Written Answers Nos. 1027-1051
1027. Deputy Joe Flaherty asked the Minister for Children, Equality, Disability, Integration and Youth if his Department were to develop an awareness campaign promoting the benefits of employing disabled persons to would be employers, if there would be opportunities for persons with disabilities and disabled persons organisations to co-produce or feed into such a campaign. [32033/21]
View answerA public awareness campaign has been planned to raise awareness among employers of the benefits of employing people with disabilities. This is being taken forward within the framework of the Comprehensive Employment Strategy for People with Disabilities 2015-2024 (CES) which is a cross-government strategy to address the barriers and challenges to employment for people with disabilities. It includes representatives of disability organisations, particularly those focused on employment, of the Disability Stakeholders Group, which includes people with lived experience of disabilities, and of relevant Government Departments and Agencies. People with disabilities have been involved in advising on the potential messages to be included in the public awareness campaign. The campaign has been postponed because of the disruption to the labour market resulting from Covid-19. The Department is considering how to develop the campaign when labour market conditions are more suitable.
However an important and key element of the campaign has been advanced since 2020 and is currently underway. The Open Doors Initiative were grant funded (€150,000) to establish the Employers for Change service. This service is aimed at employers and it provides the following:
- An information and advice phone and online service for employers.
- Expert, direct advice, signposting and guidance tailored to the needs of employers on issues relating the employment of people with disabilities.
- The creation of a new engaging and fully accessible website containing relevant information and links to support employers.
- Creation of advice, resources, research, toolkits and media materials addressing specific areas of need for employers.
- Delivering and designing expert led seminars on relevant issues (assistive technology, reasonable accommodation, hiring and retention of staff etc.).
- Engaging with relevant fora and networks to promote the service.
Employers for Change was officially launched by the Taoiseach in March 2021 and has had an immediate and positive effect – engaging employers and key stakeholders both by active outreach and by responding to specific queries brought be employers. Employers for Change recently issued its mid-year report and presented its progress to the June meeting of the CES Implementation Group.
1028. Deputy Fergus O'Dowd asked the Minister for Children, Equality, Disability, Integration and Youth his views on matters raised by a person (details supplied) in respect of their concerns on the future viability of private childminding services in Ireland; and if he will make a statement on the matter. [32074/21]
View answerMy Department developed a National Action Plan for Childminding which was published in April 2021. The Action Plan aims to improve access, through childminding, to high quality and affordable childcare. The Action Plan sets out a pathway over the next 8 years towards regulation, support and subsidies for all paid, non-relative childminders. The Action Plan will involve change and will bring significant benefits for childminders, and for the children and the families using their services.
The Steering Group for the National Action Plan will be established shortly, to drive, oversee and monitor implementation of the National Action Plan. The Steering Group will be supported by four Advisory Groups in relation to: regulation and inspection; training and support; funding and financial supports; and consultation and communications.
In relation to the viability of childminding services, the National Action Plan has a specific objective of supporting the retention and recruitment of childminders. A key feature of the Action Plan is that, through extending registration and regulation to childminders, it will enable childminders to take part in the National Childcare Scheme and also to avail of a range of funding and other supports. Importantly, the National Action Plan commits to developing childminder-specific regulations that are proportionate and appropriate to the home and family setting in which childminders work.
In terms of the involvement of childminders in decision-making on issues that affect them, the National Action Plan commits to representation of childminders, parents and other key stakeholders on the Steering Group, which will be chaired by my Department. Additionally the National Action Plan commits to representation of childminders on all four Advisory Groups.
The National Action Plan itself was based on extensive consultation and engagement with childminders, and the blueprint for the National Action Plan was the 2018 report of the Working Group on Reforms and Supports for the Childminding Sector, which was coordinated and chaired by Childminding Ireland. The National Action Plan commits to further consultation with childminders, especially during Phase 1 of the Plan when developing regulations specific to childminders.
1029. Deputy Bernard J. Durkan asked the Minister for Children, Equality, Disability, Integration and Youth the extent to which community-based crèches exist by county and with particular reference to north County Kildare; the future proposals in this regard; and if he will make a statement on the matter. [32097/21]
View answer1030. Deputy Bernard J. Durkan asked the Minister for Children, Equality, Disability, Integration and Youth the degree to which community-based crèches operate throughout the country; the extent of the need to provide for further services; and if he will make a statement on the matter. [32098/21]
View answerI propose to take Questions Nos. 1029 and 1030 together.
