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Thursday, 9 Sep 2021

Written Answers Nos. 791-810

Early Childhood Care and Education

Questions (791)

Mary Butler

Question:

791. Deputy Mary Butler asked the Minister for Children, Equality, Disability, Integration and Youth the potential funding streams within his Department, Pobal or by alternative means to support the establishment of a pre-school for ECCE classes as outlined in correspondence (details supplied); and if he will make a statement on the matter. [43197/21]

View answer

Written answers

My Department administers an annual capital funding programme, under which early learning and care and school aged childcare services which are registered with Tulsa can access capital funding. 

The purpose or target of the funding is determined on an annual basis having regard to the needs of children, families and service providers and Departmental priorities.

There is no specific capital funding available for development works in 2021.

However, there are a number of supports which childcare providers, and intending childcare providers, can access. 

My Department funds City and County Childcare Committees (CCCs) who offer a wide variety of supports to parents and childcare providers,  including advice on setting up a childcare business, information on grants and low cost local enterprise loans which may be available to services, as well as commercial borrowing. The CCC’s also offer support on applying for the various funding schemes administered by my Department.  Contact details for all of the CCCs are available at myccc.ie.

Departmental Strategies

Questions (792)

Ruairí Ó Murchú

Question:

792. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he has plans to introduce the necessary learning opportunities within third-level education facilities in terms of artificial intelligence and the ever changing research field in this regard; and if he will make a statement on the matter. [41442/21]

View answer

Written answers

Since 2016, the Irish Research Council has funded fifty-eight awards in the area of artificial intelligence at a total cost of €6.7 million. These awards were funded under the Government of Ireland Postdoctoral Fellowship Programme, the Government of Ireland Postgraduate Scholarship Programme, New Foundations, Employment-Based Postgraduate Programme, Enterprise Partnership Scheme, Laureate Awards, COALESCE Research Fund and CHIST-ERA.

Springboard+ 2021 was launched on 14th June 2021, there is a combined total of 13,444 places on 408 courses available in the 2021/22 academic year under Springboard+ 2021 and HCI Pillar 1. This year, there is a broad range of courses in the area of Artificial Intelligence. Please find attached numbers of participants on existing courses in the area of Artificial Intelligence, including Springboard+ and HCI Pillar 1. Courses for Springboard+ and HCI Pillar 1 2021/22 will commence from the autumn so these are proposed numbers.

SRS Enrolment and Graduate numbers

Springboard+

Covid-19 Tests

Questions (793)

Ruairí Ó Murchú

Question:

793. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide further details in relation to the pilot programme on antigen testing his Department is conducting; and if he will make a statement on the matter. [41447/21]

View answer

Written answers

The Government’s intention is to strengthen the prevention and intervention measures around COVID-19 in response to the changing context including surveillance, track and trace, and potential use of new technology.  My Department recognises the potential role of rapid antigen testing as one part of a package of surveillance and vigilance measures that could also include self-monitoring and other public health non-pharmaceutical interventions. 

Following the establishment by the Minister for Health of an Expert Advisory Group on Rapid Testing, my Department wrote to the Group outlining steps already taken to pilot rapid testing initiatives in the further and higher education sector.  My Department has requested the Group’s early advice in determining the appropriate role for rapid testing and parameters around its usage in higher and further education settings 

Among the steps already taken is the provision of support for an SFI-backed Study to test this objective.  A new research project ‘Multi-site study to develop a SARS-CoV-2 Infection Surveillance System for Third Level Students and Staff in the Republic of Ireland’, known as UniCoV, began on June 14 across four universities and will be expanded to other sites in the near future.  It is expected that the study, comprising approximately 8000 staff and students, will provide valuable learning on the potential role rapid antigen testing can take in this sector. 

My Department has also joined a HSE-led Pilot Project Working Group to pilot approaches for the operation of rapid testing in education settings.  The purpose of these pilots is to examine the acceptability of the tests for individuals and the sites – i.e. can the site manage the process, do staff and students sign up and do they stick with it, do the tests pick up any positive cases and what, if any, are the unintended consequences.  Secondary to this feasibility aspect is, following the pilots, determining whether the model is scalable and if so, what changes would need to be made to the process and what additional resources would be required.

