Written Answers Nos. 1052-1076
1053. Deputy Louise O'Reilly asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he will take to ensure workers who need to resit or sit the safe pass course can be do as soon as possible given the serious waiting lists that exist; if courses will be delivered using applications (details supplied) in order to alleviate the backlog; and if he will make a statement on the matter. [31019/21]
View answer1055. Deputy Kathleen Funchion asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the soaring cost in obtaining a valid Solas Safepass card and the issue of accessing training which has led to a decline in workers holding this essential pass; if he will consider allowing highly qualified health and safety practitioners to deliver this essential training; and if he will further consider a change in the criteria to include them as certified trainers. [31089/21]
View answer1061. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science if action is being taken to help clear the backlog of construction Safepass course applications; and if he will make a statement on the matter. [31438/21]
View answerI propose to take Questions Nos. 1053, 1055 and 1061 together.
Under the Safety, Health and Welfare at Work (Construction) Regulations 2013, craft and general construction workers, persons undertaking on-site security work and persons or classes of persons as may be prescribed by the relevant Minister are required to hold a safety awareness registration card (Safe Pass card).
In March 2020 the Minister for Business, Enterprise and Innovation amended these regulations to extend the expiry dates of valid Safe Pass cards due to expire after the 1st March 2020 for the duration of the Covid-19 emergency period. New entrants to the above activities are required to undertake safety awareness training and pass the relevant assessment to obtain a Safe Pass card.
Safe Pass training and assessment delivery has mirrored construction sector activity during the COVID-19 period and has now fully recommenced. Given the ongoing COVID-19 pandemic, the running of face to face programmes, which are delivered by SOLAS Approved Training Organisations and tutors, is subject to adherence with the SOLAS Standard Operational Pandemic Containment Guidelines.
These Guidelines include a reduction in the maximum numbers of learners who may physically attend a course. SOLAS have in place the capacity to meet demand and courses are available six days a week. Currently capacity is running at 36% as demand is not as expected.
SOLAS is continuing to work on the development of an alternative training and assessment delivery model which is equitable with existing Safe Pass course delivery in being accessible to all eligible workers, providing real time course participant supports and ensuring assessment integrity.
1054. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the investment account of the national training fund; the way it is held; if investments are made using the funds within the investment account; the income or loss accruing from the manner in which it is held or the investments made in tabular form; and if he will make a statement on the matter. [31083/21]
View answerUnder S.2(4) of the National Training Fund Act 2000, responsibility for management and control of the investment account of the Fund rests with the Minister for Finance. In compliance with the Act, any balance standing to the credit of the current account of the National Training Fund (NTF) which is not required to meet current expenditure is transferred to the investment account. Following a decision by the European Central Bank in September 2014, the interest rate applied on the NTF investment account was negative, resulting in an interest charge to the NTF. As a result of the negative interest rate, my Department, the Department of Public Expenditure and Reform and the Department of Finance examined alternative investment vehicles for the investment account and since 2015, NTF funds held in the Investment Account have been invested in 0% National Treasury Management Agency (NTMA) Exchequer Notes. As at end May 2021, €918 million of NTF funds are invested with the NTMA. My Department is cognisant of the need to achieve a balance between having funds available at reasonably short notice to meet obligations under the Fund with the requirement to achieve a favourable yield. Although longer term investments may have a higher return at the outset, this may lead to a capital loss in the event of a disposal. While there is no income earned on these Exchequer Notes, the capital amount invested is guaranteed. The Department engages regularly with the Department of Finance and the NTMA to ensure that the investment strategy represents value for money and strikes an appropriate balance between accessibility, yield and risk.
1056. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had with the Minister for Social Protection with regard to reports that many pandemic unemployment payment recipients particularly in cases in which they are married to or cohabiting with another person on a social welfare payment are ineligible for the SUSI grant due to earning in excess of the current income threshold; his plans to increase the income threshold to facilitate PUP recipients in accessing SUSI; and if he will make a statement on the matter. [31204/21]
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.
My Department has liaised closely on an ongoing basis with the Department of Social Protection since the introduction of the Pandemic Unemployment Payment and how it impacts on the student grant scheme.
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.
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.