Early Learning and Care and School-Age Childcare service data is captured and reported annually by Pobal on behalf of my Department.
Data from the 2019/20 Early Years Sector Profile Report indicates that majority of ELC and SAC services are operated by private (for profit) enterprises. In 2019/20 private services accounted for 74% (3,476) of all services contracted to provide at least one of the funding programmes, with community programmes accounting for the remaining 26% (1,214). Over recent years, there has been a slight increase in the number of private services while the number of community services has remained relatively constant, as demonstrated in Table 1 below. A breakdown of service provision by Local Authority is also available. As demonstrated in Table 2 below, Dublin had the highest number of community services at 158, followed by Cork County at 94 and Galway at 82. Kildare had the lowest number of community services, with 11 services recorded. Officials in my Department, in partnership with Pobal and the City and County Childcare Committees continue to monitor supply and demand for ELC and SAC closely in order to inform policy development in this area.
A key policy objective of my Department is to improve affordability, accessibility and quality of Early Learning and Care (ELC) and School-Age Childcare (SAC). A 141% increase in investment over the last number of years has led to a doubling in the number of children receiving free or subsidised ELC and SAC.
In previous years the creation of new places and new services were prioritised in the Department's capital programmes. Many community facilities, and some private facilities, were built using public investment through the major capital investment programmes, Equal Opportunities Childcare Programme (2000-2006) and the National Childcare Investment Programme (2006-2011). Since then, annual capital programmes have provided investment for establishment of new provision, expansion of services, quality improvements and maintenance and upgrades to existing facilities in both the private and community sector. My Department’s capital programmes have increased capacity in the sector by 27,433 places nationally since 2015.
In addition, First 5, the ten-year strategy for babies, young children and their families commits to maintain and extend the supply of high-quality publicly subsidised early learning and childcare to best serve the developmental needs of babies and young children, ensuring that it also reflects the needs and preferences of parents and families. To deliver on this strategic action, a range of actions are under way, including the development of a strategic capital investment plan to deliver large-scale capital investment under Project 2040, and the development of a new funding model for ELC and SAC.
An Expert Group has been convened to examine the current model of funding and its effectiveness in delivering quality, affordable, sustainable and inclusive services. The Expert Group will recommend how additional resourcing can be delivered for the sector to achieve these objectives, drawing on international practice in this area. It is expected that a report on the Expert Group’s recommendations on the new Funding Model will be submitted to me in November.
Table 1: Community/Private Settings Breakdown
|
Year |
Community |
Private |
|
2016/17 |
3262 |
1186 |
|
2017/18 |
3342 |
1201 |
|
2018/19 |
3397 |
1201 |
|
2019/20 |
3476 |
1214 |
Table 2: Breakdown by Local Authority
1031. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the institutional or other scholarships available including grants from research funders to students in third-level education studying the Irish language. [31707/21]
View answerThe Irish Research Council is the main source of funding for individual postgraduate and postdoctoral students and funds Postgraduate Scholarships and Postdoctoral Research Fellowships in all disciplines, including the Irish Language. The IRC has a database of all projects awarded funding, which can be searched by discipline, available on their website at the following link: https://research.ie/awardees/ Details on how to apply for funding are also available on the website.
Funding or scholarships available from individual institutions for Irish Language research are a matter for each institution, in line with their autonomy. The institutions themselves are best placed to provide answers in relation to any scholarships that are available.
1032. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if as part of the SUSI review process, he will consider extending the fee grant to the four approved institutions in Northern Ireland as is currently the case for postgraduate studies; the estimated cost to the State for extending SUSI in this manner; and if he will make a statement on the matter. [30575/21]
View answerUnder 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.
The Student Grant Scheme provides maintenance grants to eligible undergraduate students pursuing approved courses in other EU Member States. Student grant legislation was amended in 2020 to retain the status quo to allow maintenance grant funding for eligible students attending an approved undergraduate course in Northern Ireland/the UK to continue post-Brexit.
In general, an approved undergraduate course in this context is defined as a full-time undergraduate course of not less than two years duration pursued in a university or third level institution, which is maintained or assisted by recurrent grants from public funds in another EU Member State or the UK.
