Written Answers Nos. 51-75
52. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprentices recruited in 2021 under the apprenticeship incentivisation scheme; the targets for the scheme for the remainder of 2021 and for 2022 and 2023; and if he will make a statement on the matter. [36689/21]
View answerThe Apprenticeship Incentivisation Scheme comprises a €2,000 payment when employers register a new apprentice, followed by an additional €1,000 payment one year later where that apprentice is retained. The scheme was initially approved under the July Jobs Stimulus and extended in Budget 2021 for apprentices registering between March 2020 and June 2021.
The intention of the scheme is to ensure that apprenticeship will play a key part in supporting economic recovery at the reopening of the economy following COVID-19. It had been anticipated that the initial duration and subsequent expansion of the scheme to mid-2021 would cover the re-opening period, however this has not transpired meaning that employers have not had the opportunity to avail of the scheme and re-opening is only now happening in a significant way in the period to year end. On the 23rd June the Minister for Further and Higher Education, Research, Innovation and Science announced the expansion of the scheme to include apprentices registered in the second half of 2021.
Apprenticeships are employer led demand driven educational and training programmes, which aim to develop the skills of an apprentice in order to meet the needs of industry and the labour market. As apprentices are employees the demand for and number of apprentices is primarily dictated by the employer base in any area or sector. Take-up of the incentivisation scheme is therefore similarly demand led.
3,197 apprentices have been registered to date in 2021. Applications to the AIS have been made in respect of 2,225 apprentices (70%). It is anticipated that there will be in the region of 6,450 apprentice registrations in 2021, all of which are eligible to apply under the incentivisation scheme.
It is not anticipated that the AIS will be extended beyond 2021. Actions set out under the Action Plan for Apprenticeship 2021-2025 will see employers of apprentices other than the 25 craft apprenticeships become eligible for an annual base grant paid per apprentice from early 2022. The level of grant will be announced by year end. Employers of craft apprentices benefit from the direct payment of training allowances by ETBs to apprentices during their three periods of off-the-job training (phases 2, 4 and 6 of a seven phase craft apprenticeship). This will continue for the 25 apprenticeships which are currently covered under this process.
53. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the progress report of the Technical University of the South-East; when the report is expected to be finalised; and if he will make a statement on the matter. [36694/21]
View answer77. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the proposed technical university of the south east; the outcome of the review of the project by an international panel and proposed finances; and if he will make a statement on the matter. [36841/21]
View answerI propose to take Questions Nos. 53 and 77 together.
On 30 April 2021, I received an application under section 29 of the Technological Universities Act 2018 from the Institute of Technology Carlow and Waterford Institute of Technology. The application is seeking an order under section 36 of the Act for the applicant institutes to be dissolved and the establishment of a technological university (TU). On 25 May 2021 in accordance with my obligations as Minister under section 31(3) of the Act, I appointed an advisory panel of four persons to assess the application.
This experienced and expert international panel, whom I met late last month as a matter of courtesy, is the same panel that assessed the application for TU designation made by the Athlone and Limerick Institutes of Technology in late 2020.
Department officials understand that the panel commenced its virtual assessment interactions with the applicant institutes on Monday this week 5 July 2021.
I await the furnishing of the panel’s report, the views of the Higher Education Authority (HEA) on it, and any other information the Authority considers relevant in accordance with the timeframes prescribed under the 2018 Act before making my proposed decision on the application.
In relation to finances, since 2013 the TUSEI consortium has received €8.8 million to advance its proposals for TU designation. This includes an allocation of €5.1 million in October 2020 under the Transformation Fund. The HEA, which administers the fund on behalf of the Department, is currently in discussions with TUs and TU development consortia on 2022 allocations.
I am committed to capital investment in the proposed technological university for the South East. Officials from the Department and the HEA are in ongoing engagement with both Institutes in relation to campus development plans across all proposed TU locations, including Wexford. It is planned that over the lifetime of the National Development Plan substantial investment will be required across various locations to address under investment in facilities. This investment includes the vision of a larger campus footprint in the South East, including in Waterford, and the provision of fit for purpose spaces to address skills and demographic demand issues.
55. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if there was an increase in the number of students who received a reduction in their grant in 2020-2021 compared to previous years; his views on whether this is due to including the pandemic unemployment payment as income; and if he will make a statement on the matter. [36827/21]
View answerThe principal support provided by my Department in financial terms is the Student Grant Scheme. Under the terms of the 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.
The scheme is demand led and as such the numbers applying each year can change for reasons such as demographics, employment rates etc. The scheme is reviewed annually to ensure that it remains up to date with regard to policy issues arising across Government. For example, this year’s scheme includes a number of new income disregards such as the Fuel Allowance and Living Alone Allowance, and improved grant supports for postgraduate students. These changes can make it difficult to make like for like comparisons.
The number of students who received a different rate of grant in each of the last three academic years relative to the previous year together including provisional data for the forthcoming 2021-22 academic year is set out in the attached table.
The table shows that the percentage of students (44%) who received a lower rate of grant in the 2020-21 academic year was slightly lower but broadly in line with the trend (47%) in previous recent years.
