Written Answers Nos. 309-323
309. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has considered whether opportunities for lifelong learning should be built into the social insurance system. [25554/21]
View answerIncreasing participation in lifelong learning is a key priority for this Government. The National Skills Strategy 2025 set a target to increase the number of those aged 25-64 engaged in lifelong learning to 10% by 2020 and to 15% by 2025.
The social insurance system is currently used to collect the training levy that resources activity supported through the National Training Fund (NTF). The National Training Fund was established by the National Training Fund Act, 2000 to raise the skills of those in employment, provide training to those who wish to acquire skills for the purposes of taking up employment, and provide information in relation to existing, or likely future, requirements for skills in the economy. This places the Fund at the heart of funding arrangements for lifelong learning.
The NTF is financed via a levy on employers of 1.0% of reckonable earnings in respect of employees in PRSI classes A and H employment. This represents approximately 75% of all insured employees.
Funding from the NTF is allocated by the Minister of Further and Higher Education, Research, Innovation and Science with the consent of the Minister for Public Expenditure and Reform, in accordance with the provisions of the National Training Fund Act, 2000. The NTF was originally primarily used to support activity through the national network of training centres, but has expanded over time, and now supports a wider skills agenda, including through Higher Education and employer-led provision. Supported by a broader reform programme, the NTF levy increased by 0.3% between 2018 and 2020, allowing an additional €190 million to be invested in key skill priority areas. In 2020 there was an additional €100 million allocated to the NTF as part of the July Jobs Stimulus to help those most affected by the pandemic. This investment has continued into 2021 where a continuation in upskilling and reskilling means the total expenditure from the NTF this year is €741 million.
310. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students attending third-level education for the academic year 2020-2021; and if he will make a statement on the matter. [27135/21]
View answerThe latest data available on third level enrolments is from the 2019/2020 academic year, when there was a total of 235,697 students enrolled in higher education. A breakdown by course level and mode of study is available in the table below. The HEA publishes student enrolment figures on an annual basis. The enrolment figures for 2020/2021 will be published later this year.
|
Mode of Study |
Undergraduate |
Postgraduate |
Total |
|
Full-time |
162538 |
27366 |
189904 |
|
Part-time |
27392 |
18401 |
45793 |
|
Total |
189930 |
45767 |
235697 |
311. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if a schedule will be provided of IT and email security costs incurred over the past five years to date; and the contractor engaged to deliver the services and or system. [27279/21]
View answerThe National Cyber Security Centre (NCSC) which is located within the Department of Communications, Climate Action and Environment, is the primary cyber security authority in the State. The NCSC provides a range of cybersecurity services to operators of Critical National Infrastructure, Government Departments and Agencies.
My Department's cyber security protocols are supported by the work of the NCSC and the national computer security incident response team, CSIRT, which provides early warnings, alerts, announcements and dissemination of information about risk and incidents to my Department.
For operational and security reasons, we are advised by the NCSC not to disclose details of systems and processes which could in any way compromise my Department’s information security posture. In particular, it is not considered appropriate to disclose any information, which might assist malicious actors to identify potential vulnerabilities or to disclose operational security matters.
312. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is fully compliant with GDPR EU requirements, the EU network and Information Security Directive and standards with respect to his Department’s IT infrastructure including Article 29 of GDPR which requires that data processors access only the data they need for their task; if ISO 27001 Annex 9 standards on privileged access are fully met; and if he will make a statement on the matter. [27341/21]
View answerMy Department when processing personal data of any nature adheres to the principles enshrined in the General Data Protection Regulation (GDPR). My Department has put in place comprehensive technical and organisational measures in order to ensure and demonstrate that its processing of personal data fully complies with data protection law. The integrity and confidentiality of personal data is ensured through robust security policies and systems. Appropriate Data Processor agreements are in place with relevant data processors in line with the requirements in Article 29 of GDPR. The statutory supervisory authority overseeing this compliance is the Data Protection Commission.
The National Cyber Security Centre (NCSC) which is located within the Department of Communications, Climate Action and Environment, is the primary cyber security authority in the State. The NCSC provides a range of cybersecurity services to operators of Critical National Infrastructure, Government Departments and Agencies.
My Department's cyber security protocols are supported by the work of the NCSC and the national computer security incident response team, CSIRT, which provides early warnings, alerts, announcements and dissemination of information about risk and incidents to my Department.
For operational and security reasons, my Department has been advised by the NCSC not to disclose details of systems and processes which could in any way compromise my Department’s information security posture. In particular, it is not considered appropriate to disclose any information, which might assist malicious actors to identify potential vulnerabilities or to disclose operational security matters.
313. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if any state or semi state bodies which report to his Department are fully compliant with GDPR EU requirements and the EU network and Information Security Directive and standards with respect to their IT infrastructure including article 29 of GDPR which requires that data processors access only the data they need for their task; if ISO 27001 annex 9 standards on privileged access are fully met; and if he will make a statement on the matter. [27359/21]
View answerMy Department when processing personal data of any nature adheres to the principles enshrined in the General Data Protection Regulation (GDPR). My Department has put in place comprehensive technical and organisational measures in order to ensure and demonstrate that its processing of personal data fully complies with data protection law. The integrity and confidentiality of personal data is ensured through robust security policies and systems. Appropriate Data Processor agreements are in place with relevant data processors in line with the requirements in Article 29 of GDPR. The statutory supervisory authority overseeing this compliance is the Data Protection Commission.
The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my Department. Under the GDPR, data controllers are responsible for compliance with data protection law in respect of the personal data which they process. State bodies and agencies are accordingly directly responsible for compliance in their own right under the legislation. Contact details for these bodies are set out in the attached document, should the Deputy wish to contact the aegis bodies directly with his query.
The National Cyber Security Centre (NCSC) which is located within the Department of Communications, Climate Action and Environment, is the primary cyber security authority in the State. The NCSC provides a range of cybersecurity services to operators of Critical National Infrastructure, Government Departments and Agencies.
My Department's cyber security protocols are supported by the work of the NCSC and the national computer security incident response team, CSIRT, which provides early warnings, alerts, announcements and dissemination of information about risk and incidents to my Department.
For operational and security reasons, my Department has been advised by the NCSC not to disclose details of systems and processes which could in any way compromise my Department’s information security posture. In particular, it is not considered appropriate to disclose any information, which might assist malicious actors to identify potential vulnerabilities or to disclose operational security matters.
314. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he proposes to facilitate the development of the sciences throughout the higher educational system with a view to the preparing of undergraduates for the competition that lies ahead with particular reference to job opportunities; and if he will make a statement on the matter. [27401/21]
View answerThe development of a country’s talent entails lifelong investment and commitment on the part of both the individual and the State. From pre-primary through to further and higher education and throughout an individual’s career, skills and knowledge need to be continuously enhanced if individuals, employers and countries are to realise their potential. My Department has a key role to play in enabling individuals to develop the skills that will allow them to have sustainable employment, which in turn contributes to a sustainable economy and society.
The challenge to deliver suitably qualified and adequate numbers of graduates to meet the demands of the workplace is a fundamental focus for the Department of Further and Higher Education, Research, Innovation and Science.
With regard to the demands of the workplace, it is crucial to listen to employers and embed our responses and policies in evidence-informed skills forecasting, to seek truly inclusive policy development, and a national consensus on outcomes.
Strong collaborative links between the further and higher education system and enterprise have been developed and expanded over recent years. The National Skills Council, the Regional Skills Fora, the National Training Fund Advisory Group and the Apprenticeship Council are some of our partnership mechanisms, with the education and training system, and their industry representatives. These relationships allow us to gather insights and data directly from enterprise that feed into high level national policy decisions and allow us to know exactly what enterprise wants us to deliver.
Key measures:
- In 2019, there were 77,815 graduates from the Higher Education sector. Of these, 4,916 were in ICT, 8,116 in Engineering Manufacturing and Construction and 6,472 in Science and Maths.
- In 2018/2019, total enrolments at Research Masters and Ph.D. level was 10,529, the highest amount enrolled since the peak of 10,774 in 2009/10. Of those currently enrolled, approx. 62% are in STEM areas.
- Technology Skills 2022: Ireland’s Third ICT Skills Action Plan is a collaborative effort by Government, the higher and further education and training system and industry to meet Ireland’s high level ICT skills needs. The plan has devised measures that will boost the supply of ICT graduates to meet the ambitious level of demand forecast for the coming years. By 2022, the interventions outlined in this plan aim to deliver up to an additional 5,000 graduates per annum through indigenous supply, with the remainder serviced by inward migration.
- Innovation 2020, set the target of increasing 1st year enrolments in PhD and Research Masters courses by 500 by 2000, this was achieved in the 2018.2019 academic year with an additional 530 enrolments compared to the 2013/2014 baseline. Additionally, overall numbers of PhD and Research Masters graduates reached 2,017 in the class of 2019, the highest amount since the class of 2014.
- The Business Expenditure on R&D Survey 2019-20 found that 31.5% of enterprises have indicated they are quite likely or very likely to recruit at PhD level in the next 5 years. Furthermore, 62% of all enterprises have indicated they are quite likely or very likely to recruit at Masters level.