The Student Grant Scheme does not extend to the payment of tuition fees to institutions outside the State, other than for exceptional provision in respect of postgraduate courses in Northern Ireland. This provision is consistent with the principles of the Good Friday Agreement and is intended to promote greater tolerance and understanding between both jurisdictions.
It is anticipated that the SUSI review will be completed later this year and will inform policy priorities for the next Estimates process and future considerations regarding the development of student grant policy. The extension of funding under the Student Grant Scheme to provide for both fees and maintenance grant assistance for undergraduate students in Northern Ireland is not part of the current review.
However, 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 including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie.
1033. Deputy Jackie Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science if he will increase driver courses for HGV drivers and bus drivers in County Tipperary by providing more spaces for training at the ETB centre in Archerstown, Thurles given the pressing need to get drivers trained up for the transport and haulage industries due to shortages of drivers; and if he will make a statement on the matter. [30615/21]
View answerOfficials in my Department have engaged with Tipperary Education and Training Board (TETB) regarding this matter. TETB have indicated to my officials that they are committed to providing courses that meet the needs of learners and industry. I enclose a list of a summary of the driver courses run through training services in Archerstown during 2020 and 2021. While Covid restrictions have impacted provision due to the inability to schedule and provide driving courses and tests, current provision, as reflected in the enclosed, is provided based on identified demand with the various stakeholders.
|
Title |
Town |
Finish Date |
Status |
Learners |
|
Mini Bus Driving (D Licence) |
Thurles Town |
17/01/2020 |
Finished |
13 |
|
Bus Driving/Mini-Bus Driving (D/D1 Licence) |
Thurles Town |
04/12/2020 |
Finished |
8 |
|
Bus Driving/Mini-Bus Driving (D/D1 Licence) |
Clonmel |
16/07/2021 |
On Course |
7 |
|
Skills for your Future (inc. Driving Licence) |
Nenagh Town |
11/09/2020 |
Finished |
16 |
|
Heavy Goods Vehicle Driving - Artic |
Thurles Town |
04/06/2021 |
On Course |
8 |
|
Heavy Goods Vehicle - RIGID |
Thurles Town |
16/10/2020 |
Finished |
9 |
|
Heavy Goods Vehicle - RIGID |
Thurles Town |
04/06/2021 |
On Course |
8 |
1034. Deputy Martin Browne asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address the high cost of third-level fees here; and if he will make a statement on the matter. [30661/21]
View answerMy Department's Statement of Strategy, which I published on 8 March last contains a commitment to put in place a sustainable funding model for the higher education. This is essential in ensuring that our higher education institutions can effectively meet high standards of quality and performance, and achieve critical outcomes for our economy and society.
A comprehensive economic evaluation of the funding options contained in the Cassells Review was commissioned by the European Commission and undertaken by independent expert consultants. This review is currently being finalised.
This analysis highlights the high level of fees support amounting to in excess of €500m per annum provided by the State for large numbers of students participating in higher education. This comprises of funding for tuition fees of almost 140,000 eligible undergraduate higher education students with over 60,000 students having all or part of the €3,000 student contribution paid on their behalf under the Student Grant Scheme.
This substantial funding support has played a very important role in enabling access to and growth in higher education in Ireland. As the Deputy will be aware, higher education which was previously the preserve of a relatively small proportion of the school leaving population is now much more widely available, as reflected in the current high transfer rate from second to third level in comparison with other EU countries.
The combined impact of these supports and initiatives highlight the strength of the Government's commitment to supporting students in meeting the costs of third level education. I look forward to the completion of the funding review which will provide the basis for determining how best additional investment in higher education can meet future requirements, in particular in supporting access to higher education in terms of the totality of the costs of participation. This is an essential to meeting a core objective of my mission as Minister is that everyone regardless of their background, age, gender, or address achieves their best potential.
1035. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that the pandemic unemployment payment is not included in the income disregard for the SUSI grant payment; if this will be reviewed; and if he will make a statement on the matter. [30696/21]
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. For the 2021/22 academic year, student grant applications will be assessed based on gross income from all sources for the period 1st January 2020 to 31st December 2020.