2019 was the income reference year for the 2020-21 academic year and, as this pre-dates the introduction of the Pandemic Unemployment Payment from March 2020, the receipt of this payment was not a major determining factor in terms of changed student grant eligibility for the 2020-21 academic year. 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 the current year (2021) and they may also be asked to provide evidence of the current year’s (2021) income.
2020 is the income reference year for the forthcoming 2021-22 academic year. On the basis of emerging application processing data for the year to date, a further drop in the percentage of students (41%) who received a lower rate of grant in the 2021-22 academic year is currently indicated. The application process for the 2021/22 is still open. As such, this figure is subject to change.
57. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to develop the next national research and innovation strategy; and if he will make a statement on the matter. [36851/21]
View answerThe development of a new national strategy for research and innovation (R&I) is a key commitment in the Government’s Economic Recovery Plan 2021, which sets out the “dual ambition of placing research, development and innovation at the heart of addressing Ireland’s economic and societal challenges, and building capacity and capability across the research and innovation system to move R&I up the value chain.”
The Department of Further and Higher Education, Research, Innovation and Science will lead the development of this new national strategy, in consultation with key Government Departments, agencies and stakeholders. This new Department has been established with a clear mandate to work with all stakeholders to strengthen Ireland’s R&I ecosystem, drive reform and collaboration, and enhance outcomes which contribute to meeting societal, economic and global challenges.
This new strategy will aim to be transformative in meeting these challenges. It will identify the reforms necessary to develop an R&I system that has the right capacity and capabilities, and which is supported by coherent policies and structures for national coordination, collaboration and governance across the national R&I landscape.
My officials are currently seeking submissions via a public consultation which was launched last month, and will close this Friday 9th July. There is a Consultation Paper on my Department’s website which reflects many of the main issues that have emerged in early consultations with key stakeholders. It also reflects the clear intent at EU level that R&I will help our societies recover from the pandemic and prepare Europe for the challenges of the coming decade and beyond.
Last week, my Department held an online stakeholder event where a wide range of stakeholders from across Ireland’s R&I system came together to discuss the issues raised in the consultation paper and inform the strategy.
The strategy will build on the lessons of delivering the previous national strategy, Innovation 2020. The overarching vision in Innovation 2020, was for Ireland to become a Global Innovation Leader driving a strong sustainable economy and a better society. Within this was a focus on excellence, talent and impact. The Mid-term Review of Innovation 2020 found that, while it has been challenging to meet some of the key targets of Innovation 2020 , much progress has been made and the overall vision of becoming a Global Innovation Leader remains valid. While renewed targets will need to be identified and agreed during the development of the next strategy, the Government’s ambition for Ireland to become a Global Innovation Leader has not diminished.
Consultation is ongoing, but it is the intention that the next strategy will set a vision and ambition for Ireland’s R&I system that all relevant actors will identify with and contribute to, with ambitious national strategic goals and objectives out to 2027. Action-led Work Programmes will map out specific deliverables over shorter timescales. This will enable agility and responsiveness over the full period of the strategy and a strong focus on delivery and reform.
I intend bringing the strategy to Government for approval later this year.
58. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans to offer new and additional courses at the Technological University of the Shannon: Midlands Midwest’s Ennis campus. [36590/21]
View answerFollowing my granting on 5 May 2021 of their application for TU status under the Technological Universities Act 2018, the dissolution of Athlone and Limerick Institutes of Technology required the approval by both Houses of the Oireachtas of a draft order appointing the date of establishment of the new Technological University of the Shannon: Midlands Midwest. The date in prospect is 1 October 2021. The order was approved in the Dáil on 7 July 2021 and is scheduled for consideration by the Seanad on 12 July 2021.
The communities in areas where there are campuses of the new TU, including at Ennis will, over time, benefit from the university attracting more students, the retention and creation of skills and employment in its regional hinterlands and acting as a catalyst for research, innovation and enterprise with a view to attracting increasing levels of investment including Foreign Direct Investment and to contributing to further regional and socio-economic development.
I am strongly committed to appropriate capital investment to underpin the ambitions of our higher education institutions including TUs. Officials from my Department and the Higher Education Authority have regular engagement with HEIs, including Athlone and Limerick Institutes of Technology, in relation to their future campus development plans.
Higher Education Institutions (HEIs), including TUs, are autonomous and determine themselves which courses they will offer. However, under Springboard+ and the Human Capital Initiative this Department has been funding courses in areas of identified skills needs.
Ennis is a campus of Limerick IT, and while the Technological University of the Shannon: Midlands Midwest has received its designation as a Technical University, the Springboard+ and HCI funded offerings of each Institute are being managed separately for programmes starting in September 2021.
Across AIT and LIT the following is on offer:
|
Provider |
Course Type |
Courses |
Total |
|
AIT |
Springboard+ |
27 |
50 |
|
LIT |
Springboard+ |
23 |
|
|
AIT |
HCI Pillar 1 |
7 |
14 |
|
LIT |
HCI Pillar 1 |
7 |
While these programmes aren’t located on the Ennis campus, with the flexible delivery in place through Springboard+ and HCI they are accessible to participants from across the region.
Springboard+ is a competitive call process, whereby Higher Education Institutions engage with enterprise to create proposals for courses in areas of identified skills need. Currently, Springboard+ enables institutions to put forward courses in any skills need that can be evidenced. The Springboard+ call process has concluded for this year, and will not commence again until late 2021/early 2022.