These pilots have commenced and five further and higher education sites are participating in the study. My Department is supportive of HSE proposals to expand these pilot studies to further locations in the coming period.  Institutions not currently involved have expressed their interest and there may be scope for clusters of institutions to participate within the same region.  A site selection process is under way and will conclude shortly.

Apprenticeship Programmes

Questions (794)

Ruairí Ó Murchú

Question:

794. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science his plans in relation to third-level apprenticeships, lifelong learning and dealing with the growing demand for skilled workers in new industries such as environmental and digital. [41448/21]

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Written answers

The response to COVID-19 has accelerated digital transformation, changing the nature and capabilities required for occupations. Upskilling and reskilling are a key Government priority to foster an inclusive recovery and to support the digital and green transitions, key commitments in the Programme for Government.

Lifelong learning lies at the heart of Ireland’s and the EU’s education and training policy and is acknowledged as being vital for sustainable economic growth, the restoration of employment, and fostering social cohesion.  This recognition of the importance of lifelong learning is reflected in the targets set both nationally and at EU level for lifelong learning participation. Ireland’s National Skills Strategy set a lifelong learning target of 10% to be reached by the year 2020 and 15% by 2025.  In quarter 4 2020, approximately 302,300 adults aged 25-64 years had engaged in lifelong learning, representing a lifelong learning participation rate of 11.6%, this was a reduction on prior year’s attainment caused by COVID-19 related measures.   

Further Education and Training (FET) is primarily delivered or contracted by the 16 Education and Training Boards (ETBs), under the funding and strategic direction of SOLAS. FET offers a diverse range of programmes and supports designed to meet the needs of individuals at different stages of the learning pathway. Courses focused on foundation or transversal skills development, including literacy, numeracy and digital skills, build the core capabilities that allow participants to move on to more advanced learning opportunities with the aim of enabling every citizen to participate fully in society across their lifetime.

The new FET Strategy 2020-2024 recognises the key role that FET must play in helping to address the digital divide and provide learners with the core ICT skills to address digital literacy and commits to enhancing technology within FET to ensure that better use is made of digital technology for teaching and learning. There are a range of programmes available within FET for all persons who wish to develop their digital literacy. These programmes are integrated into adult literacy and numeracy provision and are designed to meet the specific digital literacy needs of learners. As a result, they are generally organised on a one-to-one or small group basis.

A €225m investment package was announced as part of the Government’s National Recovery and Resilience Plan, which includes a significant skills package for upskilling and reskilling aimed at equipping workers whose jobs are unlikely to return, including a focus on digital skills transition and a new Green Skills Action programme at further education level.  A research and innovation National Grand Challenges Programme has also been launched which will focus on the need for a transition to a climate neutral and clean economy as well as the challenges of digital transition.

The Action Plan for Apprenticeship 2021-2025 launched on 19th April last 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.

Government is committed under the Action Plan for Apprenticeship to working with employers to promote, enable and support the recruitment of apprentices.  Measures to support employer engagement in apprenticeship across all sectors of the economy, particularly within the SME sector, will be integral to the delivery of the target of 10,000 new apprentice registrations per annum by 2025.  These measures encompass both financial and non-financial and will include an annual grant for employers not benefiting from the existing mechanism of State-funded craft apprentice training allowances for off-the-job training. This employer grant will be administered by the new National Apprenticeship Office (NAO) and the level of grant will be announced by year end.

Green skills are the heart of the Government’s post-Covid recovery and regeneration plans. Near Zero Energy Building (NZEB) and retrofit programmes are currently provided in Waterford Wexford ETB, Laois Offaly ETB and Mount Lucas National Construction Training Centre with work ongoing to establish a further three centres of excellence in Cork, Limerick Clare and Mayo Sligo Leitrim ETBs.

At higher education level, in addition to core full time and part time programmes, funding is also provided under Springboard and the Human Capital Initiative for programmes which support the development of green skills, including professionals in areas such as Building Analysis and Climate Adaptation; Sustainable Building Technology and Retrofit, Conservation and Sustainability.   

Additional demand for skills to support the transformation to Low Carbon Economy are being identified through the ongoing EGFSN study ‘Skills for the Low Carbon Economy’ which is due to be finalised in the coming period.

Grant Payments

Questions (795)

Peadar Tóibín

Question:

795. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of SUSI applications that were rejected on the basis that the pandemic unemployment payment brought their income over the threshold in each of the past 12 months. [41504/21]

View answer

Written answers

The principal support provided by the Department in financial terms is the Student Grant Scheme. Under 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 the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.