The Social Welfare (Covid-19) (Amendment) Act 2020 establishes the COVID-19 Pandemic Unemployment Payment as a social insurance benefit scheme separate from other social protection statutory schemes including the Supplementary Welfare Allowance and Jobseeker Allowance and Jobseeker Benefit schemes.
For student grant purposes the Pandemic Unemployment Payment has been treated as reckonable income for the SUSI means assessment process since it was introduced in March 2020. This means that income from the Covid-19 payment has the same standing and is treated in a similar fashion to other Department of Social Protection payments such as Jobseekers Benefit or Jobseekers Allowance.
A core principle which underpins the SUSI means assessment process is that there is consistency of approach and an equitable treatment of students and their families, to ensure a fair use of the financial resources available. This includes the treatment of similar social protection payments for students and families.
However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. The income of all parties to the application will be assessed or reassessed on current income and applicants may also be asked to provide evidence of same.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial difficulty can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level 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 including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie.
1036. Deputy Aengus Ó Snodaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the financial assistance available to a person (details supplied) to help with their third-level education. [30702/21]
View answerThe Student Grant Scheme, administered by Student Universal Support Ireland (SUSI), provides grant assistance to eligible students attending an approved full-time course in an approved educational institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
Under the scheme, grant assistance is awarded to eligible students attending an approved full-time course at an approved institution. Part-time courses are not eligible for support under the scheme. However, part-time students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances.
Other supports are available, depending on the individual’s particular circumstances. For example, part-time students with disabilities can access supports under the Fund for Students with Disabilities. Details of the various supports are available from the Access Office in the third level institution attended.
Also, tax relief at the standard rate of tax may be available in respect of tuition fees paid for approved courses at approved colleges of higher education, including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
1037. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of increasing 100% SUSI adjacent rate from €1,215 to €1,340 and non-adjacent rate from €3,025 to €3,325. [30718/21]
View answerThe estimated cost of increasing the 100% SUSI Adjacent rate from € 1,215 to €1,340 and the non-adjacent rate from €3,025 to €3,325 is set out in the table attached.
Estimated cost of increasing the non adjacent and adjacent rates
|
Student Numbers |
Increase |
Total cost |
|
|
Total Students on 100% Non-Adjacent rate |
26,684 |
€300 |
€8,059,200 |
|
Total no. of students on 100% Adjacent rate |
26,632 |
€125 |
€3,329,000 |
|
Total |
€11,388,200 |
1038. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if the pandemic unemployment payment will not be taken into account when assessing a student’s eligibility for SUSI; and if he will make a statement on the matter. [30738/21]
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. For the 2021/22 academic year, student grant applications will be assessed based on gross income from all sources for the period 1st January 2020 to 31st December 2020.
The Social Welfare (Covid-19) (Amendment) Act 2020 establishes the COVID-19 Pandemic Unemployment Payment as a social insurance benefit scheme separate from other social protection statutory schemes including the Supplementary Welfare Allowance and Jobseeker Allowance and Jobseeker Benefit schemes.
For student grant purposes the Pandemic Unemployment Payment has been treated as reckonable income for the SUSI means assessment process since it was introduced in March 2020. This means that income from the Covid-19 payment has the same standing and is treated in a similar fashion to other Department of Social Protection payments such as Jobseekers Benefit or Jobseekers Allowance.
A core principle which underpins the SUSI means assessment process is that there is consistency of approach and an equitable treatment of students and their families, to ensure a fair use of the financial resources available. This includes the treatment of similar social protection payments for students and families.
However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. The income of all parties to the application will be assessed or reassessed on current income and applicants may also be asked to provide evidence of same.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial difficulty can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level 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 including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie.
1039. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the buildings that were purchased by University College Dublin or Trinity College Dublin from 2015 to 2020; the cost per building; and the current status of each building. [30754/21]
View answerThe Deputy will be aware that both University College Dublin and Trinity College Dublin are autonomous bodies with independent Governing Bodies and management structures. Under the 1997 Universities Act, both institutions may purchase or otherwise acquire, hold and dispose of land or other property. The approval of the Minister or the Higher Education Authority (HEA) is not required for such transactions.
However, I have sought the information requested by the Deputy from University College Dublin and Trinity College Dublin. The information provided by the institutions is attached. I can also advise the Deputy that funding was not sought from my Department by either university in respect of the buildings listed.