The HCI Pillar 1 call in 2020, through which these programmes were selected, was also a competitive process with providers submitting programmes in identified key skills areas.
59. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the September 2021 reopening plans for third-level, further education, training and skills institutes and services; if the relevant institutions, staff, student and trainee representative bodies are involved in reopening plans; and if he will make a statement on the matter. [36693/21]
View answerIn May 2021 my Department established a Working Group to achieve the Government commitment to planning for a significant increase in onsite attendance in the tertiary education sector in the next academic year.
The existing Covid-19 Tertiary Education Sector steering group, which contains representatives from across the further and higher education sector, was convened to act as a planning working group during the month of May. The result of that intensive collaboration was the finalisation of a comprehensive plan for returning with significant increases in onsite tertiary education in the autumn.
Following this period of consultation with sectoral stakeholders and with Government approval, I published A Safe Return: Plan for a safe return to on-site Further and Higher Education and Research in 2021/22.
The Plan reflects the essential nature of higher and further education and training, and research activities, and in that context provides for comprehensive on-site activity for the next academic year, with almost full scale on-site activities. Institutions and providers in the sector have committed to ensuring that all learners across all areas have significant scheduled on-site learning in the forthcoming year.
There is ongoing engagement and collaboration with the higher and further education sector via the Covid-19 Tertiary Education Sector steering group whose membership includes both sectoral and stakeholder representatives. There is also ongoing engagement via the stakeholder fora: the Partnership of Stakeholders in the Technological Sector (POSITS); and the Further Education Stakeholder Forum.
The partnership and collaboration demonstrated by all stakeholders, institutions and educational providers, their staff and representative bodies, students and learners has been instrumental in developing the plan for the safe return to onsite provision of higher and further education. The continuation and intensification of this approach will be central to its successful implementation.
I will provide an update on this planning to Cabinet in July and following that update, and any wider development with regard to public health, it is envisaged that institutions and providers will be in a position to communicate their plans for a return to on-site activity to students, learners and staff.
60. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is considering additional measures or initiatives to help recruit mature apprentices; and if he will make a statement on the matter. [36687/21]
View answerThe Action Plan for Apprenticeship 2021-2025 was launched on 19th April and sets out a five year plan which sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The actions set out in the plan seek to deliver on a target of 10,000 apprenticeship registrations per annum by 2025.
The Plan will address the clear need to broaden the awareness of apprenticeship as a work-based route to internationally recognised qualifications and experience for people of all ages, be they progressing in their career, school leavers or career changers. Growing that message is a key feature of planning for apprenticeship in the coming years.
Currently over 28% of the apprenticeship population are over 25 years of age and in some of the new consortia led apprenticeships such as Auctioneering and property service the over 25 cohort rises to 70%.
A new National Apprenticeship Office will make accessing information on, and engagement with, apprenticeship more straightforward for both learners and employers. It will provide practical advice and support for the new consortia responsible for the delivery of apprenticeships at programme level. Prospective apprentices of all ages will be able to find out information about apprenticeship opportunities and will receive more support and clearer communication throughout their entire learning journey, including exploring the opportunity for craft apprentices to express preferences on the location of their off-the-job training, where practicable.
Under the Action Plan for Apprenticeship the impacts of, and outcomes from, existing access to apprenticeship and pre apprenticeship programmes as well as other interventions across the sector will be examined to provide an evidence base for best practice and future interventions to deliver an apprentice population which better reflects the general population.
Enhanced cooperation with the State's Public Employment Service as set out in the Plan will also increase visibility of apprenticeship to employers and career changers.
61. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the current and planned supports to improve access to further and higher education and training learners with disabilities; and if he will make a statement on the matter. [36854/21]
View answerInclusion is one of the core strategic goals for my Department. My ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of vulnerable learners, the most marginalised and those with special and additional needs.
A range of supports and measures are in place for learners with disabilities; some of these supports are targeted while others are available to the general student populace. The main support available to students is the statutory based Student Grant Scheme. Under 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 which relate to nationality, residency, previous academic attainment and means. Circa 75,000 students are supported annually under the fund.
The Student Assistance Fund (SAF) provides financial assistance to students experiencing financial difficulties while attending higher education. Students can be assisted towards costs such as rent, childcare costs, transport costs and books/class materials. Students on full or part-time courses leading to a higher education award in the universities, institutes of technology and other approved colleges can apply for the SAF. Circa 14,000 students are supported annually under the fund.
The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. The FSD is one of the main funding sources supporting participation by students with disabilities in approved further and higher education courses in Ireland. It also supports students from Ireland to study on approved courses in Northern Ireland, the UK and other EU countries. The actual level of support to be provided to individual students is decided by each institution who carry out a needs assessment to determine the types of supports and accommodations needed. Circa 14,000 students are supported annually under the fund.
Earlier this year I approved a number of strategic projects under the Fund for Students with Disabilities (FSD) aimed at supporting students with disabilities to access and engage with higher education. The initiatives, which involve 23 higher education institutions (HEI) and €5.4m in expenditure, are broad and are aimed at improving access to higher education for people with a disability, to improving college campuses and to assist staff with training and development. Among the projects are a number of projects for students with autism including the establishment of autism friendly rooms across nine different campuses, the development of assistive technology including for students with disabilities, an app to help students with visual or hearing impairment navigate their way around campus and specialist assistance for students who are deaf.