As in any statutory scheme, a core principle is that there is consistency of approach and an equitable treatment for applicants as part of the means assessment process. This applies to people who are dependent on different types of social protection payment.

The Pandemic Unemployment Payment has been treated as reckonable income since it was introduced in March 2020. Income from the Covid-19 payment therefore has the same standing and is treated in a similar fashion to other Department of Social Protection payments such as Jobseeker's Benefit or Jobseeker's Allowance. 

A very important feature of the scheme that I would point to is the change of circumstances provision. 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 SUSI 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 based on current income and applicants may also be asked to provide evidence of same. Such a change in circumstances would clearly include no longer being in receipt of a pandemic unemployment payment. Students will no longer receive the PUP from early September, in line with normal circumstances where students do not qualify for unemployment payments while at college.

An applicant can request a review by contacting the SUSI Support Desk at 0761 087 874 or emailing support@susi.ie. 

The information requested by the Deputy cannot be provided in the format required.  When SUSI assesses an applicant’s reckonable income, the totality of the income is examined. If the total income is found to exceed the income thresholds outlined in the legislation, the applicant is deemed ineligible due to their total income exceeding the income thresholds.

The Pandemic Unemployment Payment is only one component of an applicant’s total reckonable income and it is not possible for SUSI to determine which component of the income results in the total income exceeding the threshold. 

Grant Payments

Questions (796)

Peadar Tóibín

Question:

796. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of SUSI applications that were rejected in each of the past five years and to date in 2021. [41505/21]

View answer

Written answers

The principal support provided by the Department in financial terms is the Student Grant Scheme. Under 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 the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.

The number of SUSI applications that were rejected in each of the past five years and to date in 2021  are as follows.

Academic year

2016-17

2017-18

2018-19

2019-20

2020-21

*2021-22

Rejected

17,639

17,130

15,879

16,747

18,593

9,956

*For the current academic year the application process for 2021-22 is still open. However, I can confirm that as of 5th September 2021, SUSI had received just over 88,000 applications and assessed just over 59,700 with just over 51,900 qualifying for grant support.

Grant Payments

Questions (797)

Peadar Tóibín

Question:

797. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who had their SUSI grant funding withdrawn from them mid-academic year in each of the past five years and to date in 2021. [41506/21]

View answer

Written answers

The Student Grant Scheme is the principal support for students in financial terms by my Department. It provides grant assistance to eligible students attending approved full-time courses in approved further or higher educational institutions who meet the prescribed eligibility criteria of the relevant scheme.

The Scheme is administered on behalf of my Department by the national student grant awarding authority SUSI (Student Universal Support Ireland), a business unit of CDETB.  Under the terms of the Student Grant Scheme, grant assistance is awarded to eligible students attending an approved course in an approved institution who meet the prescribed conditions of funding including those relating to nationality, residency, previous academic attainment and means. 

During the academic year, new information can come to SUSI’s attention which results in a student who was awarded funding being found to be ineligible. There are a number of reasons why this can occur including for example:

- An applicant does not register with their intended institution and so does not begin or attend their intended higher or further education course.

- An applicant registers for a different course to the course that was previously awarded e.g. an applicant was initially awarded to an approved course but is now attending a part-time course or private college or an applicant was initially awarded to a course which sees them progress in their education but is now attending a course at the same or lower level as previously attended.

- An applicant was awarded a fees grant only for a course within Ireland and is now attending a course overseas or a PLC course within the state where fee grants are not payable.

- An applicant is not progressing to the year of the course that the grant was awarded to.

- A renewal applicant confirms no change to their eligibility from the previous academic year on the application form but a change is subsequently found e.g. reckonable income is found to have increased.

The number of students who had their SUSI grant funding withdrawn from them mid-academic year in each of the past five years and to date in 2021 is as follows.

Academic Year 2021/22

For the current academic year the application process for 2021-22 is still open. However, I can confirm that as of 5th September 2021, SUSI had received just over 88,000 applications and assessed just over 59,700 with just over 51,900 qualifying for grant support.

Academic Year 2020/21

SUSI received over 100,000 applications in academic year 2020/21.  Of these, 2,154 students who were initially awarded funding for academic year 2020/21 were found to be ineligible for funding during the academic year.