1057. Deputy Claire Kerrane asked the Minister for Further and Higher Education, Research, Innovation and Science the financial support available for students facing difficulty with accessing graduate-entry medicine; and if he will make a statement on the matter. [31239/21]
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. However, 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.
1058. Deputy Richard O'Donoghue asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding a review of GMIT appointments raised by a person (details supplied); and if he will make a statement on the matter. [31241/21]
View answerMy Department has been made aware of the issue referred to by the Deputy.
Separately, my Department has committed to a review of the decision-making process in relation to the examination of previous complaints on governance issues at the institution. It remains the Department’s intention to conduct this review when circumstances permit which is expected would be possible later this year.
1059. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which his Department and agencies under his remit are meeting the requirement to have a statement on the compliance of their websites and mobile applications with the regulations under the directive 2016/2102 (EU), as articulated in SI No. 358/2020 - European Union (Accessibility of Websites and Mobile Applications of Public Sector Bodies) Regulations 2020; and if he will make a statement on the matter. [31285/21]
View answerMy Department's website is part of gov.ie and its accessibility statement is available on: https://www.gov.ie/en/help/accessibility/
My Department has not developed any mobile applications.
My Department does not hold this information in respect of aegis bodies.
1060. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which his Department and agencies under his remit are meeting the requirement to subject to Regulation 6, public sector bodies shall, in accordance with Regulation 3, take necessary measures to make their websites and mobile applications more accessible by making them perceivable, operable, understandable and robust under the directive 2016/2102 (EU), as articulated in SI No. 358/2020 - European Union (Accessibility of Websites and Mobile Applications of Public Sector Bodies) Regulations 2020; and if he will make a statement on the matter. [31303/21]
View answerMy Department is committed to keeping its website accessible, in line with the accessibility statement available on gov.ie. My Department uses Plain English online, avoids the use of PDF documents as much as possible, and ensures that all video content produced for use online is captioned.
My Department has not developed any mobile applications.
My Department does not hold this information in respect of aegis bodies.
1062. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost in 2021 if the student contribution charge was reduced by €100, €200, €500, €1,000 and €3,000, respectively; and if he will make a statement on the matter. [31440/21]
View answerWhile the student contribution now stands at €3,000, it is important to recognise that there has been no increase in the student contribution charge since 2014/15 and that currently in excess of 60,000 students have all or part of the student contribution paid on their behalf by the State via the Student Grant Scheme.
Please see table attached setting out the estimated net cost to the Exchequer if the student contribution charge was reduced by €100, €200, €500, €1,000 and €3,000, respectively in the academic year 2021/2022.
These calculations are based on the number of students that qualified for free fees funding in the academic year 2019/20, take into account overall projected increase in student numbers and factor in the resulting estimated reduction to my department's Student Grant Scheme budget.
The current student contribution charge is €3,000 per academic year.
The table below sets out the estimated net cost to the Exchequer if the student contribution charge was reduced by €100, €200, €500, €1,000 and €3,000, respectively in the academic year 2021/2022.
The student contribution was introduced in higher education institutions with effect from the 2011/12 academic year and replaced the Student Services Charge.
|
Reduce By |
Estimated Net Cost 2021/2022 |
|
€100 |
€8.2m |
|
€200 |
€16.4m |
|
€500 |
€40.9m |
|
€1,000 |
€81.8m |
|
€3,000 |
€245.5m |
1063. Deputy Michael McNamara asked the Minister for Further and Higher Education, Research, Innovation and Science if he will expedite a reply to correspondence for a person (details supplied); and if he will make a statement on the matter. [31498/21]
View answerA response to this correspondence will issue later this week.
1064. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who accessed the fund for students with disabilities over the past three years by educational institution; the average amount provided to each student; the estimated cost of increasing the fund by 5%, 10% and 25% respectively; and if he will make a statement on the matter. [31534/21]
View answerThe Fund for Students with Disabilities provides funding to further and higher education institutions in Ireland to assist them in offering supports and services to eligible students with disabilities so they can participate on an equal basis with their peers.
The attached spreadsheet provides the numbers of students supported under the Fund in participating Irish Higher Education Institutions over the past three years, as reported by the institutions. The spreadsheet also includes the average amounts spent on supports per student using monies provided under the Fund.