1040. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department or the Department of Education has carried out a review of technological university funding models as recommended by the TURN report; and if he will make a statement on the matter. [30777/21]
View answerThe development of technological university funding sits within the context of the review of funding models for Higher Education Institutes (HEIs) across the entire higher education sector.
In this context in 2016, the Higher Education Authority (HEA) appointed an independent Expert Panel to review the current allocation model for funding higher education and to make recommendations on the most appropriate funding model for the future. The completed review recommends reforms to the HEA funding distribution model.
A key recommendation of the so-called RFAM report is the development of a costing model applied consistently across HEIs. At present, there is some differentiation in the costing approach as between the Universities and Technological Universities and Institutes of Technology. The review recommends moving away from the current ‘two-pot’ funding approach with fixed proportionate allocations to universities/specialist colleges and institutes of technology and towards a universal approach to supporting all HEIs.
This will involve the standard student-driven methodology determining base allocations, and a broadly universal set of metrics for research and innovation support, with individual adjustments and targeted funds ensuring that sufficient incentives remain to protect and to reinforce the diversity of different individual missions.
Recommendation 7 of the RFAM report identifies that the design of this new costing model will be informed by a short, focused review to establish a single, shared costing approach to be implemented across all higher education institutions.
Subsequently Deloitte was appointed by the HEA in 2019 to undertake a scoping exercise on an appropriate model. In 2021, the HEA working with the Department, Department of Expenditure and Reform, Irish Universities Association and Technological Higher Education Association will commence development of a conceptual framework on the journey towards adoption of a Universal Costing System applying across the entire higher education sector.
1041. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science if he has plans to promote specialised training such as the certified special events professional managed by an association (details supplied) or the Covid-19 training suite for the events industry; and if he will make a statement on the matter. [30780/21]
View answerThe company referred to in the Deputy’s question is a private, international enterprise and is not funded by my Department.
However, in the further education and training (FET) sector through the Skills to Advance initiative, SOLAS and the Education and Training Boards (ETBs) can make available customised upskilling opportunities for individuals who are in lower skilled work and for businesses and sectors, including the events sector, which are vulnerable to disruption due to market forces, changing technologies and work processes.
1042. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the expenditure incurred by staff in his Department under the heading of travel and subsistence from 1 January 2020 to date; and if he will make a statement on the matter. [30867/21]
View answerMy Department's travel and subsistence expenditure for 2020 and 2021 is set out in the table below.
|
2020(€'000) |
2021 January to May(€'000) |
|
|
Travel and Subsistence (Home and Foreign) |
€65 |
€15 |
Due to the establishment of the Department of Further and Higher Education, Research, Innovation and Science on 2 August 2020, an apportionment of travel and subsistence expenditure was required between the Department of Further and Higher Education, Research, Innovation and Science and the Department of f Education as part of the 2020 Appropriation Accounts. This was on the basis of full 2020 travel cost of each staff member being charged to the relevant Department, regardless of whether or not the staff member was working for the whole year in that Department. This is in line with the Department of Public Expenditure and Reform guidelines. For example, if a staff member was working in a Department of Education business unit for the first six months of the year and then transferred to Department of Further and Higher Education, Research, Innovation and Science for the remaining six months the annual travel and subsistence cost for that staff member is charged to Department of Further and Higher Education, Research, Innovation and Science.
1043. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the details of each value for money and policy review conducted by his Department from 1 January 2019 to date; if external costs were incurred; if so, the details of such costs; and if he will make a statement on the matter. [30884/21]
View answerAs the Deputy is aware, the Department of Further and Higher Education, Research, Innovation and Science was formed in August 2020. The response to this question will be from that date onwards.
The following policy reviews have been undertaken by my Department.
The eligibility criteria for student grants are reviewed annually by the Department and approved by the Department of Public Expenditure and Reform. All proposals made in relation to higher education expenditure, including student grants for the following academic year, are considered in the context of the Budget.
The costs incurred in relation to the annual review of the Student Grant Scheme were:
- 2020: €2047 – Irish Translation for the Student Grant Scheme 2020 and the Student Support Regulations 2020; Printing Services; OPW invoices in respect of Student Grant Scheme and Student Support Regulations 2020.
