Written Answers Nos. 598-618
598. Deputy Martin Browne asked the Minister for Children, Equality, Disability, Integration and Youth the number of adults and children in Tusla funded domestic violence refuges in 2020 and to date in 2021, in tabular form. [25937/21]
View answerAs the matter raised by the Deputy is an operational matter for Tusla, the Child and Family Agency, I have referred the question to Tusla for direct response to the Deputy.
599. Deputy Peadar Tóibín asked the Minister for Children, Equality, Disability, Integration and Youth the number of families who are eligible for the after school childcare scheme; the number of families currently supported by the scheme; and the number under the scheme for the past five years. [26029/21]
View answerMy Department provides funding under the After School Childcare (ASCC) programme, which is administered on my Department' behalf by Pobal.
The ASCC programme was closed to new entrants on the introduction of the National Childcare Scheme (NCS) in 2019. Subsidies for after school care are available under the NCS.
With regard to the ASCC, participants’ eligibility was determined by the Department of Social Protection (DSP) and/or Solas or the local Employment Training Board.
The total number of households who have availed of the ASCC scheme for each year from 2016/2017 to 2020/21 are as follows:
|
Academic Year |
Number of households* |
|
2016/17 |
403 |
|
2017/18 |
245 |
|
2018/19 |
154 |
|
2019/20 |
58 |
|
2020/21 |
10 |
*A ‘household’ is defined by the Parent PPSN. These numbers assume that the same parent’s PPSN was used on every application for each child in the household availing of the scheme.
Some households may appear in more than one year’s total.
600. Deputy Peadar Tóibín asked the Minister for Children, Equality, Disability, Integration and Youth the number of data breaches suffered by his Department in each of the past five years and to date in 2021. [26093/21]
View answerI can inform the Deputy that a total of 47 breaches occurred in my Department in the years 2017 to 2021. This is broken down as follows:
2017 - 1 breach.
2018 - 14 breaches.
2019 - 10 breaches.
2020 - 17 breaches.
2021 - 5 breaches (to date).
601. Deputy Catherine Connolly asked the Minister for Children, Equality, Disability, Integration and Youth further to Parliamentary Question No. 127 of 6 May 2021, the number completed and the number outstanding of the 158 subject access requests received by the Department relating to the archive; the number completed within one month; the number informed that a two month extension is required; the number completed within the three month period; the number outstanding for more than three months; and if he will make a statement on the matter. [26159/21]
View answerIn my reply to Question No. 127 of 6 May 2021 referred to by the Deputy, I indicated that 158 subject access requests (SARs) had been received by my Department. Since then, an additional two SARs have been received by my Department as of Friday 7 May last.
The total number of SARS now received is 160.
Once a SAR is received, the identity of the requestor is verified and the SAR is then processed. The deadline for responding to SARs begins to run from the time the identity of the requestor is verified.
The identity of the requestor has been verified in respect of 100 requests.
The number completed is 8.
The number outstanding is 152.
The number completed within one month is 8.
The number informed that a two month extension is required is 74.
The number completed within three months is 8.
Responses are not outstanding in any case for a period in excess of three months.
602. Deputy Catherine Connolly asked the Minister for Children, Equality, Disability, Integration and Youth further to Parliamentary Question No. 127 of 6 May 2021, if he will confirm that the audio and transcript record of interviews will be released to those making a subject access request for all personal data relating to the archive held by his Department; and if he will make a statement on the matter. [26160/21]
View answerOn 28 February, with the dissolution of the Mother and Baby Homes Commission of Investigation, the Department of Children, Equality, Disability, Integration and Youth (‘the Department’) became the data controller for all the personal data contained in the records and databases (including those of the Confidential Committee) that transferred from the Commission.
Everyone has the right to access their own personal data and can make a subject access request to my Department in respect of their own personal information. Former residents of Mother and Baby Homes can now make a Subject Access Request (SAR) to my Department for access to their record including the audio recordings and transcript records of the interviews. Subject access requests must be individually considered and in providing each person with a copy of their personal data, consideration must be given to the overarching principle that the release of personal data must not prejudice the rights and freedoms of others. My Department, as a data controller, is responding to each data subject in accordance with its GDPR obligations.