- In the IMD World Talent Rankings 2020, Ireland ranked 9th out of 63 countries for workforce readiness, which encompasses the degree to which education meets the needs of employers, place of STEM in education, languages, availability of skilled labour as well as other factors related to the labour force.
- In last year’s European Innovation Scoreboard, in which Ireland is ranked the 9th most innovative Member State in the EU, Ireland performed well with its skilled workforce. Ireland came 7th overall and higher than the EU average in the Human Resources dimension, which measures the availability of a high-skilled and educated workforce. Within this, Ireland was 7th for New Doctorate Graduates, 2nd for Population completed tertiary education (aged 25-34) and 9th for Lifelong Learning.
We must continue to evolve and improve in order to meet the rapid changes and challenges of the future world of work, and to shape the economy and society that we want to have. I know that my Department, in collaboration with key stakeholders, will continue to do this work, to help ensure that we meet skills needs on an ongoing basis, and to support economic recovery and economic success.
315. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which, through higher education he plans to use innovation as a means of advancing educational abilities and as a result, economic preparedness to meet the challenges of the modern educational and employment challenges; and if he will make a statement on the matter. [27402/21]
View answer316. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he plans to further the capabilities of graduates in respect of research with particular reference to the need to maximise Ireland’s capabilities in that field; and if he will make a statement on the matter. [27403/21]
View answer322. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the areas in respect of which he through higher education plans to include innovation as a means of enhancing capability and reputation globally of Irish graduates on the global stage; and if he will make a statement on the matter. [27409/21]
View answer323. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which the higher education system incorporates research as a means of further advancing the capabilities of Irish graduates using research as a basis; and if he will make a statement on the matter. [27410/21]
View answerI propose to take Questions Nos. 315, 316, 322 and 323 together.
The development of a country’s talent entails lifelong investment and commitment on the part of both the individual and the State. From pre-primary through to further and higher education and throughout an individual’s career, skills and knowledge need to be continuously enhanced if individuals, employers and countries are to realise their potential. The centrality of the higher education and research systems in the innovation ecosystem and the availability of high-quality talent from the tertiary education system are core to Ireland’s competitive position.
The expansion of higher education has been a key enabling factor in the growth of the Irish economy over the past four decades. The availability and quality of graduates is essential if we are to maintain our attractiveness as a location for investment and grow our reputation as a destination for a successful research career.
The higher and further education sectors are critical sources of knowledge creation, innovation, skills and human capital development and critical to our ability to deal with current and future crises is ensuring we have a pipeline of talent coming through our higher education system that is fully equipped to make a valuable contribution to our economy and society.
In last year’s European Innovation Scoreboard, in which Ireland is ranked the 9th most innovative Member State in the EU, Ireland performed well with its skilled workforce. Ireland came 7th overall and higher than the EU average in the Human Resources dimension, which measures the availability of a high-skilled and educated workforce. Within this, Ireland was 7th for New Doctorate Graduates, 2nd for Population completed tertiary education (aged 25-34) and 9th for Lifelong Learning.
I and my department are determined to be the driver of a vibrant sector which produces individuals who are equipped with the skills that they need to progress in the way that they want to, and in a way that meets the needs of our evolving economy and contributes to an inclusive society. Not only will these individuals be equipped with expertise in research and innovation but I am also determined that the sector will continue to embrace and embed innovation in how it delivers and operates.
As international competition for talent, investment and innovation grows more intense as nations strive to improve their standing as knowledge based economies, the establishment of a new Department focused on talent and knowledge is an indication of the Government’s intent to position human capital and research as key enablers for our future economy and society.
It is imperative that we continue to develop a pipeline of research talent for academia, industry and the public sector if Ireland is to realise its ambitions under the new Programme for Government and Project Ireland 2040 and my officials will be exploring this as part of the development of the next national research and innovation strategy currently underway at my department.
317. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he plans to make special provision to the advancement of the sciences with the higher educational system with a view to maximisation of opportunities for Irish graduates in order to enhance their opportunities against allcomers; and if he will make a statement on the matter. [27404/21]
View answer318. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he continues to encourage the development of the sciences through higher education with a view to ensuring the availability of the highest possible number of scientists in the future and as a result, enhancing Ireland’s capability in that field; and if he will make a statement on the matter. [27405/21]
View answer319. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for an increase in student interest in the sciences through higher education; the extent to which this is manifesting itself; his hope for the future in this regard; and if he will make a statement on the matter. [27406/21]
View answer320. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has carried out an evaluation of the level of interest in the sciences at third and fourth-level; if he plans to incentivise interest in the area in the future; and if he will make a statement on the matter. [27407/21]
View answerI propose to take Questions Nos. 317 to 320, inclusive, together.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands, including in the area of the sciences. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.