Circa €40m is allocated annually to higher education institutions (HEIs), through their core funding, in recognition of the additional costs of recruiting and retaining students from National Access Plan target groups, including students with disabilities. This enables all HEIs to have an access infrastructure, including disability support services, in place that provides for the pre-entry and post-entry work required to support students from target groups to access and successfully complete higher education.
Apart from the student grant and dedicated access supports, the Deputy will be aware of the range of additional supports that were put in place for students as part of Budget 2021 and as part of the Government's COVID response last year. These included: additional supports for access measures in higher education; a mitigating educational disadvantage fund for further education and training; a student laptop scheme; a once off grant of €250 for students; additional funding for student mental health and wellbeing; and Dormant Accounts Funding for Traveller access to and progress within higher education.
The National Plan for Equity of Access to Higher Education 2016-2021 (NAP) has set targets to increase participation in higher education by people with disabilities. Specific targets have been set to increase participation in higher education by students with physical or sensory disabilities. The original (8%) and revised target (12%) under the National Access Plan of new entrants to higher education with disabilities has now been exceeded, with 12.3% of new entrants to higher education in 2019/20 declaring a disability.
While there is significant provision for students with intellectual disabilities in the further education and training sector where there were 2,821 learners with intellectual disabilities in 2019 and some provision in the higher education sector involving a comparatively small number of learners. I have asked my officials to engage with the HEA and SOLAS to see where we can play a stronger role, in meeting the educational needs of this group as part of a coherent whole of Government responses. We are at an early stage of work in this area, but it is an area I am strongly committed to pursuing.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training Strategy (FET) 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including persons with a disability, members of the Traveller and Roma communities, migrants and the unemployed, with the aim of enabling every citizen to participate fully in society.
Ensuring that the apprenticeship population reflects the general population is a stated aim of the Government in both the Programme for Government and the Action Plan for Apprenticeship 2021-2025. Targets for participation by under-represented groups, and additional specific actions to support those target groups will be set in conjunction with the Equity of Access Subcommittee (of the National Apprenticeship Alliance) and will be monitored on an ongoing basis to ensure that interventions are working and that we are delivering greater diversity across the apprentice population.
My Department will continue to keep existing provision and initiatives under review. We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training. Thus ensuring that we grow prosperity across communities and build social cohesion, while also recognising the different needs of learners and enabling each and every one of them to develop to their full potential.
62. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to remove the pandemic unemployment payment from the reckonable income calculations for the SUSI scheme in order that students who exceed the threshold for financial support as a result of having received the payment will not be disqualified from the SUSI grant; and if he will make a statement on the matter. [36791/21]
View answerThe principal support provided by the Department in financial terms is the Student Grant Scheme. Under the terms of the 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.
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 Covid-19 payment has been treated as reckonable income for the SUSI means assessment process since it was introduced in March 2020. This means that the Covid-19 payment is treated in a similar fashion to other Department of Employment Affairs and Social Protection payments such as Jobseekers Benefit/Allowance, thus ensuring a consistency of approach and an equitable treatment of students and their families in the SUSI means assessment process.
All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme. The terms and conditions of funding are applied impartially to all applicants.
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.
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. 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.
63. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for further and higher education on the campus of Plunket College of Further Education in Whitehall, Dublin 9; and if he will make a statement on the matter. [36772/21]
View answerI wish to advise the Deputy that provision of further education and training at Plunkett College of Further Education (Plunkett CFE) is governed by City of Dublin ETB (CDETB).
The ETB expect to support in the region of 200 learners in Plunkett CFE in the 2021/2022 academic year. Through PLC provision a range of course options will be provided including Accounting Technician, Business and Information Technology, Advanced Psychology, Construction Technology & Draughting. The pre-apprenticeship programmes will provide training in Finance Insurance, Information & Communications Technology and Finance Insurance with iFIT Software Developer Apprenticeship also available. In addition, Skills to Advance (upskilling for employed people) will provide QQI level 5 awards in both customer service and in team working.
CDETB and Plunkett CFE continually review their provision to ensure that it meets the needs of its community of learners including both employed and unemployed people; and local employers.
64. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he has taken to provide extra places on apprenticeship schemes for the building trade; the steps he has taken to attract more persons to apply for apprenticeships; and if he will make a statement on the matter. [35627/21]
View answerThe Action Plan for Apprenticeship 2021-2025 was launched on 19th April and sets out a five year plan which sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The actions set out in the plan seek to deliver on a target of 10,000 apprenticeship registrations per annum by 2025 across all sectors of the economy including construction. Measures to support employer engagement in apprenticeship, particularly within the SME sector, will be integral to the delivery of that target.