- 2021: €2760.76 – Irish Translation of Student Grant Scheme and Student Support Regulations 2021; Go Gaeilge invoice; Central Translations LTD;
The Programme for Government contains a commitment to Review the Student Grant Scheme in 2020 following the impact of COVID-19. This review commenced internally in March 2020 when monitoring of the impact in terms of increased applications, higher qualifying grant rates, and change of circumstances commenced. The work continued throughout 2020 and 2021 and was finalised in April 2021.
Indecon Research Economics were appointed on 20/02/2020 by the Department to undertake an independent review and evaluation of Ireland’s Education Strategy (2016-2020); Irish Educated Globally Connected. The completed review will be used to inform future policy development in the area of international education. The total contract amount came to €107,327.
Since 2017, the Spending Review has become a key platform for evaluative analysis across the Civil Service. While Value for Money Reviews continue to be produced across a number of Departments, some of this work is now completed as part of the Spending Review which is led by the Department of Public Expenditure and Reform. More details on the process can be found here: https://www.gov.ie/en/policy-information/7dc2b1-spending-review/. Since its formation, the Department has not been involved in any Spending Reviews.
1044. Deputy John Brady asked the Minister for Further and Higher Education, Research, Innovation and Science if it is anticipated that students in third-level education will be able to return to on-campus learning from September 2021; and if he will make a statement on the matter. [30895/21]
View answerThe Government has committed to a significant increase in on-site attendance in the tertiary education sector in the next academic year.
All parties are agreed that maximising on-site provision for the next academic year is the shared and most powerful objective to meet the needs of our students and learners and the sector.
In May the Department established a Working Group to achieve this commitment. This group, comprised of all the key stakeholders and sectoral representative bodies, has completed its work and developed a plan for returning to significant levels of on-site tertiary education in the autumn.
The Department has also completed bi-lateral discussions with the Department of An Taoiseach and the Department of Health in relation to the Plan.
The Plan will be presented to Government for approval on Tuesday 15 June. A plain English version of the plan will be published by the Department shortly thereafter.
The plan will continue to prioritise public health and safety and will be capable of responding to ongoing changes in public health, including the level of vaccination achieved and future national public health advice.
1045. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 487 of 1 June 2021, if 27,755 persons engaged in research and development or 16,609 persons employed as researchers corresponds to the target of 40,000 research personnel in enterprise set in Innovation 2020; and if he will make a statement on the matter. [30933/21]
View answerThe 40,000 target is for research personnel in enterprise including researchers, technicians and support staff (headcount, not full-time equivalent). In total, there were 27,755 persons engaged in R&D in Irish enterprises in 2019. Of this total, 59.8% or 16,609 persons were employed as researchers, of which 1,966 were PhD qualified researchers. In addition, there were 6,832 (24.6%) technicians and 4,313 (15.5%) support staff.
This falls short of the Innovation 2020 target of 40,000 research personnel in industry, despite the significant increase in expenditure on R&D by enterprise from €2.2 billion in 2015 to €3.2 billion in 2019. It should be noted that while the number of research personnel hasn’t increased significantly since the baseline year of 2013 (11% increase), the amount that companies are spending on research personnel labour costs has increased by 36%.
I recognise the vital importance of ensuring that we have a strong pipeline of talent from our Higher Education Institutions to support the creation of high-valued employment in industry as a key enabler of our transition to a knowledge-based economy. Last week I launched the public consultation for the next National Research and Innovation Strategy which will set out our research and innovation vision and ambitions to 2027. In the next strategy, issues such as researcher mobility into industry will be addressed, including providing researchers with the skills to both collaborate with and transition to industry. The needs of industry will also need to be identified.
1046. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of exempting GEM from the progression criteria of SUSI; and if he will make a statement on the matter. [30934/21]
View answerUnder the terms of the Student Grant Scheme, grant assistance is awarded to 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.
To satisfy the terms and conditions of the Student Grant Scheme in relation to progression, a student must be moving from year to year within a course, having successfully completed the previous year or be transferring from one course to another where the award for the subsequent course is of a higher level than the previous course.
Students pursuing GEM programmes do so as second degree courses and consequently are not eligible for free fees funding or for student grants. It is not possible to cost the proposal to which the Deputy refers without details of income data which would allow an assessment of their means.