603. Deputy Catherine Connolly asked the Minister for Children, Equality, Disability, Integration and Youth further to Parliamentary Question No. 131 of 6 May 2021, if he will provide a copy of the guidelines and training received by the relevant 27 officials and to which they are operating; and if he will make a statement on the matter. [26161/21]
View answerIn my reply to Question No. 131 of 6 May 2021 referred to by the Deputy, I indicated that officials in my Department who process subject access request (SARs) from individuals completed data protection training delivered by external consultants to ensure that they are appropriately equipped to respond to requests in respect of the archive. I have asked my officials to make arrangements to provide the Deputy with a copy of the slides from the data protection training.
When responding to individuals who make subject access requests and other data subject requests, my Department seeks to comply with the General Data Protection Regulation. In order to assist the processing of subject access requests and to vindicate the rights of data subjects, my Department, in consultation with the Attorney General, developed Guidelines which set out the steps that must be taken in response to each subject access request. Each request must be considered on its own merits. I have asked my officials to make arrangements to provide the Deputy with a copy of the Guidelines.
My Department is cognisant of its obligations as a data controller and is seeking to ensure in all cases that it responds to data subject requests in accordance with its GDPR obligations.
604. Deputy Sorca Clarke asked the Minister for Children, Equality, Disability, Integration and Youth the arrangements in place regarding leave for pregnant early years educators during the Covid-19 pandemic; and if they are the same as for teachers and SNAs. [26185/21]
View answerPublic health advice in relation to Covid-19 and pregnancy is provided by the HSE at https://www2.hse.ie/conditions/coronavirus-and-pregnancy.html . This advice is based on the latest evidence available and is kept under review.
It is important to note that, at this point in time, the HSE has not categorised pregnant women as falling within the High Risk or Very High Risk groups in relation to Covid-19 (https://www2.hse.ie/conditions/coronavirus/people-at-higher-risk.html).
This Department does not have an employer role in relation to the staff in Early Learning and Care (ELC) or School-Age Childcare (SAC) services and so it cannot provide occupational health advice or services. It is a matter for individual employers to work with pregnant employees (as they do with all vulnerable employees) to assess their work environment and make relevant adjustments, as appropriate to their circumstances. In doing so they should take the HSE advice on high risk, very high risk and pregnancy into consideration.
ELC and SAC practitioners and service providers may wish to refer to HR guidance, produced by Early Childhood Ireland, which includes some information on pregnant employees. https://first5.gov.ie/userfiles/files/download/fcbd62a93c24aa3c.pdf
ELC and SAC practitioners are advised to speak with their GP if they have particular concerns about their own situation.
605. Deputy Mary Lou McDonald asked the Minister for Children, Equality, Disability, Integration and Youth when he will introduce a DEIS-type model for early learning centre settings to narrow the gap for disadvantaged children as committed to in the whole-of-Government Strategy for Babies, Young Children and their Families 2019-2028. [26479/21]
View answerFirst 5: A Whole of Government Strategy for Babies, Young Children and their Families, published in November 2018, sets out an ambitious programme of work across Government Departments to improve the experiences and outcomes of children in Ireland from birth to age 5 across all aspects of their lives over a ten year timeframe. Included in First 5 is a commitment to designing a new Funding Model to improve the affordability, accessibility and quality of early learning and care and school-age childcare. The new Funding Model will be designed to support Early Learning and Care and School Age Childcare provision to contribute to reducing inequalities and enhance the offering for children and families in the context of poverty and disadvantage. In this context, First 5 specifically refers to developing enhanced contracts whereby additional funding would be available for the provision of high-quality ELC settings in communities of concentrated disadvantage... such a model may include additional funding for smaller staff:child ratios, family liaison staff, additional parent supports, and provision of food.
In September 2019, my predecessor announced the establishment of an Expert Group to develop the new Funding Model. The Expert Group is tasked with examining the current model of funding and its effectiveness in delivering quality, affordable, sustainable and inclusive services. The group is considering how additional resourcing can be delivered for the sector to achieve these objectives, drawing on international practice in this area. Since their first meeting in November 2019, the Expert Group has met fifteen times and they have made significant progress in their work.
To support the Expert Group's work, Frontier Economics was selected to deliver a significant programme of research to the Expert Group. Frontier Economics has delivered eight research papers to inform the Expert Group's work, covering international comparisons and funding approaches, staffing, affordability mechanisms, access and inclusion, quality, and collaboration. Working Paper 5 (Approaches to Identifying Children or Settings in Need of Additional Support) and Working Paper 6 (Funding Models Addressing Early Childhood Disadvantage) are of particular relevance to the work to develop ELC/SAC services to contribute to tackling disadvantage.