As a demand driven programme, the number of apprentice placements is determined by employers within the construction sector. In recent years, annual intake in construction related apprenticeships has steadily been increasing, from a low of 650 in 2010 to 3,499 in 2019. The impact of Covid-19 and the closure of the construction sector in March 2020 impacted heavily on apprentice registrations in the first half of 2020. Registrations recovered in the second half of the year with the support of the Apprenticeship Incentivisation Scheme, which provides an employer grant of €3,000 payable over two years to support employers who take on and retain apprentices, reaching a total of 3,104 registrations on construction related apprenticeships by year end. This trend in continuing into 2021 and there were 1,346 registrations on construction related apprenticeships to end of May 2021 compared to 953 in 2020 and 1,491 in 2019. The Apprenticeship Incentivisation Scheme has been extended and the scheme will now include all apprentices registered to the end of this year. The intention of the scheme is to ensure that apprenticeship will play a key part in supporting economic recovery at the reopening of the economy following COVID-19.
Under the Action Plan for Apprenticeship 2021-2025, a new National Apprenticeship Office (NAO) will drive central branding and promotional activities targeted to heighten public awareness of the range of apprenticeship offerings in all sectors including construction. Visibility of programmes will be supported through the national Generation Apprenticeship campaign and continued engagement with regional vocational skills showcases.
Prospective apprentices will be able to find out information about apprenticeship opportunities and will receive more support and clearer communication throughout their entire learning journey, including exploring the opportunity for craft apprentices to express preferences on the location of their off-the-job training, where practicable.
They will be encouraged to provide their views on the functioning and development of the apprenticeship system, by appropriate representation within stakeholder advisory bodies and by means of an annual survey of apprentices to be carried out by a new National Apprenticeship Office (NAO) as part of the data collection and evaluation framework. An apprentice bursary scheme will be established to fund up to 100 apprentices per year who are experiencing severe socioeconomic disadvantage.
Education and training relevant to skills needs in the construction sector is delivered through ongoing apprenticeship and non-apprenticeship further and higher education and training as well as through specific activation programmes such as Springboard, the Human Capital Initiative and Skillnet Ireland.
Among the 61 apprenticeships currently available at levels 5-10 on the National Framework of qualifications, the 25 traditional craft apprenticeships at level 6 of the National Framework of Qualifications have been supplemented by new apprenticeships in geo-drilling (Level 6), with programmes in scaffolding (level 5), roofing and cladding (level 5) and advanced quantity surveying (Level 9) due to launch in 2021.
By 2025 apprenticeship will be a clear choice for people looking for a new career, qualification or return to work option across all sectors of the economy including construction and employers will see the value and benefit of apprenticeship in meeting the skills requirements of their workforce.
65. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta an aontaíonn sé go bhfuil dualgas aige comhfhreagras trí Ghaeilge a fhreagairt as Gaeilge, de réir Acht na dTeangacha Oifigiúla 2003, cén fáth nár chomhlíonaigh sé an dualgas sin sa bhfreagra a thug sé ar mo cheist parlaiminte uimhir 407 den 29 Meitheamh 2021, agus an bhfuil sé dáiríre faoi dualgais reachtúil i leith na Gaeilge in ainneoin go bhfuil sé ag baint an dualgas i leith na Gaeilge ón Údarás um Ard-Oideachas sa Bhille nua molta don eagras sin, de réir an Scéim Ghinearálta. [36780/21]
View answerDe bharr neamairt riaracháin i mo Roinn, cuireadh an freagra ar an gCeist Pharlaiminte a ndearna an Teachta tagairt dó, ar ais as Béarla seachas as Gaeilge.
Tuigim na hoibleagáidí atá orm faoi Acht na dTeangacha Oifigiúla 2003 freagra a thabhairt as Gaeilge ar cheisteanna a chuirtear isteach as Gaeilge.
Is oth liom nár tharla sé sin an uair seo.
Rinne oifigigh i mo Roinn athbhreithniú ar na nósanna imeachta lena chinntiú nach dtarlóidh sé seo arís.
Tá freagra curtha ar fáil agam as Gaeilge don Oireachtas don Cheist Pharlaiminte dar dáta 29ú Meitheamh 2021, agus tá iarrtha agam an taifead a thabhairt suas chun dáta le go mbeidh an freagra as Gaeilge amháin ar taispeáint.
Níl oibleagáid maidir leis an nGaeilge bainte agam den Údarás um Ardoideachas sa Scéim Ghinearálta de Bhille le hathchóiriú a dhéanamh ar reachtaíocht an Údaráis um Ardoideachas.
In Alt 4 d’Acht an Údaráis um Ardoideachas 1971 déantar foráil - ag comhlíonadh a fheidhmeanna don Údarás coimeádfaidh sé i gcuimhne i gcónaí na haidhmeanna náisiúnta atá ann an Ghaeilge a aisiriú agus an tsaíocht náisiúnta a chaomhnú agus a fhorbairt agus féachfaidh sé le cabhrú leis na haidhmeanna sin a chur i gcrích.
Tugadh é seo suas chun dáta sa Scéim Ghinearálta de Bhille le hathchóiriú a dhéanamh ar Acht an Údaráis um Ardoideachas go dtí an Cuspóir seo a leanas –
Cuirfidh an tÚdarás na cuspóirí seo a leanas san áireamh agus é ag tabhairt faoina fheidhmeanna –
(b) chun tacú le soláthraithe ardoideachais le hionchur a bheith acu san fhorbairt agus inbhuanaitheacht shóisialta, eacnamaíochta, chultúrtha agus thimpeallachta tríd an gceannaireacht, nuálaíocht agus aclaíocht.