In order to widen access to GEM programmes, and give assistance towards the financial burden on each student pursuing these programmes, the fees of participating EU students are partly subsidised by the State via the Higher Education Authority (HEA).
Institutions participating in the graduate medical programme have been requested to provide accompanying services and supports to facilitate the participation of disadvantaged students in the programme. Details of these services and supports are available from the relevant institution.
The Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. On foot of these commitments approval was given to commence a review of the Student Grant Scheme. The review is being conducted by external consultants. It is anticipated that the SUSI review will be completed later this year and will inform policy priorities for the next Estimates process and future considerations regarding the development of student grant policy.
Students on graduate entry medicine courses may be eligible to apply to the Student Assistance Fund (SAF) for financial support. The SAF guidelines provide that students with a previous higher education qualification at the same NFQ level, or who, in the past, attended higher education without ultimately obtaining a qualification, may be considered for support on a case-by-case basis and subject to available funding.
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 on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
1047. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of annual new enrolments on research masters and PhD courses for the most recent year available; and if he will make a statement on the matter. [30935/21]
View answerPostgraduate 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 skills that can be applied in a range of environments, in academia or industry, at home or abroad.
Figures from the HEA show that first year enrolments of postgraduate researchers (that is Research Masters and PhD students) have increased by 451 from 2,314 in the 2018/19 academic year to 2,765 in the 2019/20 academic year. This means that we have exceeded the Innovation 2020 targeted increase of 500 enrolments from the 2013/14 baseline (Action 3.5).
It is imperative that we continue to develop a pipeline of research talent 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.
1048. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made towards the target set in Innovation 2020 to establishing a successor to the Programme for Research in Third-Level Institutions; and if he will make a statement on the matter. [30936/21]
View answerInnovation 2020 included an action to scope out and develop a successor to the Programme for Research in Third Level Institutions (PRTLI) to support new investment in research infrastructure, including buildings and equipment. The scoping of a future cycle of PRTLI was undertaken by the then Department of Business, Enterprise and Innovation working with the Department of Education and Skills, prior to the establishment of the Department of Further and Higher Education, Research, Innovation and Science.
The Programme for Government recognises the high-quality research emerging through national funding agencies and programmes, such as SFI, IRC, HRB and PRTLI, and commits to continuing to support engagement in research that addresses societal challenges and advances the UN’s Sustainable Development Goals.
Pending a new cycle of PRTLI, it is important to note that actions are being taken to address the key elements that had been encompassed by PRTLI including infrastructure, equipment and structured PhD programmes.
- My Department is committed to a significant capital investment over the coming years in higher education infrastructure.
- SFI funds six Centres for Research Training (CRTs) that are collectively hosted across a partner network of ten research bodies. The CRTs aim to promote excellence in research and education by training 719 CRT doctoral students in data and ICT skills; equipping them with transversal, cross-sectoral and discipline specific skills. The CRTs deliver a student-focused postgraduate research and training experience, where students are empowered, with appropriate guidance, to define their individual research and training programme. To date, 321 students (143 in 2019 and 178 in 2020) have been recruited across the 6 CRTs.
- The SFI Research Infrastructure Programme supports the research community in building and sustaining the required infrastructural capacity to accomplish high-quality, high-impact and innovative research in areas of science, technology, engineering and mathematics that demonstrably enhance and support enterprise competitiveness and societal development in Ireland. The programme seeks applications for strategic research infrastructures that focus on large-scale items in areas of national priority and other areas of strategic opportunity. Just under €50m was invested under the last call which opened in 2018 but for which a reserve list remained open for two years. Those investments provided critical, state of the art infrastructure within Higher Education Institutes across a broad range of areas of strategic and societal importance.
- SFI has recently opened a new SFI Research Infrastructure Programme call with applications being accepted until 2nd July 2021.
Future cycles of PRTLI were referenced in the National Development Plan, Project Ireland 2040, which is currently under review. My Department has recently launched a public consultation to inform the next National Research and Innovation Strategy. Through this, we are seeking submissions on a wide array of issues, including enhancing the talent pipeline at the heart of our research, development and innovation system and building a strong research and innovation environment grounded in excellence. These issues and how to continue to address them will play a significant role in the next national R&I strategy.