The Expert Group is also undertaking consultation and engagement with stakeholders. Phase 1 of this consultation and engagement took place between August and December 2020, comprising a call for submissions, a parental poll, two webinars and focused discussions with providers, practitioners and parents. Phases 2 and 3 of consultation and engagement is ongoing, involving a series of facilitated events that bring together different perspectives to engage deeply in the conversation about how the various issues of affordability, sustainability, quality and inclusion interact and how the new Funding Model can best support these objectives. A number of organisations who have experience and understanding of dynamics of disadvantage and children's early years are participating in the consultation.
It is expected that a report on the Expert Group’s recommendations on the new Funding Model will be submitted to me in November 2021 for consideration before submission to wider Government. I anticipate that the work of the Expert Group will contribute to informing the development of a revised funding model aimed at providing additional supports to address socio-economic disadvantage in Early Learning and Care and School Age Childcare. These supports, having regard to experience and evidence from the operation of the DEIS model, may involve a range of financial, informational and material resources to meet its goals.
Material relating to the Funding Model, including meeting papers, research papers, and reports, is available on a dedicated website, www.first5fundingmodel.ie.
606. Deputy Holly Cairns asked the Minister for Children, Equality, Disability, Integration and Youth the percentage of posts made on each of his Departmental social media accounts and platforms that were exclusively in Irish between 1 May 2020 and 30 April 2021, inclusive; the percentage of posts made on each of his Departmental social media accounts and platforms that featured bilingual translations in Irish and English between 1 May 2020 and 30 April 2021, inclusive; and if he will make a statement on the matter. [26575/21]
View answerThe information requested is not routinely collated. However, my Department endeavours to provide information in both English and Irish, not only through social media, but through all communications channels and materials. We are committed to complying with requirements under the Official Languages Act, and this is kept under regular review.
607. Deputy Paul Donnelly asked the Minister for Further and Higher Education, Research, Innovation and Science the number of psychologists employed for youthreach centres paid directly by each centre from their own budget. [26409/21]
View answer608. Deputy Paul Donnelly asked the Minister for Further and Higher Education, Research, Innovation and Science the number of psychologists assigned to youthreach paid directly through ETB funding. [26410/21]
View answerI propose to take Questions Nos. 607 and 608 together.
The Youthreach programme is a national programme of education and training for early school leavers. The programme is delivered in two settings, Youthreach Centres and Community Training Centres (CTCs).
The Youthreach programme 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 21 years of age. The programme offers participants the opportunity to identify and pursue viable options within adult life, provides them with opportunities to acquire certification, and includes a work experience element to prepare participants for progression on to further study, training or working life.
The information being requested by the Deputy regarding Psychologists in Youthreach centres is being collated by SOLAS and I will arrange for it to be sent directly to the Deputy.
609. Deputy Paul Donnelly asked the Minister for Further and Higher Education, Research, Innovation and Science the hourly allocation for each youthreach centre in each of the years 2017 to 2020. [26411/21]
View answerThe Youthreach programme is a national programme of education and training for early school leavers. The programme is delivered in two settings, Youthreach Centres and Community Training Centres (CTCs).
The Youthreach programme 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 21 years of age. The programme offers participants the opportunity to identify and pursue viable options within adult life, provides them with opportunities to acquire certification, and includes a work experience element to prepare participants for progression on to further study, training or working life.
Information on the allocation for each Youthreach centre for the years 2017 to 2020 is being collated by SOLAS and I will arrange for it to be sent directly to the Deputy.
610. Deputy Paul Kehoe asked the Minister for Further and Higher Education, Research, Innovation and Science if consideration will be given to an appeal by a person (details supplied) in order that the changes in income of the self-employed due to Covid-19 and not on the pandemic unemployment payment can be used when reassessing the higher education grant; and if he will make a statement on the matter. [25628/21]
View answerUnder the Student Grant Scheme, grant assistance is available to eligible students attending an approved course in an approved institution who meet the terms and conditions of funding, including those relating to residency, means, nationality and previous academic attainment.
The decision on eligibility for a student grant is a matter, in the first instance, for SUSI to determine. All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme, which are applied impartially to all applicants.
Applications for a maintenance grant are means-tested based on the reckonable income from the previous tax year. For the 2020/21 academic year, student grant applications were assessed based on gross income from all sources for the period 1st January 2019 to 31st December 2019.