In relation to Further Education, collated statistics would not have the same level of detail as what is available for HEIs and therefore the detailed information requested by the Deputy is only available for the Higher Education sector. The FSD has been managed by the Higher Education Authority on behalf of the Department of Further and Higher Education, Research, Innovation and Science since 2003. I wish to point out that the administration of the Fund for the further education sector transferred to SOLAS in 2020.
In relation to the estimated cost of increasing the fund by 5%, 10% and 25%: the overall amount available for the FSD is €9,600,000, out of which €7,658,000 is designated for Irish Higher Education Institutions and €1,942,000 is designated for the Further Education sector. The cost of increasing the fund by 5%, 10% and 25% would be €480,000, €960,000 and €2,400,000, respectively.
1065. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of extending the fund for students with disabilities to part-time students; and if he will make a statement on the matter. [31535/21]
View answerThe Fund for Students with Disabilities (FSD) is the principal funding source for students with disabilities in further and higher education. The purpose of the Fund is to provide funding to further and higher education institutions to assist them in offering supports and services to eligible students with disabilities so that they can participate on an equal basis with their peers. The FSD aims to support the personal, educational and professional development of the participating student and contribute to the achievement of their full potential.
The 2017 review of the Fund for Students with Disabilities recommended the extension of FSD supports to learners on part-time courses in Irish higher education institutions. This recommendation was implemented on a pilot basis in 2018 whereby institutions were invited to begin preparations for the inclusion of learners on part-time courses under the fund by using their existing allocations to assist such students. The Fund has continued to support part-time students since the introduction in 2018.
The number of students supported under the Fund is circa 14,000 at an average cost of €686 per student. The number of part-time students supported, as reported by the institutions, was 340 in 2018/19 and 463 in 2019/20.
1066. Deputy James Lawless asked the Minister for Further and Higher Education, Research, Innovation and Science if the current backlog will be addressed in the SOLAS administered apprenticeship program as in the case of a person (details supplied); the plans in place to address this issue; and if he will make a statement on the matter. [31572/21]
View answerOf the 60 apprenticeship programmes, 25 are craft apprenticeships with a standardised seven phase programme of on-the-job and off-the-job training. Off-the-job training is delivered in phases 2, 4 and 6 of a craft apprenticeship in ETB Training Centres (Phase 2), Institutes of Technology and Technological Universities (Phases 4 and 6).
A rapid growth in craft apprentice registrations over the past 4 years, combined with COVID-19 related suspension of face to face off-the-job training during 2020 and 2021 has had a significant impact on the ability of craft apprentices to access off-the-job training in a timely manner. This has impacted on waiting lists for off-the-job training for electrical, plumbing, carpentry and joinery and motor mechanic apprentices in particular.
A number of emergency measures have been put in place to ensure that craft apprentices are facilitated in progressing in their programmes insofar as possible. Those apprentices who had been assigned to off-the-job training in January 2021 prior to the second lockdown were facilitated to complete theory elements of off-the-job training remotely during January and February. This group was prioritised for the phased return to off-the-job practical training and assessment during April and have now completed their phases.
€20M in capital expenditure has been allocated to SOLAS and the HEA to facilitate an additional 4,000 craft apprenticeship places across the system in the coming period in addition to €12M already allocated to support additional classes and teaching capacity to ameliorate COVID-19 measures. Spaces arising from these measures will begin to come on-stream in the second half of this year.
All institutions with learners (including apprentices) onsite are operating on the basis of current public health guidance with face to face training operating at approximately 50% normal capacity. As the public health situation improves, increased capacity will become available within both the existing and new physical facilities.
SOLAS and the HEA are actively working with the education and training providers to identify additional solutions which will address the waiting lists for off-the-job elements of craft apprenticeship to ensure that apprentices are enabled to complete their training as quickly as possible.
The impact of the pandemic has been far reaching and has impacted on many jobs and careers, including apprenticeships within the construction industry. Any apprentice that has been made redundant as a result of the pandemic can apply for the Pandemic Unemployment Payment.
It is also possible for an apprentice to complete their apprenticeship with another SOLAS approved employer. They should engage with the Authorised Officer in their local Educational and Training Board, as they are best placed to give advice on how to source an alternate employer and to ensure a successful outcome.