1049. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total number of springboard+ courses provide each year; the breakdown between public and private education providers for each year; and if he will make a statement on the matter. [30988/21]
View answerSpringboard+ complements the core State-funded education and training system and provides free and subsidised upskilling and reskilling higher education opportunities in areas of identified skills need. Springboard+ 2021 was launched on 14th June 2020. Attached is a full list of courses approved for Springboard+ for each year since 2011 with the breakdown between public and private education providers.
|
- |
Approved Courses by Provider and Sector |
- |
||
|
Springboard+ Call Year |
Institutes of Technology |
Universities |
Private/Other |
Total No. of Approved Courses |
|
2020/2021 |
188 |
97 |
47 |
332 |
|
2019/2020 |
150 |
86 |
54 |
290 |
|
2018/2019 |
164 |
61 |
125 |
350 |
|
2017/2018 |
99 |
39 |
60 |
198 |
|
2016/2017 |
102 |
28 |
51 |
181 |
|
2015/2016 |
176 |
56 |
146 |
378 |
|
2014/2015 |
81 |
27 |
59 |
167 |
|
2013/2014 |
113 |
40 |
51 |
204 |
|
2012/2013 |
136 |
41 |
43 |
220 |
|
2011/2012 |
152 |
21 |
54 |
227 |
1050. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the percentage of staff and students who will have been vaccinated in further and higher education institutes; and if he will make a statement on the matter. [30996/21]
View answerMy Department is not involved in the vaccination programme, and therefore the information requested by the Deputy is not available to me. The Department of Health, as the Department overseeing the rollout, is best placed to provide this information.
1051. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students studying pre-law in further education in each of the years since 2016; and if he will make a statement on the matter. [30997/21]
View answer1052. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who move from pre-law in further education to a degree law course in higher education; and if he will make a statement on the matter. [30998/21]
View answerI propose to take Questions Nos. 1051 and 1052 together.
Please see the attached table which outlines the number of student enrolments from 2018 to date. The table shows that the number of students studying courses in Law and Legal Studies in Further Education and Training (FET) has been increasing since 2018. The detailed breakdown of courses and enrolments are only accessible since the rollout of the SOLAS PLSS recording system so comparable 2016 and 2017 data is not available. Please note that these courses are not specifically or exclusively ‘pre-law’ courses but they would prepare those students who want to progress onto third level education in law studies.
SOLAS, the further education authority have informed me that they do not hold any statistical information on the number of students' progression onto third level degree courses in law. However, I can confirm that at a broader level, there are strong pathways from the Further Education to the Higher Education sector in particular for PLC provision that includes law and legal study in FET.
The FET courses in ‘Law’ falls under the learning field of Business Administration and Law. In the PLC outcomes report, SOLAS found that the majority of learners who completed a course in a given International Standard Classification of Education field of learning progressed onto third level education in the same field. For example, 57 % of Business Administration and Law PLC graduates moved onto third level education in the same field (504 graduates out of 885).
|
Programme Description |
Sum of Enrolments |
|
2018 |
786 |
|
Law & Politics |
22 |
|
Legal Administration |
147 |
|
Legal and Medical Administration |
122 |
|
Legal and Medical Secretarial Studies |
71 |
|
Legal Secretary |
15 |
|
Legal Studies |
127 |
|
Pre-University Law |
282 |
|
2019 |
811 |
|
Legal Administration |
136 |
|
Legal and Medical Administration |
159 |
|
Legal Studies |
102 |
|
Pre-University Business Law |
20 |
|
Pre-University Law |
359 |
|
Security, Criminology & Legal Studies |
35 |
|
2020 |
880 |
|
Legal Administration |
151 |
|
Legal and Medical Administration |
104 |
|
Legal and Medical Secretarial Studies |
48 |
|
Legal Studies |
112 |
|
Pre-University Business Law |
41 |
|
Pre-University Law |
393 |
|
Security, Criminology & Legal Studies |
31 |
|
2021 |
501 |
|
Legal Administration |
85 |
|
Legal and Medical Administration |
86 |
|
Legal Studies |
112 |
|
Pre-University Business Law |
20 |
|
Pre-University Law |
179 |
|
Security, Criminology & Legal Studies |
19 |
|
Grand Total |
2978 |