Is é atá i gceist leis an tagairt don fhorbairt agus inbhuanaitheacht chultúrtha tacú ÚAO a chuimsiú do sholáthraithe ardoideachais le hionchur a dhéanamh d’fhorbairt agus inbhuanaitheacht na Gaeilge.
Tá foráil sa reachtaíocht don Aire le Straitéis a ullmhú a chlúdaíonn an fhoráil i Staid an ardoideachais, lena n-áirítear teagasc, foghlaim agus taighde idir 5 agus 7 mbliana. San áireamh san fhoráil seo éilítear go gcuirfidh an tAire aon pholasaithe náisiúnta ábhartha san áireamh agus an Straitéis seo á hullmhú. Clúdaíonn sé seo aon pholasaithe náisiúnta atá i bhfeidhm maidir leis an nGaeilge. Dá bhrí sin, sa Straitéis fhadtéarmach don chóras ardoideachais, léireofar an polasaí náisiúnta maidir leis an nGaeilge.
Sa reachtaíocht freisin, déanfar foráil go ndéanfaidh an ÚAO athbhreithniú leanúnach ar an éileamh ar ardoideachas agus déanfaidh sé moltaí maidir le soláthar áiteanna ar an iomlán do scoláirí laistigh den chóras ardoideachais. Cuirfidh an t-athbhreithniú agus na moltaí na riachtanais shóisialta, eacnamaíochta agus chultúrtha san áireamh. Sna riachtanais chultúrtha, clúdaítear riachtanais i leith na Gaeilge.
Tabharfar faoin bpróiseas grinnscrúdaithe réamhreachtaíochta ar an Scéim Ghinearálta i mí Iúil agus déanfaidh mé aon mholtaí ón bpróiseas seo a mheas, i dtaca leis an nGaeilge san áireamh.
Táim tiomanta go mbeidh an Ghaeilge mar chuid lárnach i gcónaí dár gcultúr agus dár gcóras ardoideachais.
66. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the progress of the full integration of Carlow College, St. Patrick's into the higher education system in the south-east region; and if he will make a statement on the matter. [36842/21]
View answerMy key priority and that of my Department in terms of advancing higher education integration in the south-east region is the progression by the publicly funded Institutes of Technology that make up the TUSEI consortium of their proposals for a technological university to serve all parts of the region.
In this context I received an application under section 29 of the Technological Universities Act 2018 from the Institute of Technology Carlow and Waterford Institute of Technology. The application is seeking an order under section 36 of the Act for the applicant institutes to be dissolved and the establishment of a technological university. On 25 May 2021 in accordance with my obligations as Minister under section 31(3) of the Act, I appointed an advisory panel of four persons to assess the application.
Carlow College St. Patrick's is a private institution operating in the region but standing outside the publicly funded higher education system. The college is understood to be facing financial challenges and in this context provided a copy of an independently commissioned governance and financial review to my Department seeking any relevant views or advice in relation to the broader higher education landscape of, and integration potentiality within, the region. A senior official in the Department has written recently to the college to schedule a meeting to discuss their review document later this month.
67. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to progress a third-level NUI campus on the northside of Cork city; and if he will make a statement on the matter. [36789/21]
View answerI have not been made aware of any plans by NUI to progress a new campus on the northside of Cork city. However, my Department is willing to work collaboratively with higher education institutions on the development of capital projects in line with their established masterplans.
Higher education building projects in Cork supported by my Department include the planned new Learning Resource building at MTU's Bishopstown campus, which will be delivered as part of the Higher Education PPP Programme; a major upgrade of the main 1970s building at MTU's Bishopstown campus; the planned new building for Cork University Business School, which will be delivered as a co-funded project with UCC; and the decarbonisation of the heating system in UCC’s O’Rahilly Building, one of eight energy efficiency and decarbonisation pathfinder projects being supported in the sector.
68. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if all of the necessary structures have now been put in place including the appointment of the board of management for the Munster Technological University; and if he will make a statement on the matter. [36703/21]
View answerThe first governing body of the Munster Technological University (MTU) was established on 1 January 2021 with 5 members appointed in accordance with Sections 55 and 56 of the Technological Universities Act 2018. Under section 55(3) of the 2018 Act the relevant procedures were subsequently concluded to expand the governing body to 21 members as of 30 June 2021. In accordance with the provisions of Section 12(1)(i) of the 2018 Act I am currently considering the nomination of an additional external member to the governing body.
My officials have been informed that an interim Academic Council was established by MTU on 1 January 2021 consisting of 9 members in accordance with the provision of Section 16 of the 2018 Act. Following on from extensive consultation that took place prior to the TU's establishment, arrangements were then subsequently put in place to form a larger, more representative Academic Council. The membership of the Academic Council of MTU now stands at 90 members. This larger group had its inaugural meeting on 7 May 2021.
Officials from my Department are currently in discussions with the management of MTU in relation to a number of senior executive level posts that require my consent as Minister under the 2018 Act along with the consent of the Minister for Public Expenditure and Reform.
69. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for further and higher education on the campus of Whitehall College of Further Education in Whitehall, Dublin 9; and if he will make a statement on the matter. [36773/21]
View answerI wish to advise the Deputy that provision of further education and training at Whitehall College of Further Education (Whitehall CFE) is governed by City of Dublin ETB (CDETB).
The ETB expect to support in the region of 350 learners in Whitehall CFE in the 2021/2022 academic year. Through PLC provision a range of course options will be provided, including Business and Finance, English Language and Business, Computer Networks, Health Service Skills, English Language and Training and Nursing Studies. In addition, the pre-apprenticeship programme will provide training in carpentry and joinery, motor vehicle and construction, while Skills to Advance (upskilling for employed people) will provide a hybrid and electric vehicle motor industry qualification.
CDETB and Whitehall CFE continually review their provision to ensure that it meets the needs of its community of learners, including both employed and unemployed people; and local employers.
70. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science the status of plans for a full return to campus at the start of the 2021 academic year; the status of the use of antigen tests to enable this return; and if he will make a statement on the matter. [36856/21]
View answerThe Government has committed to planning for a significant increase in onsite attendance in the tertiary education sector in the next academic year. Following Government approval, last month I published A Safe Return: Plan for a safe return to on-site Further and Higher Education and Research in 2021/22.
The Plan reflects the essential nature of higher and further education and training, and research activities, and in that context, provides for comprehensive on-site activity for the next academic year, with almost full scale on-site activities. In addition, contingency planning, based on a more restrictive public health environment, is also being prepared by the sector. Even in a more restrictive public health environment, it is envisaged that there would still be significant on-site activities.
At a very minimum, workshops, tutorials, classroom based activities and smaller lectures will be allowed and libraries, research facilities and labs will be opened. The safety measures which will be in place such as social distancing, face masks, ventilation will be in accordance with prevailing public health advice taking into account the essential nature of further and higher education and research. Institutions and providers will continue to put in place plans to ensure that the overall number of people on campus at a given time continues to be moderated.
The intention of Government is to strengthen the prevention and intervention measures around COVID-19. The potential role of rapid antigen testing as one part of a package of measures to support greater on-site provision is recognised, particularly in the context of the recent publication of the COVID-19 National Protocol for Employers and Workers, which notes rapid antigen testing as a possible way of strengthening COVID-19 responses and providing reassurance to staff and others.
An SFI-backed multi-site pilot study to examine rapid testing for third level students and staff in Ireland has commenced. It is expected that the study will provide learning on the potential role rapid antigen testing can play. Pilot projects are underway in four universities – NUI Galway, UCC, UCD and Trinity College Dublin.
Should the pilot study demonstrate the effectiveness of rapid testing as a tool, it would play a role as one part of a wider vigilance programme that could include self-monitoring in addition to other public health non-pharmaceutical interventions.
My Department has also joined a HSE-led Pilot Project Working Group to pilot approaches for the operation of rapid testing in education settings, including third level.
My Department has undertaken to provide Government in mid-July with an update of the progress in relation to sectoral planning and the expected level of on-site activity in further and higher education and research in the Autumn, including an update on planning with regard to large scale lectures. This will ensure that there is ongoing support for planning in this sector and that planning proceeds in a manner that is aligned to prevailing public health advice.
Following the update to Cabinet in July and in anticipation, at that point, of revised public health guidelines being available, it is envisaged that institutions and providers will be in a position to communicate their plans for a return to on-site activity to students, learners and staff.
71. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science the planned supports to integrate students back on campus; and if he will make a statement on the matter. [36843/21]
View answerThe Government has committed to planning for a significant increase in onsite attendance in the tertiary education sector in the next academic year.
Following intensive consultation with sectoral stakeholders and Government approval, I published A Safe Return: Plan for a safe return to on-site Further and Higher Education and Research in 2021/22.
The Plan reflects the essential nature of higher and further education and training, and research activities, and in that context provides for comprehensive on-site activity for the next academic year, with almost full scale on-site activities. Institutions and providers in the sector have committed to ensuring that all learners across all areas have significant scheduled on-site learning in the forthcoming year.
The protection of and support for students and learners is one of the central tenets of the Plan whose purpose, among others, is to enable maximum onsite provision of onsite activities, support the ongoing public health requirements, and support the ongoing needs of students and learners
Institutions and providers are currently progressing with their own detailed planning and work for a comprehensive return to on-site activity. This will include planning for orientation, re-orientation and transitions programmes to assist students in familiarising or re-familiarising themselves with the on-site environment and learning resources. Issues around supports for students returning to campus, and the need for resources to support these students, have been discussed by the Student and Learning Wellbeing and Engagement Working Group.
In the Plan, my Department commits to developing a funding proposal for agreement with the Department of Public Expenditure and Reform to support the sector in responding to specific costs and particular issues arising from the impact of the pandemic on for the tertiary sector and students. The proposal, building on the funding provided in 2020 under the Covid support package is intended to help enable the return to substantial onsite activity under this Plan.
I have undertaken to provide an update to Government in mid-July on this planning and the associated expected level of on-site activity in further and higher education and research in the Autumn. This will ensure that there is ongoing support for planning in this sector and that planning proceeds in a manner that is aligned to prevailing public health advice.