Academic Year 2019/20

SUSI received over 96,000 applications in academic year 2019/20.  Of these, 1,807 students who were initially awarded funding for academic year 2019/20 were found to be ineligible for funding during the academic year.

Academic Year 2018/19

SUSI received almost 99,000 applications in academic year 2018/19.  Of these, 1,838 students who were initially awarded funding for academic year 2018/19 were found to be ineligible for funding during the academic year.

Academic Year 2017/18

SUSI received over 103,000 applications in academic year 2017/18.  Of these, 1,919 students who were initially awarded funding for academic year 2017/18 were found to be ineligible for funding during the academic year.

Academic Year 2016/17

SUSI received over 105,000 applications in academic year 2016/17.  Of these, 1,766 students who were initially awarded funding for academic year 2016/17 were found to be ineligible for funding during the academic year.

Grant Payments

Questions (798)

Peadar Tóibín

Question:

798. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who applied for SUSI in each of the past five years and to date in 2021, by county. [41507/21]

View answer

Written answers

The 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 number of students who applied for SUSI in each of the past five years and to date in 2021, by county are as follows.

Home Address County

2016-17

2017-18

2018-19

2019-20

2020-21

2021-22*

Dublin

20,184

20,178

19,657

19,328

21,012

18,752

Cork

11,193

10,958

10,355

9,948

10,377

9,005

Galway

6,719

6,625

6,347

6,029

6,235

5,441

Donegal

4,849

4,805

4,523

4,410

4,607

3,936

Kildare

4,238

4,161

3,989

4,043

4,327

3,946

Limerick

4,753

4,597

4,276

4,083

4,223

3,667

Meath

4,071

3,989

3,803

3,773

4,015

3,604

Louth

3,415

3,346

3,280

3,343

3,629

3,300

Wexford

3,760

3,730

3,587

3,482

3,614

3,146

Tipperary

3,953

3,880

3,741

3,556

3,532

3,104

Kerry

4,096

3,951

3,702

3,425

3,587

3,106

Mayo

3,819

3,704

3,448

3,353

3,487

3,093

Waterford

2,983

2,927

2,829

2,794

2,931

2,612

Clare

3,005

3,016

2,844

2,756

2,888

2,587

Wicklow

2,710

2,699

2,628

2,507

2,646

2,301

Kilkenny

2,319

2,229

2,239

2,225

2,242

1,997

Westmeath

2,350

2,309

2,214

2,091

2,258

1,986

Laois

1,930

2,014

1,984

2,013

2,115

1,838

Offaly

2,083

1,993

1,864

1,845

1,899

1,742

Cavan

2,157

2,162

2,061

1,993

1,989

1,670

Roscommon

1,846

1,779

1,717

1,578

1,624

1,483

Monaghan

1,744

1,709

1,592

1,569

1,597

1,421

Carlow

1,582

1,528

1,489

1,402

1,494

1,341

Sligo

1,870

1,827

1,704

1,661

1,639

1,356

Longford

1,069

1,042

993

1,005

1,094

1,027

Leitrim

1,007

970

969

931

919

745

Other

1,603

1,247

961

950

964

890

Grand Total

105,308

103,375

98,796

96,093

100,944

89,096

*For the current academic year the application process for 2021-22 is still open and the figures provided are as at the 5th September 2021.

Grant Payments

Questions (799)

Peadar Tóibín

Question:

799. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who qualified for a SUSI grant in each of the past five years and to date in 2021, by county. [41508/21]

View answer

Written answers

The 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 number of students who qualified for a SUSI grant in each of the past five years and to date in 2021, by county is as follows.

