to capital investment capital investment to underpin the ambitions of our higher education institutions including TUs. Officials from the Department and the Higher Education Authority have regular engagement with HEIs, including Limerick IT and Athlone IT, in relation to their future campus development plans.
767. Deputy Sean Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science the cost of each contract entered into by his Department and the agencies under his remit to deal with Covid-19 management and reaction; and the name of the contractor in each case. [22140/21]
View answerThe details requested by the Deputy are contained in the following table.
The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document, should the Deputy wish to contact the aegis bodies directly with this query.
|
NAME OF CONTRACTOR |
Cost 2020€ |
Cost 2021€ |
|
ACORN SIGNS |
3,781.42 |
696.94 |
|
CHARLES HUGHES LTD |
446.79 |
202.38 |
|
DATAPAC |
32,362.59 |
|
|
PFH |
4,606.35 |
|
|
WORKWEAR EXPERTS LTD |
28.54 |
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.
The following revised table was received on 13 May 2021.
|
NAME OF CONTRACTOR |
Cost 2020 € |
Cost 2021 € |
|
Acorn Signs |
3,781.42 |
696.94 |
|
Bounce Motion Graphics and Sound Design |
0.00 |
5,633.40 |
|
Charles Hughes LTD |
446.79 |
202.38 |
|
DATAPAC |
32,362.59 |
|
|
PFH |
4,606.35 |
|
|
PHD Media |
6,251.24 |
12,560.41 |
|
Workwear Experts LTD |
28.54 |
768. Deputy Thomas Pringle asked the Minister for Further and Higher Education, Research, Innovation and Science the number of participants who are registered on craft apprenticeship pre-apprenticeship programmes; the number of these participants who are from lower socioeconomic backgrounds; and the number of these participants who are male and female, respectively in tabular form. [22150/21]
View answer769. Deputy Thomas Pringle asked the Minister for Further and Higher Education, Research, Innovation and Science the number of participants who have completed a craft apprenticeship pre-apprenticeship programme since 2018; the number who have progressed to a undertake a craft apprenticeship; and the number who have progressed to higher education following completion of the programme in tabular form. [22151/21]
View answer770. Deputy Thomas Pringle asked the Minister for Further and Higher Education, Research, Innovation and Science the number of participants who have completed a craft apprenticeship pre-apprenticeship programme since 2018; and the number who have completed the programme who were male and female, respectively in tabular form. [22152/21]
View answerI propose to take Questions Nos. 768 to 770, inclusive, together.
The overall aim of the PLC Pathways to Apprenticeship Programme is to provide opportunities for learners to gain experience in areas where they are considering undertaking an apprenticeship. Initial planning data indicates that over 800 learners will participate in pre-apprenticeship programmes in 2021.
The recently published Action Plan for Apprenticeship 2021-2025 promotes access, diversity and inclusion in apprenticeship by setting out a range of targeted supports to encourage participation from young people and under-represented groups such as women, those with disabilities and those from ethnic minority backgrounds. This includes ensuring that information on access to apprenticeship and pre-apprenticeship courses is available on www.apprenticeship.ie and that progression routes into apprenticeship will be clearly identified.
Under the action plan, the impacts of and outcomes from interventions across the sector such as the TU Dublin Access to Apprenticeship programme, pre-apprenticeship programmes and the female apprentice bursary will be examined to provide an evidence base for best practice and future interventions.
Please see attached enrolment and completion numbers in pre-apprenticeship PLC programmes by gender. The courses only include craft apprenticeship. SOLAS does not hold information on the socio-economic background of these learners or progress into apprenticeship or the Higher Education system.
Number of learners on craft pre-apprenticeship PLC programmes
|
- |
Enrolled |
Female |
Completions |
Female |
|
2018 |
124 |
12 |
34 |
1 |
|
2019 |
193 |
12 |
55 |
9 |
|
2020 |
318 |
15 |
116 |
1 |
771. Deputy Thomas Pringle asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the work of the student grants appeals board in 2019 and 2020; the number of meetings held by the board; the number of appeals heard; the number of appeals upheld, partially upheld and not upheld, respectively; and if he will make a statement on the matter. [22153/21]
View answerThe current Student Grants Appeals Board was appointed by the Minister in September 2016. It is statutorily independent in the performance of its functions but receives administrative support from the Department.