However, Article 32 of the Student Grant Scheme 2020 provides for a review of eligibility during the academic year if there is a permanent change in circumstance in respect of certain specified criteria, such as reckonable income. Applicants must provide satisfactory documentation to the awarding authority to confirm that the reduction in income is permanent. Examples of documentation for income from self-employment include confirmation that a business has ceased trading or confirmation that the income from self-employment has been replaced with a means-tested social welfare payment. Fluctuations in income from self-employment are not considered a permanent change in circumstances for student grant purposes. However, an applicant will receive the benefit of any decrease in income over the year when grant eligibility for the following academic year is reviewed.
Any student who believes their student grant application has been assessed incorrectly may avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grants Appeals Board within the required timeframe (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant). Such appeals can be made by the appellant on line via www.studentgrantappeals.ie.
Apart from the Student Grant Scheme, students can apply for supports under the Student Assistance Fund. The 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. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the Covid-19 pandemic. Details of this fund are available from the Access Office in the higher education institution attended. This fund is administered on a confidential, discretionary basis.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
611. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science if he has engaged with his counterpart in Northern Ireland regarding access to Erasmus for students in Northern Ireland; and if he will make a statement on the matter. [25673/21]
View answerI have advised the Minister for the Economy of the Irish Government's decision to facilitate the continued access for Northern Ireland students to Erasmus mobilities in Europe and my officials remain in contact with their counterparts in Northern Ireland. My officials are continuing to work with higher education institutions, North and South to finalise the administrative procedures to support this scheme, and I hope to engage with the Minister for the Economy on these and other issues of common interest in the near future.
612. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science if he has engaged with the Minister for the Economy in Northern Ireland who stated that it will be up to individual universities to allow for students from Northern Ireland to avail of Erasmus rather than a centralised plan; and if he will make a statement on the matter. [25674/21]
View answerAs these mobilities for a key element of the student's programme of study, each application for mobility must be approved by the Northern Ireland higher education institution. In tandem with this, there must be an individual learning agreement between the partner institutions. This has always been a key component of any Erasmus mobility.
Once these elements are in place, the question of temporary registration with an Irish higher education institution can then be addressed.
The Northern Ireland institutions have been very supportive of this initiative throughout its development.
613. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the reason that SOLAS is insisting that apprenticeship examinations are held on site in colleges in 2021 when other third-level examinations are been held remotely; if medical advice was obtained by SOLAS in relation to this policy; if he is satisfied that this policy does not pose a risk by bringing students back on campus for the duration of the examinations; and if he will make a statement on the matter. [25735/21]
View answerCOVID-19 related suspension of practical training in Training Centres, Institutes of Technology and Technological Universities has had a significant impact on the ability of craft apprentices to access off-the-job training leading to an increase in waiting times for completion of practical training and assessment and an effective extension of the duration of some craft apprenticeship programmes.
To ensure that apprentices are facilitated in progressing in their programmes insofar as possible, the theory aspects of off-the-job training for craft apprenticeship has been delivered remotely since early January. Given the nature of craft apprenticeship practical training and assessment forms a substantial and essential component of the programmes.
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. When permissible, practical training is operating at approximately 50% normal capacity to ensure adherence to public health guidance.
Since 6th April, phase 4 and phase 6 craft apprentices have returned onsite in Institutes of Technology (IoTs) and Technological Universities (TUs) in a phased and controlled manner to complete essential practical training and assessment.
Completion of practical training and assessment is required to allow apprentices to progress to their next phase of training and to complete their apprenticeship in a timely manner. All institutions with learners (including apprentices) onsite are operating on the basis of current public health guidance.
614. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made to include reference in all new statements of strategy to all sustainable development goal targets for which his Department has lead responsibility as outlined in the Sustainable Development Goals National Implementation Plan 2018-2020; and if he will make a statement on the matter. [25750/21]
View answerThe UN 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) is a significant and ambitious policy agenda that concerns all Government Departments. The first SDGs National Implementation Plan (2018-2020), published in 2018, set out Ireland’s strategy to achieve the SDGs both domestically and internationally. 19 Actions were included in the first National Implementation Plan.
I can advise the Deputy that the Department of Further and Higher Education, Research, Innovation and Science is fully committed to contributing to the national effort to implement the United Nations’ 17 SDGs. The Department’s Statement of Strategy was published in March 2021, with a mission to:
“Develop Ireland’s further and higher education and research systems to support people in reaching their full potential and to create value, prosperity, resilience and a cohesive, sustainable and vibrant society”.