1067. Deputy Donnchadh Ó Laoghaire asked the Minister for Further and Higher Education, Research, Innovation and Science if he will engage with an organisation (details supplied) and the CAO to ensure that the HPAT results are released before the CAO course change option is closed or alternatively that the course change option is extended to at least 48 hours after the HPAT results are released. [31635/21]
View answerThe HPAT is independently administered by the Australian Council for Educational Research (ACER) on behalf of the universities’ medical schools and the RCSI. The CAO process applications for undergraduate, and some postgraduate, courses on behalf of the Universities, Technological Universities and Institutes of Technology, in line with their institutional autonomy in relation to admissions. Neither I nor my Department has a function in the administration of the HPAT or the CAO and it is not within my remit to determine either the release date for the HPAT results, or the close date for the CAO's change of mind facility.
It is my understanding that the HPAT results are to be released in late June, and that the CAO's change of mind facility will close on 1st July at 5pm. Therefore there should be, at a minimum, one day between the release of HPAT results and the closure of the change of mind facility.
1068. Deputy Seán Canney asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that Solas is no longer running the apprenticeship course in the craft of floor and wall tiling; and if he will make a statement on the matter. [31684/21]
View answerApprenticeship is a demand driven educational and training programme which aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. Consequently, the number of apprentices being registered is determined by employers in the sector.
Unfortunately, the tiling apprenticeship has been closed for registrations for a number of years due to low registrations. However, floor and wall tiling is included as a module in the Plastering Apprenticeship. More information in relation to this apprenticeship and the other 60 apprenticeships which are currently available can found on www.apprenticeship.ie.
1069. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the cost per undergraduate nursing student and medical student under Vote 45; the average full economic costing of a nursing and medical student per year; and if he will make a statement on the matter. [31717/21]
View answerOfficials in my department have requested that the Higher Education Authority (HEA) examine the matter queried and the information available to the HEA will be communicated to the Deputy as soon as possible.
1070. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the most up-to-date fee levels and recurrent grant allocation model weightings for different types of provision; the process through which fees and recurrent grant allocation model weightings are calculated; and if he will make a statement on the matter. [31718/21]
View answerOfficials in my Department are liaising with the Higher Education Authority (HEA) to confirm the most upto date position and the details will be communicated to the Deputy as soon as possible.
1071. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the average fee level in institutes of technology, technological universities and universities; and if he will make a statement on the matter. [31719/21]
View answerAs the Deputy will be aware, fee levels vary across the institutions, disciplines and mode of delivery. Individual fee schedules are available on the individual institutions websites.
The Higher Education Authority advise that the undergraduate EU fee levels for the technology sector are as follows:
- NFQ Level 6 programmes – €3,250
- NFQ Level 7 programmes – €3,250
- NFQ Level 8 Engineering/Architecture programmes – €4,450
- NFQ All Other Level 8 programmes – €3,819
- NFQ Level 8 Nursing programmes – €7,106
The fee levels for the universities and colleges vary across the institutions. The attached table reflects internal HEA calculations based on 2020/21 fee schedules to indicate the average undergraduate EU fee rates across different disciplines in the University sector.
|
2020/21 Academic Year EU Fee Rates |
Average Fee Rate (approximate) |
|
Business, administration and law |
€5,700 |
|
Natural sciences, mathematics and statistics |
€7,400 |
|
Information and Communication Technologies |
€6,900 |
|
Engineering, manufacturing and construction |
€7,400 |
|
Agriculture, forestry, fisheries and veterinary |
€7,600 |
|
Health and welfare |
€7,800 |
|
Services |
€5,700 |
1072. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if a list will be provided of all the examples of top-slicing that has been taken from existing core grants rather than additional funding since 2016, in tabular form; and if he will make a statement on the matter. [31720/21]
View answerMy Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions.
Ring-fenced allocations for specific strategic or important purposes are earmarked as part of the grant from time to time by my Department or the HEA.
Funding top slices are provided from within the total allocation; have not led to a reduction in core grant funding and have been provided for by means of additional funding allocated as part of the budgetary process.