There are statutory time provisions for determining appeals to the Board. Meetings are generally held once a fortnight but this can change depending on the number of appeals on hand.
The number of meetings held by the Student Grants Appeals Board for each of the years 2019 & 2020 was 26 respectively.
The number of appeals heard are set out in the following table.
|
- |
2019 |
2020 |
|
No. of appeals |
792 |
760 |
|
No. of appeals upheld |
473 |
373 |
|
No. of appeals overturned |
298 |
277 |
|
Other (withdrawn etc.) |
21 |
110 |
772. Deputy Thomas Pringle asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the bodies and advisory structures under the aegis of his Department which are subject to the transparency code; if all such bodies and advisory structures are abiding by the provisions of the code; and if he will make a statement on the matter. [22154/21]
View answerMy officials are making inquiries with the state bodies under the remit of my Department and will supply the information sought by the Deputy as soon as possible.
773. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science if discussions are taking place to identify and prioritise the students that can return to third-level campuses as soon as possible; if work has been undertaken to identify courses that are not suited for online delivery; if engagement has taken place with parent or student representative organisations; if a roadmap is being developed to allow students return to on-campus education; the number of students being taught online versus those allowed to attend on-campus practical classes by institution in tabular form; and if he will make a statement on the matter. [22188/21]
View answerThe response of tertiary education to the COVID-19 pandemic is coordinated by my Department through the Covid-19 Tertiary Education Sector Steering Group and structure of working groups. The steering group is comprised of representatives from the Department of Further and Higher Education, Research, Innovation and Science, our agencies, Higher Education Institutions, Students, Adult Education, HEAnet and ICTU. The steering group meets fortnightly and additional meetings can be convened at short notice as necessary.
The work of the steering group is supported by the establishment of working groups to address particular issues and the membership of these working groups may be comprised of representatives from other organisations as appropriate.
The following principles underpin the work in the Structure:
- Prioritising the immediate needs of the health system;
- Prioritising learners’ interests;
- The importance of maintaining continuity in educational services;
- Ensuring the integrity and quality of solutions;
- Ensuring that, at a minimum, disadvantage is not exacerbated by the crisis and actions taken in response to it; and
- Sharing best practice, solutions and leveraging unity.
It should be noted that more recently stakeholder groups have also been established in the further education sector and the technological education sector. These stakeholder groups support the continuity of education in these sectors and address at a more granular level the planning, co-ordination and provision of education in the institutions in these sectors.
A working group to plan for the return to tertiary education in the academic year 2021/22 is currently being established. Comprised of key stakeholders, this group will work over the coming weeks to develop a plan for returning to onsite tertiary education in the autumn. The working group will work closely with the relevant stakeholder groups and other working groups and will report back to the steering group in May.
The purpose of the Plan will be to:
- Enable maximum onsite provision of teaching, learning, research and other onsite activities
- Retain scope for online teaching where necessary
- Support the ongoing needs of students and learners
- Ensure coherence and consistency in planning across the sector
- Support autonomy in the work of institutions and providers in the development of their plans.
The plan will build on the plan which was developed for the academic year 2020/21 incorporating the experience of 2020/21 and it will retain the approach of a discretionary framework for institutions to prioritise onsite attendance and enabling phased increases leading to greater levels of onsite provision.
The new plan will continue to prioritise public health and safety and respond to ongoing changes in public health, including the level of vaccination achieved and national public health advice.
Institutions are currently using their own discretion to prioritise on-site attendance for time critical practical learning and to ensure that this is no more than 5% of the student cohort at any one time. As attendance onsite is for time critical purposes, this can change from time to time depending on the subject area and student cohort and this is decided at the discretion of individual institutions. Accordingly, information is not available regarding the number of students being taught online versus those allowed to attend on-campus practical classes by institution in tabular form.
There is ongoing engagement with the Union of Students in Ireland (USI) at a national level through bilateral meetings and their membership of the steering group. USI recently chaired a Student Welfare and Engagement working group which has reported to the steering group on the supports that will be required for students and learners. There is also ongoing engagement at a local level by HEIs with student unions.