Over the lifetime of the new Statement of Strategy, the Department will continue to contribute to the achievement of the SDGs and in particular to SDG 4 – Quality Education “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
Strategic Goal 3 of our Statement of Strategy “Inclusion-Supporting learning for all” is clearly aligned with this objective and contributes in particular to SDG Targets 4.3, 4.5 and 4.6. It aims to:
“Provide supports and opportunities for learning to 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”.
Under this Strategic Goal, specific commitments that have been made include to:
- Undertake a strategic review of our policy framework with a view to better facilitate access, progression and success for a wider and more diverse learner population at all levels (Supports SDG Target 4.3);
- Begin scoping work on the next National Access Plan (Supports Target 4.3)
- Support an Inter-Departmental Group chaired by Minister Harris to oversee the development and publication of a new 10–year Strategy to transform Adult Literacy, Numeracy and Digital Skill Levels in Ireland (Supports SDG Target 4.6)
Strategic Goal 1: Develop Talent and Skill directly tackles SDG Targets 4.4 and 4.7, with regard to relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship; and knowledge and skills to promote and advance sustainable development.
It aims to:
“Collaborate with educational institutions, employers and others to identify the talents and skills required, and provide education and training, growing potential and helping people engage in and contribute to our economy and society”.
Under this Strategic Goal, specific commitments that my Department has made include to:
- Provide strategic and evidence-based input to the preparation of the new National Economic Plan, to ensure that that the Plan appropriately reflects the Department’s priorities, including as regards the skills agenda and the need for upskilling and reskilling in the context of significant labour market changes and the green and digital transitions (Supports SDG Targets 4.4 and SDG Target 13.3).
- Work with the Department of Social Protection through the inter-Departmental High Level Group, to implement the education and training elements of a new Pathways to Work Strategy (Supports SDG Target 4.4).
- Develop and Publish the Action Plan on Apprenticeships 2021-2025 - I’m pleased to report that this has already been published and launched on 19th April, 2021 (Supports SDG Target 4.4).
- In addition, on Earth Day, 22nd April, I launched a public consultation together with Minister for Education, Norma Foley TD, on the development of a joint National Strategy on Education for Sustainable Development (ESD) to 2030. ESD to 2030 will be aligned to UNESCO’s Framework for ESD for 2030 and will directly contribute to the achievement of SDG Target 4.7, as well as being an enabler for the achievement for all other SDGs (Supports SDG Target 4.7).
My Department is also committed, as a stakeholder department, to harnessing the research, knowledge and innovation potential of our higher education and research system to tackle key societal challenges reflected in the SDG Goals for issues such as Climate Change (SDG Goal 13).
Strategic Goal 2: Innovation, Sub-Goal 4 is to:
-“Lead our sectoral contribution to Ireland’s Climate Action Plan and other national challenges, including by harnessing Ireland’s research and scientific expertise to engage and inform the public and provide evidence-based input to policy development and evaluation”.
My Department is currently working on the development of the next Research and Innovation Strategy and actions includes will support the achievement of SDG Goal 8, Target 8.2 focused on “Achieving higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors”.
My Department and I will continue to advance this important agenda through these programmes of work.
615. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the specific sustainable development goal targets his Department is responsible for implementing; the progress made in implementing those targets since 26 April 2018; and if he will make a statement on the matter. [25768/21]
View answerThe Department of Further and Higher Education, Research, Innovation and Science has responsibilties for a number of the goals under Sustainable Development National Implementation Plan. The Deputy may be interested in the Policy Map, which notes the responsibilities of each Department and which is available at the link - https://www.gov.ie/en/policy-information/ff4201-17-sustainable-development-goals/#sdg-policy-map.
I have also included below details of the goals my Department is responsible for, and the progress made in implementing these goals.
I. Under the Sustainable Development Goals National Implementation Plan, a number of Education strategies and plans have been identified as key to implementing SDG 4 – Quality Education which spans ensuring:-
A. equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university (4.3)
B. increasing youth and adults who have skills for employment and entrepreneurship (4.4)
C. gender disparities are eliminated and equal access to all levels of education (4.5)
D. all youth and substantial proportion of adults achieve literacy and numeracy (4.6)
E. all learners acquire skills, knowledge to promote sustainable development (4.7)
II.