Following the update to Cabinet in July and taking account of public health guidelines, it is envisaged that institutions and providers will be in a position to communicate their plans for a return to on-site activity to students, learners and staff.
72. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the new apprenticeship programmes due to come on stream in 2021; and if he will make a statement on the matter. [36852/21]
View answer36 apprenticeships have been launched following the 2013 Review of Apprenticeship Training in Ireland which set out the benefits of a system which combined workplace learning with classroom based learning in an education and training institution. These programmes complemented the craft apprenticeships which were in existence at that time and bring the total number of apprenticeships currently available to 61.
A further 17 programmes are in development in sectors such as agriculture, ICT, hospitality, construction, engineering, horticulture and commercial driving. The majority of these are due to get underway by the end of 2021. In addition, a number of potential apprenticeships are at an exploratory stage.
A list of current apprenticeships available and the 17 apprenticeships in development is attached.
73. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for continued engagement with Munster Technological University as it develops; and if he will make a statement on the matter. [36762/21]
View answerOfficials in my Department are in regular contact as required in relation to relevant policy issues with management in all technological universities (TUs) including Munster Technological University (MTU).
The Department is represented on the National Negotiation Forums in relation to TUs where the representatives of both academic staff and professional, management and support staff and managements of TUs, including MTU, and TU development consortia meet regularly under an independent WRC chairperson to discuss prescribed policy issues of relevance arising for staff in the course of the development of TUs.
In addition, the Higher Education Authority (HEA) administers the Transformation Fund on behalf of the Department. The fund assists the development and progression of TUs nationally and last year allocated a total of Euros 34.33 million to this end, of which Euros 8.25 million was allocated to MTU. Discussions between the HEA and the relevant higher education institutions are understood to be currently ongoing in relation to TU project progression and proposed 2022 allocations.
74. Deputy Violet-Anne Wynne asked the Minister for Further and Higher Education, Research, Innovation and Science if there has been provision made for the third-level students who cannot for physiological reasons avail of the Covid-19 vaccine but wish to return to campus physically in the 2021-2022 college year; and if he will make a statement on the matter. [36525/21]
View answerThe Government has committed to planning for a significant increase in onsite attendance in the tertiary education sector in the next academic year.
Following consultation with sectoral stakeholders and on following Government approval, the Minister published A Safe Return: Plan for a safe return to on-site Further and Higher Education and Research in 2021/22. The Safe Return Plan can be accessed here: www.gov.ie/en/publication/bcd91-a-safe-return-to-on-site-further-and-higher-education-and-research/
The Plan reflects the essential nature of higher and further education and training, and research activities, and in that context, provides for comprehensive on-site activity for the next academic year, with almost full scale on-site activities, utilising a Discretionary Framework with a more expansive definition of necessary on-site activities. In addition, contingency planning, based on a more restrictive public health environment, is also being prepared by the sector. Even in a more restrictive public health environment, it is envisaged that there would still be significant on-site activities.
To support the Plan, the sector has developed a Pact of actions and commitments to ensure that the return is safe. Under this Pact, institutions and providers are committing to making provisions for the needs of vulnerable and high-risk staff, students and learners where vaccination is medically contraindicated. More details on the sectoral pact are available in section 5 of the Plan.
Institutions and providers are currently progressing their own detailed planning and work for a comprehensive return to on-site activity, and students and learners who cannot avail of the vaccine should engage with their institution or provider directly, as they are best placed to provide information on their plans for the new academic year.
75. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science the way the €3 million secured in 2020 to underpin well-being and mental health and student services in higher education institutions was spent; the way it was administered; and the services provided by this funding. [36509/21]
View answerThe mental health and wellbeing of our students is one of my priorities. In 2020 I secured additional funding of €3m to underpin wellbeing and mental health and student services in our higher education institutions (HEIs) which was in addition to the €2m funding allocated in Budget 2020.
The Higher Education Authority (HEA) requested HEIs distribute this funding in support of specific student engagement, such as the recruitment of additional student counsellors, and implementation of the National Student Mental Health and Suicide Prevention Framework, which I launched last year. This Framework provides clear guidance to HEIs regarding implementation of good practices in responding to student mental health difficulties.
The HEA continually monitors the way the financial supports operate within the institutions. In institutional progress reports, institutions have reported that the funding has supported the recruitment of student counsellors, and has enabled support of additional roles, such as Assistant Psychologists and Mental Health Advisors.
Funding is also assisting with extending available hours of service and has supported agility within the HEIs in their collective responses to the challenges created by the ongoing pandemic among the student cohort. Increased capacity has created significant activity in outreach to students, including:
- online support groups (anxiety support, mood management);
- open, drop in groups to support connection/reduce isolation and loneliness;
- groups specifically targeting international students, 1st year students and postgraduates;
- workshops on resilience; managing fear/anxiety/uncertainty; grief and loss during the pandemic; motivation/staying engaged with college;
- increased responsiveness from counselling services, with many providing same day Wellbeing Calls or brief consultation calls, to respond to students quickly and provide "right time" care;
- delivery of institution wide staff training in identifying, responding to, and referring, distressed students.
The HEA is expecting receipt of detailed reports from the higher education institutions on their use of funds provided in 2020 later this month, and an update will be provided to my department thereafter.