1073. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the grant allocation for higher education in each year since 2006; and if he will make a statement on the matter. [31721/21]
View answerI understand the deputy is seeking details of the recurrent grant funding provided to Higher Education Institutions via the HEA.
In this regard, my Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions. The HEA allocates this funding to the institutions via the recurrent funding model.
Please find attached a table outlining the total recurrent funding as administered by the HEA in the years 2006 to 2020.
|
Year |
State Grants (€m) |
|
2006* |
754 |
|
2007 |
1,323 |
|
2008 |
1,397 |
|
2009 |
1,318 |
|
2010 |
1,194 |
|
2011 |
1,179 |
|
2012 |
1,119 |
|
2013 |
1,012 |
|
2014 |
939 |
|
2015 |
923 |
|
2016 |
939 |
|
2017 |
989 |
|
2018 |
1,045 |
|
2019 |
1,128 |
|
2020 |
1,130 |
* Funding in respect of the Technology sector transferred to the HEA in 2007
1074. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide each expenditure item in the national training fund in tabular form; the anticipated date of completion of the funding stream; and if he will make a statement on the matter. [31820/21]
View answerThe National Training Fund (NTF) was established by the National Training Fund Act, 2000, as a dedicated fund to support the training of those in employment, and those seeking employment. The Act also provides for the funding of research to provide information on existing and likely future skills requirements of the economy.
The allocation for each scheme is generally determined as part of the annual Estimates process. The NTF is included as an annex to the published Estimates of the Department and such funding is included in the overall expenditure ceiling for DFHERIS in 2021.
Details of expenditure 2014 - 2021 is below.
1075. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if there will be any change to the 60/40 split of the HEI allocation as a result of emerging technological universities; and if he will make a statement on the matter. [31821/21]
View answerMy Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions. The HEA allocates this funding to the institutions via the recurrent funding model.
The recurrent funding of technological universities sits within the context of the review of the HEA funding model. In 2016, the 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 RFAM report is the development of a Costing Model applied consistently across Higher Education Institutes (at present, there is some differentiation in the costing approach as between the Universities and the Technological Universities; 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 higher education institutions.
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 report identifies that the design of this new model will be informed by a short, focused review to establish a single, shared costing approach to be implemented across all higher education institutions. Deloitte were appointed by HEA in 2019 to undertake a scoping exercise on an appropriate model.
In 2021, the HEA working with my Department, DPER and sector representatives will commence development of a conceptual framework on the journey towards adoption of a Universal Costing System applying across the entire Higher Education Sector.
1076. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the percentage of the total grant allocation for higher education estimated to go on research and which is counted towards public research and development spend; the details of the way this estimation is calculated; and if he will make a statement on the matter. [31822/21]
View answerThe Government’s funding for research and innovation (R&I) in the higher education sector comes in two forms:
- Direct government funding comes via various government Departments and Agencies to fund research projects which are performed in the higher education sector.
- Indirect government funding is distributed by the Higher Education Authority (HEA) to the higher education institutions in the form of an annual "recurrent grant". The allocation of this funding is for a variety of purposes on behalf of my Department.
This is standard practice in all OECD countries that operate a dual system of higher education funding – direct and indirect (General University Funding). The system for reporting on higher education expenditure on research and innovation follows the guidelines set out in the OECD’s Frascati Manual.
The size of the R&I component of the recurrent grant is based on the proportion of time spent on research at the institution by the permanent academic staff, and applying that proportion to the overall funding of departmental R&I activities.
Expenditure on R&I is measured by way of the HERD Survey (Higher Education Research & Development). The latest HERD survey indicates that the amount of indirect funding amounted to €308.2m while the overall HERD figure was €876.1m. As a percentage, we can therefore say that 35% of the recurrent grant allocation for higher education institutions went on research for the academic year 2018-2019.
The HERD Survey is undertaken every two years and the latest iteration was published in January 2021. It can be accessed on:
https://www.gov.ie/en/publication/00d67-higher-education-research-and-development-survey-2018-2019/
My Department allocates recurrent funding to the HEA for direct disbursement to their designated higher education institutions. The HEA allocates this funding as a block grant to the institutions, covering such areas as teaching and learning and research. As autonomous bodies, the internal disbursement of this funding is a matter for the individual institution.