A.
1. National Plan for Equity of Access to Higher Education 2015-2021 (SDG 4.3, 4.5)
B.
1. A Public Consultation for the development of a new National Access Plan opened on 16th April 2021 and is open until Friday 21 May 2021.
2. National Traveller and Roma Inclusion Strategy 2016-2020 (SDG 4.5)
C.
1. The National Traveller and Roma Inclusion Strategy (NTRIS) which is under the remit of the Department of Children, Disability, Equality, Integration and Youth provides the framework and strategic direction for interventions across Government Departments to support the additional needs of the Traveller and Roma communities in Ireland.
D.
1.
2. Further Education and Training Strategy 2020-2024 (SDG 4.3, 4.4, 4.6)
E.
1. The FET Strategy implementation plan is currently in development by SOLAS. Wider consultation will take place with DFHERIS and other key stakeholders in Q3, 2021 to establish working groups and associated timelines for work streams and priorities.
2. National Skills Strategy 2025 (SDG 4.4, 4.5)
a) The National Skills Strategy 2016-2025 (NSS) was published in 2016 and makes recommendations in the skills arena for the period to 2025.
(1) The Strategy sets out a wide range of actions under six key objectives aimed at improving the development, supply and use of skills over the next decade. The objectives are:
(a) 1. Education and training providers will place a stronger focus on providing skills development opportunities that are relevant to the needs of learners, society and the economy.
(b) 2. Employers will participate actively in the development of skills and make effective use of skills in their organisations to improve productivity and competitiveness.
(c) 3. The quality of teaching and learning at all stages of education will be continually enhanced and evaluated.
(d) 4. People across Ireland will engage more in lifelong learning.
(e) 5. There will be a specific focus on active inclusion to support participation in education and training and the labour market.
(f) 6. We will support an increase in the supply of skills to the labour market.
(2)
(a) Since the publication of the NSS in 2016, the changes that were anticipated for the future world of work have accelerated, including those around Industry 4.0, automation and digitisation. The new technologies and new skills associated with these trends bring with them requirements in relation to upskilling and reskilling for those in employment and those seeking employment, as well as requirements in relation to the content of tertiary education. It is timely to review and revitalise the skills strategy, architecture and overarching approach for Ireland in order to ensure that our skills framework continues to be fit for purpose and to work on the basis of partnership with industry in driving forward the skills agenda and responding to the challenges that face us as our economy reopens and recovers.
(3)
(a)
(4)
(a)
(5)10 year Adult Literacy, Numeracy and Digital Literacy Strategy (SDG 4.6)
b)
(1)SOLAS has been tasked with developing a 10 year adult literacy, numeracy and digital literacy strategy. An interdepartmental stakeholder group, chaired by the Minister for Further and Higher Education, Research, Innovation and Science, is overseeing the development of the strategy. Public consultation on the strategy took place between Nov-Dec 2020, and the strategy is due to be finalised in Q2 2021.
c)
(1)
(2)National Strategy on Education for Sustainable Development (SDG 4.7)
d)
(1)The National Strategy on Education for Sustainable Development (ESD) 2014-2020 has now expired but significant progress was made over the period spanning early childhood education to higher education and beyond, and a report is being compiled in this respect. Achievements included:-
(a) the introduction of additional undergraduate and postgraduate programmes relevant to sustainable development;
(b) the integration of sustainable development criteria in initial teacher education programmes;
(c) increased participation in the Green Campus programme among higher education institutions;
(d) increased pipeline of research and researchers with expertise on the SDGs and Sustainability achieved, through research funding calls with a specific focus on these areas.
(2)
(a) Building on the success of the existing strategy, the Department, together with the Department of Education will jointly develop a new strategy for ESD to 2030, aligned to the UNESCO Framework for ESD for 2030 and Sustainable Development Goal (SDG) Target 4.7. ESD to 2030 will be informed by a process of stakeholder engagement and public consultation and will aim to extend ESD to the informal and non-formal education sectors, raise awareness, increase youth participation and links with communities. Development will be overseen by the ESD Advisory Group. The public consultation was launched on Earth Day (22nd April 2021) and will remain open until the end of June 2021. Both Departments will continue to engage with key stakeholders including the further and higher education and schools communities into the early autumn with a view to publishing a new strategy for ESD to 2030 in early 2022.