Home Address County

2016-17

2017-18

2018-19

2019-20

2020-21

2021-22*

Dublin

15,478

15,416

15,316

14,803

15,906

13,829

Cork

8,881

8,722

8,325

7,853

8,159

6,707

Galway

5,334

5,228

5,068

4,773

4,794

3,958

Donegal

4,061

4,010

3,861

3,692

3,886

3,139

Kildare

3,318

3,247

3,220

3,157

3,321

2,926

Limerick

3,811

3,655

3,441

3,261

3,320

2,797

Meath

3,204

3,125

3,024

2,932

3,134

2,706

Louth

2,755

2,694

2,689

2,679

2,864

2,510

Wexford

3,137

3,130

3,051

2,880

2,966

2,512

Tipperary

3,177

3,112

3,082

2,869

2,850

2,413

Kerry

3,389

3,200

2,996

2,844

2,858

2,392

Mayo

3,147

3,049

2,869

2,790

2,842

2,412

Waterford

2,411

2,335

2,315

2,233

2,390

2,017

Clare

2,470

2,417

2,340

2,206

2,255

1,985

Wicklow

2,183

2,154

2,095

1,979

2,049

1,700

Kilkenny

1,871

1,802

1,863

1,804

1,797

1,531

Westmeath

1,893

1,888

1,795

1,700

1,796

1,515

Laois

1,571

1,609

1,610

1,595

1,644

1,397

Offaly

1,723

1,623

1,556

1,523

1,556

1,359

Cavan

1,780

1,732

1,690

1,612

1,565

1,269

Roscommon

1,510

1,447

1,462

1,308

1,339

1,139

Monaghan

1,435

1,386

1,327

1,296

1,302

1,112

Carlow

1,287

1,243

1,223

1,121

1,205

1,038

Sligo

1,491

1,434

1,360

1,322

1,279

996

Longford

865

834

825

822

902

810

Leitrim

843

798

809

781

751

595

Other

1,086

787

584

512

527

387

Grand Total

84,111

82,077

79,796

76,347

79,257

67,151

*For the current academic year the application process for 2021-22 is still open and the figures provided are as at the 5th September 2021.

Grant Payments

Questions (800)

Michael Healy-Rae

Question:

800. Deputy Michael Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science if a specific grant will be made available to students who will commence studying for a doctorate in educational psychology in UCD in 2021; and if he will make a statement on the matter. [41521/21]

View answer

Written answers

The main support available to students is the statutory based Student Grant Scheme where students are studying for the first time or are progressing to study at a higher level.  The decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.

Postgraduate students who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible for the Postgraduate Special Rate of Maintenance grant, the income threshold for this grant is €24,500, also postgraduate students are eligible to have their post graduate tuition fees paid up to the maximum fee limit of €6,270.

Budget 2021 provided for enhanced postgraduate supports for the academic year 2021/22 including the fee grant amount rising from €2,000 to €3,500 and the income threshold for eligibility for these grants to increase from €31,500, now €54,240. This is an initial step in meeting part of the Government’s commitments regarding SUSI grant support.

Students can determine their eligibility at susi.ie/eligibility/income/.

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. Further information on this tax relief is available from  a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.

Grant Payments

Questions (801)

Réada Cronin

Question:

801. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is willing to take action to assist students to access third-level education by disregarding the PUP payment as a reckonable income in their application for a SUSI grant, given the payment is due to come to an end on 7 September 2021; if he will commit to a review of those cases already rejected due to a payment which will no longer exist when the term starts; and if he will make a statement on the matter. [41558/21]

View answer

Written answers

The Student Grant Scheme is a critical financial support for students participating in further and higher education.  As in any statutory scheme, a core principle of the scheme is that there is consistency of approach and an equitable treatment for applicants as part of the 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. 

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.

However, a very important feature of the scheme that I would point to is the change of circumstances provision. 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 SUSI 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.

Such a change in circumstances would clearly include no longer being in receipt of a pandemic unemployment payment. Students will no longer receive the PUP from early September, in line with normal circumstances where students do not qualify for unemployment payments while at college.

An applicant can request a review by contacting the SUSI Support Desk at 0761 087 874 or emailing support@susi.ie. 

The change of circumstances provision is a well-established procedure and it can also operate at scale.  For example, over 10,000 applicants declared a change of circumstance in the 2020/21 academic year and some 40% of these applications related to COVID-19. I am confident that the application of this provision will continue to allow the scheme to be flexible and responsive to people's circumstances.

Any student who believes his/her student grant application has been assessed incorrectly may also avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grants Appeals Board.

Apart from the Student Grant Scheme, 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. Details of this fund are available from the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.

Grant Payments

Questions (802)

Rose Conway-Walsh

Question:

802. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students receiving supports in the form of grants each year since 2011, by undergraduate, postgraduate and post leaving certificate; and if he will make a statement on the matter. [41572/21]

View answer

Written answers

The 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 number of students receiving supports in the form of grants each year since 2012, the year SUSI was established, by undergraduate, postgraduate and post leaving certificate are as follows.