I am keenly aware of how crucial STEM education is to Ireland’s growth as a world-class centre of innovation and research. On 18th May Minister Foley and I announced a new partnership to support education and public engagement in STEM. This partnership contributes funding to projects under the Science Foundation Ireland (SFI) Discover Programme, which aims to support effective interventions in early STEM education, help students engage with science subjects at an early age and foster interest in STEM careers.
The number of students studying STEM at third level has been growing, with the number of yearly graduates in the field of natural sciences, mathematics and statistics increasing by 1,000 between 2014 and 2019, from 5,470 to 6,470. My Department will continue to engage with the Department of Education on their STEM Education Policy Statement to ensure that learners are given every opportunity to engage with the sciences, and ensure that pipeline of suitably qualified science graduates is maintained.
321. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which higher education has embraced innovation as a means to enhance the cutting edge of higher education; and if he will make a statement on the matter. [27408/21]
View answerOur society and the world of work are changing rapidly, and if anything, this will be accelerated by the COVID-19 pandemic. Our Higher Education Institutions will have an important role in equipping us to manage this change. This will entail agility and innovation in how those institutions operate.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. These strategies and initiatives include the National Skills Strategy 2025, Technology Skills 2022, Springboard+, the Human Capital Initiative and the July Stimulus package.
Over the past three years the Department, through the Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education, has invested over €33 million in targeted innovation and enhancement initiatives across the higher education sector. National and local initiatives have included those focused on topics such as enhancing digital teaching and learning, entrepreneurship, curriculum innovation, simulation-based learning, and enterprise-academic partnerships. The HEA’s 2018 Innovation and Transformation Fund and the National Forum’s 2019 and 2020 Strategic Alignment of Teaching and Learning Enhancement (SATLE) Fund have ensured Irish teaching and learning remains at the forefront of innovation and future-focused education in Europe.
With respect to the pandemic, although institutional closures were unforeseen, much of the work of the sector in the years leading to 2020 enabled and empowered the higher education community to respond in an informed and cohesive manner to the unexpected situation in which it found itself. Robust and relevant knowledge and experience had been developed which was transferred, re-purposed and re-imagined as necessary when the context of teaching and learning was suddenly transformed. The sector was in a far more advanced state with respect to assessment and technology-enhanced learning than it would have been had the crisis taken place some years previously. Local and national knowledge and understanding on these key topics had been built, informed by research and by the sharing of practice and expertise. Teaching and learning staff became the frontline workers of higher education.
The pandemic has taught us how quickly circumstances can change and the need for those who teach and those who learn to be confident in their knowledge and skills and supported in adapting their abilities to a variety of circumstances. With this in mind, the 2020 SATLE Fund focused on providing an opportunity for institutions to reflect on what they had learned in 2020 and consider what this meant for the future of education across face-to-face, blended, online and remote teaching and learning contexts. Funding allocated to institutions aligned with local needs and empowered institutions to take a strategic and cooperative step forward, focusing on topics such as innovative assessment practices, micro-credentials, learning analytics, and digital futures.
The Human Capital Initiative, which was announced by the Government in Budget 2019, is an initiative that provides a €300m investment of National Training Fund monies to enable our Higher Education system to respond more rapidly to the changes and challenges we face.
Pillar 3 of the initiative is focused on the core principle of embedding innovation and agility across a wide spectrum of undergraduate and postgraduate provision. A total budget of €206 million over a 5-year period has been provided to higher education institutions or groups of institutions to develop projects with potential application and impact across the full higher education system.
Twenty-two projects developing innovative, and responsive models of programme delivery, are underway. These projects will boost the higher education systems ability to respond rapidly to changes in both skills requirements and technology. The projects are aligning innovation and agility with national strategic objectives, key system objectives for the higher education system, and future skills needs for society and the economy.
Springboard+ runs an annual call in order to be in a position to provide the most up to date skills needs courses responding to advances in technology that are impacting the future world of work. Programmes recommended for funding under Springboard+ 2021 will continue to be delivered in a flexible manner ensuring that courses are open to participants regardless of their geographical location.
In July 2020, as part of the Government’s announcement on the July stimulus package, additional funding was provided for Higher Education skills-related programmes. This included an allocation for the provision of shorter, more focused courses/modules which could be offered in a flexible manner and allow people to gain important skills without taking a considerable period away from the labour market.