(3)
(a) As well as being a target in itself, ESD is also considered a key enabler for achieving all 17 SDGs.
(4)Department of Further and Higher Education, Research, Innovation and Science - Statement of Strategy 2021-2023
I.The SDG Implementation Plan calls for a reference in Statements of Strategy where Departments have lead responsibility to implement SDG goals. The Department’s new Statement of Strategy 2021-2023 includes a clear commitment to sustainability and embeds goals and actions throughout that are aligned with the SDG Goals and Targets, where the Department is named as a lead of stakeholder department.
II.Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors (SDG 8.2)
I.
I.My Department’s Statement of Strategy is a clear articulation of the Government’s commitment to support and strengthen the national research and innovation ecosystem and position Ireland as a leading knowledge-driven economy. Innovation 2020, Ireland’s national strategy for research and development, science and technology has come to a conclusion but its vision for Ireland to become a Global Innovation Leader driving a strong sustainable economy and a better society continues to be valid today.
I.A new national research and innovation strategy is currently under development at DFHERIS. A number of areas of key importance to the next strategy have already emerged including key thematic challenges such as climate change, digitalisation and public health and the role that research and innovation plays in not only finding solutions to these issues but also identifying opportunities across these areas. Working with departments and agencies across Government, the new strategy will strengthen the capability and capacity of our research and innovation system to deliver excellence and impact and make a real difference to the lives of all our citizens, whether it be through breakthrough health discoveries, addressing climate challenges or creating new, high quality jobs for the knowledge economy.
I.The Programme for Government commits to creating better opportunities through education and research and ensuring that Ireland is a global leader in research and innovation across the arts, humanities, social sciences and STEM. Research and innovation will be fundamental to addressing our economic and social challenges such as climate change, digitalisation and public health and as such the new strategy will be aligned with the SDGs.
II.Climate Action (SDG 13)
Climate Action features prominently in the Department’s new Statement of Strategy 2021-2023. The Department is also contributing actively to the preparation of the new Climate Action Plan. The research and innovation sectors will play an important role, including advancing innovative and technological solutions that will in turn be critical to enable sectors across the economy to meet the ambitious targets set for 2030 and 2050. There will also be a key role for the tertiary education sector to ensure reskilling and upskilling for climate action, including new skills required in the green transition such as retrofitting.
In terms of progress made since 2018, the Human Capital Initiative has provided significant funding for courses that include a focus on the environment, climate change and sustainability. Across HCI Pillars 1 and 2, sixteen courses with a specific focus on environment/energy/sustainability/circular economy were approved, providing almost 1000 course places for learners.
HCI Pillar 3, included a specific focus on climate action, with a requirement that funded programmes include consideration of how they can positively assist the diverse and wide-ranging impacts that Climate Change will have on Ireland’s environment, society, economic and natural resources. A number of HCI projects with notable components addressing climate action, environment and sustainability were awarded funding under this call and will have wide-reaching impacts, given the multi-partner collaborative approach adopted in many instances.
A number of Springboard courses in 2020 and additional places provided on Postgraduate and Modular courses provided as part of the July Stimulus package in 2020, also included a focus on environment/sustainability.
A new round of Springboard+ courses is due to be launched in the coming weeks, and the call for proposals included sustainability and the low carbon economy as an area of focus for courses under the call.
There are 40 higher education institutions registered on the Green Campus Programme, managed by An Taisce, to Q4 2020. 15 of these campuses have been awarded the Green Flag, with 8 new registrations in 2020.
I and my Department are committed to making progress on the SDGs and will continue in our programmes of work as set out above in order to advance this important agenda.
616. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if he has engaged a third-party company to date in 2021 to conduct online and or social media monitoring and or provide reports on social media coverage of his Department; if so, the cost of same; and the name of the social media platforms being monitored. [25786/21]
View answer617. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if officials in his Department are tasked with conducting online and social media monitoring and completing reports on social media coverage of his Department and his Ministerial activities; if so, the number of staff involved; the respective grades of each; the estimated working hours committed to same; and if he will make a statement on the matter. [25804/21]
View answerI propose to take Questions Nos. 616 and 617 together.
My department has not conducted any social media monitoring to date.
618. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he and bodies under his aegis have engaged private investigation companies or persons in the past three years to date; and if so, the cost, duration and purpose of these engagements of this type of contractor. [25826/21]
View answerNeither my Department nor agencies under its aegis have engaged private investigators in the time period specified.