Graduate Type

2012-13*

2013-14*

2014-15*

2015-16

2016-17

2017-18

2018-19

2019-20

2020-21

PLC

8,251

9,338

9,367

9,071

9,023

8,477

7,786

7,407

6,703

Undergraduate

29,532

47,892

61,484

68,461

67,651

66,813

64,588

61,911

65,612

Postgraduate

2,630

2,792

2,475

2,346

2,159

2,208

2,214

2,079

2,525

Grand Total

40,413

60,022

73,326

79,878

78,833

77,498

74,588

71,397

74,840

 

Details for 2011/12 are below.

PLC  

10,076

Undergraduate  

54,789

Postgraduate

6,667

Grand Total

71,532

* First 3 years of SUSI were new applications only.

Third Level Education

Questions (803)

Rose Conway-Walsh

Question:

803. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the percentage of international students of full-time higher education students in the public and private higher education sectors, respectively; and if he will make a statement on the matter. [41573/21]

View answer

Written answers

Officials in my Department are working with the Statistics Unit in the Higher Education Authority (HEA) to gather the data, and this will sent to the Deputy once available. 

It should be noted that this HEA does not gather data in respect of private colleges engaged in the provision of higher education.

Third Level Education

Questions (804)

Rose Conway-Walsh

Question:

804. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the percentage of mature entrants of the total number of entrants in full-time undergraduate higher education programmes since 2011; and if he will make a statement on the matter. [41576/21]

View answer

Written answers

Attached is a document outlining the percentage of mature entrants of the total number of entrants in full-time undergraduate higher education programmes since 2011.

Undergraduate New Entrants

Further and Higher Education

Questions (805)

Rose Conway-Walsh

Question:

805. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of English language students in the State in each of the years since 2016; the number of English as a foreign language students in further education and training since 2011; and if he will make a statement on the matter. [41585/21]

View answer

Written answers

In relation to English language education (ELE) in Ireland, it should be noted that this is a broad and diverse sector with the vast majority of activity undertaken by private sector providers. This sector offers a range of different programmes and offerings to both EU/EEA and non-EU/EEA learners who travel to the State to study English. My Department does not collect the data requested in respect of this sector.

As Irish society becomes increasingly diverse, developing English language skills is becoming increasingly vital in enabling non-English speaking migrants and their families to fully participate in all spheres of Irish life. While many migrants coming to Ireland are well educated and skilled, there is also a significant number of migrants with lower standards of education who require English Language tuition.

In the further education and training (FET) sector, all 16 Education and Training Boards (ETBs) offer free English to Speakers of Other Languages (ESOL) classes, as part of their Adult Literacy provision, to meet the day-to-day social, cultural and work-related language needs of new community members. Priority is given to unemployed migrants, international protection applicants and refugees with limited or no English language skills.

ESOL Literacy classes are also provided to assist people with no formal education in their home country or who don’t have basic literacy skills. These classes can be provided on either 1:1 or small group basis. All applicants are required to complete an initial assessment before starting class to ensure that all learners are provided with classes at the correct level.

Figures for 2020 indicated that planned beneficiaries for ESOL provision were 20,317. While figures did decline in 2020, no doubt as a result of the COVID-19 pandemic, they remained relatively high at 16,274. Please see attached table which includes figures that are available in relation to ESOL reported numbers from 2013 to 2020.

ESOL reported numbers by year

Year

ESOL reported numbers

2013

11055

2014

11055

2015

11708

2016

13096

2017

12755

2018

15397

2019

19408

2020

16274

Source: 2013 - 2017: Annual Statistical Returns Survey. Data captured at participant level. 2018 - 2020: PLSS Reported Data Outturn. Data captured at beneficiary level

Further and Higher Education

Questions (806)

Rose Conway-Walsh

Question:

806. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if a list will be provided of all infrastructure projects in further or higher education to be delivered by way of public private partnership; the estimated cost of each project in tabular form; and if he will make a statement on the matter. [41586/21]

View answer

Written answers

There are currently 11 higher education projects in the pipeline for delivery by way of public private partnership. The projects are split between two bundles and are detailed in the following table:

Bundle 

Higher Education Institute

Project Title

Bundle 1

TU of the Shannon: Midlands and Midwest Athlone Campus 

STEM Building 

Bundle 1

Munster TU Cork  Campus 

Learning Resource Centre

Bundle 1

Dún Laoghaire Institute of Art and Design

Digital Media Building 

Bundle 1

TU Dublin Blanchardstown campus

Teaching Building: Phase 2 of Masterplan

Bundle 1

TU Dublin Tallaght campus

Culinary Arts, Hospitality & Tourism and Engineering

Bundle 1

Munster TU Tralee Campus

STEM Building

Bundle 2

Galway Mayo Institute of Technology

STEM  Building

Bundle 2

IT Carlow

Science & Health Building 

Bundle 2

TU of the Shannon: Midlands and Midwest Limerick Campus  

Applied Science & IT Building

Bundle 2

Letterkenny Institute of Technology

Education Building

Bundle 2

Waterford Institute of Technology

Architecture/Engineering,  Computing & Humanities Building

As these projects are currently in procurement, the estimated costs are commercially sensitive.

Departmental Staff

Questions (807)

Fergus O'Dowd

Question:

807. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science the current policy regarding the employment of persons with disabilities in his Department and in each State and semi-State body under the aegis of his Department; the disability quota of his Department at present; if there is an active campaign to increase the disability workforce from the current target of 3% to a minimum of 6% by 2024; if this quota has now been exceeded; if so, the details of same; if there has been an advertised competition in relation to the quota; and if he will make a statement on the matter. [41595/21]

View answer

Written answers

Part V of the Disability Act 2005 requires that public bodies promote and support the employment of people with disabilities and ensure that 3% of staff employed by them are people with disabilities.  The requirement applies to my department and the bodies under its aegis

The Comprehensive Employment Strategy for People with Disabilities for 2015 – 2024, commits the Government to progressively increasing the statutory target for the employment of people with disabilities from 3% to a minimum of 6% in the public sector by 2024.

In 2020, the reported percentage of employees with a disability under the definition of the Disability Act 2005 for my Department was 3.68%.

My department is mostly resourced through the Public Appointments Service (PAS).  As the leading recruiter for the Civil and Public Service, PAS promotes and supports the recruitment of people with disabilities into the civil and public service.  While the assistance of the Public Appointments Service is sought for the majority of recruitments in my Department, my Department is committed to supporting staff members with disabilities by providing reasonable accommodation where required.

Further and Higher Education

Questions (808)

Rose Conway-Walsh

Question:

808. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 1243 of 27 July 2021, the number of places it is anticipated that will be added under each of the programmes (details supplied) of the 50,000 announced under the pathway to work policy document; and if he will make a statement on the matter. [41626/21]

View answer

Written answers

The additional 50,000 education and training places referred to in Pathways to Work form part of the Government’s response to the labour market and skills effects of the pandemic. A range of measures were introduced as a response to upskilling and reskilling needs of individuals and businesses through the July Jobs Stimulus and Budget 2021. These measures are providing for 35,000 education and training places to help those who were displaced by the effects of the pandemic. A further 15,000 places were announced as part of the skills package in Budget 2021.

In the further education and training sector, these measures are providing for 21,000 places on the Skills to Complete initiative, an additional 8,550 places through Skillnet Ireland supported programmes, 10,000 places allocated to the Apprenticeship Incentivisation scheme, the roll-out of 1,500 retrofit training places across the country, and an additional 1,600 places on the Skills to Advance initiative.

In the higher education sector, these measures are providing for an additional 3,500 Springboard places, 2,500 places in modular programmes in higher education as well as 2,555 post-graduate places under the HCI Pillar 1.

Further and Higher Education

Questions (809, 835, 836)

Rose Conway-Walsh

Question:

809. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 1245 of 27 July 2021, if SOLAS in consultation with further and higher education providers will consider removing the requirement to complete 12 weeks of on-the-job training following the completion of the phase six of an apprenticeship for the apprentices that have faced substantial delays due to waiting lists for off-the job training; and if he will make a statement on the matter. [41627/21]

View answer

Martin Browne

Question:

835. Deputy Martin Browne asked the Minister for Further and Higher Education, Research, Innovation and Science the actions taken to address the delays with on-campus phases of apprentices given that the current delays are creating challenges for apprentices and employers. [42223/21]

View answer

Martin Browne

Question:

836. Deputy Martin Browne asked the Minister for Further and Higher Education, Research, Innovation and Science if an allowance will be made for older apprentices to be prioritised in the current backlog (details supplied); and his plans to address the specific needs of this group of apprentices. [42224/21]

View answer

Written answers

I propose to take Questions Nos. 809, 835 and 836 together.

