Written Answers Nos. 324-328
324. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department continues to observe the qualifications of third and fourth-level graduates in respect of their ability to avail of and take-up employment opportunities as they become available here; and if he will make a statement on the matter. [27411/21]
View answer325. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he remains satisfied that third and fourth-level education here has adequate access to research as a means of determining future qualifications and standards; and if he will make a statement on the matter. [27412/21]
View answerI propose to take Questions Nos. 324 and 325 together.
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 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 knowledge based economy.. Equally, increased participation in higher education has resulted in significant contributions to society and has played a critical role in enriching our cultural life.
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.
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.
Postgraduate education delivered by higher education institutions is critical to Ireland’s research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research and innovation skills that can be applied in a range of environments, in academia or industry, at home or abroad.
Launched in 2015, the National Framework for Doctoral Education underpins the drive for quality and consistency in the doctoral education experience across Ireland. It has four main objectives:
- Facilitate consistent excellence in the quality of postgraduate education and training, including research undertaken at Master’s and doctoral levels;
- Enable and encourage higher education institutions to work more closely in the delivery of an improved learner-experience and outcome;
- Maximise the employability of doctoral graduates across a broad range of employment sectors by ensuring that the acquisition of discipline-specific knowledge is complemented by the development of transferable skills;
- Underpin the international standing of the Irish doctoral award.
Advancement of the Framework is supported by the National Advisory Forum that is co-chaired by the HEA and QQI and whose membership includes all HEIs and research funders. The Framework sets out nine principles underpinning doctoral education in Ireland, to which the Forum members have all committed.
A priority for this Government is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. We must ensure that we have accessible upskilling options and that our education and training providers offer relevant and up-to-date courses which meet the needs of enterprises and workers.
Higher Education institutions are constantly reviewing and updating their course curriculum in collaboration with enterprise to ensure that undergraduate and taught postgraduate course content is reflecting emerging trends in the future world of work and industry.
The Irish Research Council funds postgraduates across all disciplines and is an important component in the wider national strategic pursuit of a strong talent pipeline of research graduates. Science Foundation Ireland has commenced a programme to support advanced PhD skills and training, in collaboration with industry, for the new economy. There are currently six of these SFI Centres for Research Training supporting over 700 PhD students in ICT and data analytics. Through the CRTs, students will be equipped with transversal skills including entrepreneurship and innovation to enable them to adapt and react to rapidly evolving workplaces and making them a very attractive skills pipeline for industry. In addition, I recently announced a €23m joint investment between SFI and the IRC in Ireland’s top post-doctoral researchers, contributing to my department’s objective of fostering enhanced collaboration across our research ecosystem.
My Department will continue to align our further and higher education and research policies with what is required in the workplace. We will do this by working with industry to address current needs and, looking beyond the current world of work, by equipping individuals with the skills they need to succeed in the changing labour market.
326. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects third and fourth-level student numbers to increase at academic and technical level in the future in line with demand; and if he will make a statement on the matter. [27413/21]
View answerThe further and higher education sectors have 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 higher education graduates and apprentices, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands.
The identification of skills priorities to help inform and shape planning for graduate output from higher and further education, including in relation to apprenticeships, is guided by the National Skills Strategy. The Strategy provided for the establishment of the skills architecture that we have today, the National Skills Council and the nine Regional Skills Fora. Underpinning both the skills agenda and architecture are the skills forecasting and intelligence systems, made up of the contribution of a number of public bodies including, at present, the Expert Group on Future Skills Needs in the Department of Enterprise, Trade and Employment, the Skills and Labour Market Research Unit in Solas and the statistical analysis and assessment carried out by the HEA. The detailed research and analyses carried out by these bodies feed into the work of the Skills Council in defining the priorities and delivering responses in the area of skills needs.
Projections of enrolment at third level predict that full-time student enrolments will rise by approximately 13% over the next decade, and work is ongoing to build capacity within the system to accommodate this increase. The number of students graduating each year has increased from 66,500 in 2014 to 77,800 in 2019, an increase of 17% in five years.
328. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of civil servant posts that were filled through open and internal panels, since April 2020, in his Department and the bodies under the aegis of his Department, by county and by month in tabular form. [27599/21]
View answerPlease find attached in tabular format the information requested by the deputy on posts filled through open and internal panels by my department and its aegis bodies from April 2020 to present.
The Department of Further and Higher Education, Research, Innovation and Science (D/FHERIS)
|
Number appointed |
Month/year appointed |
Open competition or internal |
County where the post is filled |
|
15 |
2020 |
Open |
Dublin, Offaly |
|
8 |
2021 |
Open |
Dublin |
Aegis bodies of D/FHERIS
|
Organisation |
Number appointed |
Year |
Open competition or internal |
County where post is filled |
|
3 |
2020 |
Open |
Dublin |
|
|
Léargas |
4 |
2021 |
Open |
Dublin |
|
2 |
2020 |
Open |
Dublin |
|
|
QQI |
3 |
2021 |
Open |
Dublin |
|
11 |
2020 |
Open |
Dublin |
|
|
3 |
2020 |
Internal |
Dublin |
|
|
HEA |
4 |
2021 |
Open |
Dublin |
|
2 |
2020 |
Open |
Dublin |
|
|
GDA |
2 |
2021 |
Open |
Dublin |
|
5 |
2020 |
Internal |
Dublin |
|
|
1 |
2020 |
Open |
Limerick |
|
|
5 |
2020 |
Open |
Dublin |
|
|
10 |
2021 |
Open |
Dublin |
|
|
Solas |
5 |
2021 |
Internal |
Dublin |
|
7 |
2020 |
Open |
Dublin |
|
|
SFI |
2 |
2021 |
Open |
Dublin |
|
Skillnet |
No appointments made |