Craft apprenticeships account for 25 of the 62 existing available apprenticeship programmes. They comprise of a standard seven phase programme of alternating on-the-job and off-the-job phases. The off-the-job training for these programmes is delivered in Training Centres, Institutes of Technology and Technological Universities. Given the practical nature of off-the-job training for craft apprentices, the shutdown of on-site learning activity in 2020 and 2021 had a significant impact on the ability of craft apprentices to progress through their course.

In addition to the general activity surrounding a return to on-site learning across the further and higher education sector a number of specific actions were put in place to support craft apprentices to progress in their training in a timely manner:-

- Craft apprentices were prioritised for a return to on-site learning on 8 March 2021.

- Delivery of off-the-job phases continued over the summer, subject to public health advice and with restricted numbers. This approach assisted institutions and providers in preparing and organising the safe return of larger numbers in the autumn.

- €20m in capital funding has been provided to increase training capacity in the system with SOLAS and HEA allocating this to ETBs and HEIs. This will facilitate an additional 4,000 craft apprenticeship places, assisting significantly with the immediate backlog issues but also more broadly increase training capacity in the apprenticeship system as the sector caters for higher demand.

- An additional €12 million was allocated for 2021 to support additional classes and teaching capacity to ameliorate COVID-19 measures at higher education level (Phases 4 and 6).

- A three-step plan to tackle the backlog in craft apprenticeship off-the-job training over the coming period by SOLAS and further and higher education providers is well developed. Step 1 of the plan includes an increase in the number of training workshops available across further and higher education from September 2021 onwards. Steps 2 and 3 involve tailored emergency approaches to accelerate the throughput of apprentices at Phases 2 and 6 for a designated period of time.

- Phase 2 apprentice commence off-the-job training throughout the year. SOLAS are engaging with the ETBs to maximise and expand provision to clear the waiting lists for phase 2 training.

- Phase 4 and 6 intakes are currently scheduled three time per year – September, January and April. Additional capacity coming on stream at phase 4 and 6 from September has resulted with in the region of 2,500 phase 4 and 6 apprentices scheduled to commence off-the-job training in September, up from 2,100 per intake immediately pre-COVID.

- In the event that Phase 4 and 6 are prevented from returning at full capacity, a number of alternatives remain available to ensure that craft apprentices are not precluded from qualifying in a timely manner, including the potential for competency assessments to allow apprentices to qualify. Any such measure would need to safeguard the integrity of the Craft Certificate qualification.

The SOLAS apprenticeship scheduling management system aims to call apprentices for their off-the-job training on a longest waiting basis on the day of scheduling. There is no facility to prioritise apprentices based on age, or any other factor.

Further updates will be published over the coming weeks on www.apprenticeship.ie.

Third Level Staff

Questions (810)

Rose Conway-Walsh

Question:

810. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 360 of 24 June 2021, the overall percentage of academic and research staff in full-time permanent employment in public higher education institutes; and if he will make a statement on the matter. [41635/21]

View answer

Written answers

Following Parliamentary Question (PQ) 34106/21, I undertook to revert with additional information.

The question posed requested the percentages of academic and research staff respectively in full-time permanent employment in higher education institutes and the data available to my Department in respect of the Institutes of Technology and Technological Universities were not in a format, whereby those percentages could be calculated. 

My Department has since sought updated information from the Higher Education Authority.  Based on the Quarter 1 2021 Employment Control Framework returns, the Authority has advised of the following:

Universities:

81.6% of academics are in full-time permanent employment and 5.5% of researchers are in full-time permanent employment. 

Institutes of Technology and Technological Universities:

83.6% of academics are in full-time permanent employment and 16.6% of researchers are in full-time permanent employment.

The definition/ categorisation of staff used for the purpose of reporting data takes place at HEI level.

In relation to the question of precarious employment, as I have highlighted before, there are a number of work streams which are relevant.  I am engaging with the Department of Public Expenditure and Reform and with the HEA regarding a revised employment control framework.  The Deputy will be aware that we have also established a subgroup of the national advisory forum for Ireland’s framework for doctoral education which is considering the overall position as regards PhD students.  My Department will continue to engage with the HEA regarding its analysis of the staff data to inform how this issue can be further addressed.

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