Written Answers Nos. 811-830
811. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if placements for nursing students from public higher education institutes are provided in private hospitals; the number of placements provided each year; the total provided by private hospitals; the number of placements in each hospital since 2011, in tabular form; and if he will make a statement on the matter. [41636/21]
View answerThe data requested by the Deputy is not held by my Department nor the agencies under its remit.
Higher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, HEIs are autonomous with regard to management of their academic affairs.
Placements are organised at the level of each individual HEI, as part of their programme offerings to be delivered in conjunction with relevant placement providers. Where appropriate, each HEI will develop their programme offerings to meet the accreditation standards of relevant regulatory and professional recognition bodies including where placements are a requirement.
Responsibility and oversight for student placements lies with the HEI awarding the degree and Regulatory Boards with responsibility for the professions in question. As such, neither the Minister nor this Department has any role in administering placements, and this matter should be raised with the bodies in question in the first instance.
In addition, it must be noted that the Higher Education Authority do not hold information on compulsory placements on Higher Education Courses, while the Student Record System does not keep a record of placements.
812. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if experience providing on-the-job training to apprentices qualifies towards teaching and training experience if a tradesperson wishes to pursue a career as an off-the-job instructor of apprentices; the qualification required for off-the-job instructor of apprentices; and if he will make a statement on the matter. [41638/21]
View answerApplicants for off-the-job training instructors in any of the 25 craft apprenticeships should possess a National Craft Certificate or equivalent, together with a minimum of three years relevant post qualification apprenticeship experience. As it is a competitive process, previous experience in training, instructing or teaching is also required.
Additional requirements vary depending on the needs of the individual training centres/institutions who may stipulate additional requirements in order to find the best suited candidate for the position.
813. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the amount of funding received by private colleges, institutes of technology and universities under Springboard and Springboard+ in each year for which the data is available; and if he will make a statement on the matter. [41646/21]
View answerThe average cost of a Springboard+ course in 2020 was €926 per 10 ECTS. This was across all skills areas and NFQ levels. Please find attached the funding received by each provider from 2011 to 2020. The breakdown is provided by sector – university, IoT, private and other.
814. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 1069 of 15 June 2021 and further correspondence in this regard of 22 July 2021 (details supplied), if the cost of an undergraduate medical student estimated to be between €25,000 and €30,000, represents the cost to the State or the cost to the institution; and if he will make a statement on the matter. [41655/21]
View answerOfficials in my department have requested that the Higher Education Authority (HEA) confirm the posotion and the information available to the HEA will be communicated to the Deputy as soon as possible.
815. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether reform to the HEA legislation should contain an explicit reference to the aim of restoring the Irish language as is currently present within the 1971 Act; and if he will make a statement on the matter. [41656/21]
View answerThe vision for the higher education system is that it provides high quality education which is innovative and adaptive to the needs of the learner, advances equality, diversity and inclusion, strengthens engagement with the wider education system and wider society, creates knowledge and maximises the contribution of higher education to social, economic and cultural development.
The reformed HEA legislation will provide a detailed and modernised framework to provide for the achievement of this vision and for the regulation and oversight of the performance of Higher Education Institutions including the safeguarding of the reputation of the Irish higher education system aligned with best international practice.
The core objectives of the HEA legislation have remained consistent throughout the development of the legislation and are as follows:
- Promote and support Higher Education Institutions in achieving excellence in teaching, learning and research in higher education,
- Promote and safeguard the interests of students,
- Advance equality, diversity and inclusion in higher education,
- Provide a comprehensive governance and accountability framework to safeguard Exchequer investment in the sector and ensure accountability by HEIs for that funding,
- Maximise the contributions of higher education to social, economic, cultural and environmental development and sustainability and
- Maintain and enhance the reputation of the higher education sector, including international reputation.
The overall aim being to provide a high quality, student focused system with appropriate oversight and accountability to underpin public confidence of stakeholders, students and the public.
Section 4 of the Higher Education Authority Act, 1971 provides that – in performing its functions, An tÚdarás shall have regard to the national aims of maximising the contribution of higher education to social and economic progress, restoring the Irish language and preserving the national culture and shall endeavour to promote the attainment of those aims.
This has been updated in the General Scheme of a Bill to reform the Higher Education Authority Act to the following Object –
An tÚdarás shall have regard to the following objects in undertaking its functions –
(b) to support higher education providers in contributing to social, economic, cultural and environmental development and sustainability through leadership, innovation and agility.
The reference to cultural development and sustainability is intended to include HEA support for higher education providers in contributing to Irish language development and sustainability.
There is also a provision in the legislation for the Minister to prepare a Strategy encompassing the provision in the State of higher education, including teaching, learning and research. This provision includes the requirement that the Minister shall have regard to any relevant national policies in the preparation of this Strategy. This includes any national policies in place on the Irish language.
The legislation also provides that the HEA shall maintain a continuous review of the demand for higher education and shall make recommendations of the overall provision of student places within the higher education system. This review and recommendations will take account of social, economic and cultural requirements. The cultural requirements incorporate Irish language requirements.
The pre-legislative scrutiny process on the General Scheme is ongoing and I will consider any recommendations from this process, including in relation to the Irish language.
I am committed to the Irish language remaining as an integral part of our culture and our higher education system.
816. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total funding successfully drawn down by each HEI as part of the 2014 – 2020 Horizon programme; the amount successfully drawn down each year by each HEI from 2014, in tabular form; and if he will make a statement on the matter. [41689/21]
View answerThe attached table provides the total funding successfully drawn down by each Higher Education Institution (HEI) as part of the Horizon 2020 Framework Programme for Research and Innovation (Horizon 2020) and the amount successfully drawn down each year by each HEI from 2014, in tabular form.
These figures are accurate on the date of access from the European Commission’s Horizon 2020 dashboard database, 1 September 2021.
The Framework Programmes for Research and Innovation are vital instruments for Ireland’s international research and innovation collaboration. In Horizon 2020, Ireland has so far won €1.18 billion in funding, and Irish researchers and innovators have particularly excelled in Marie Sklodowska Curie Actions and the European Research Council. As the attached table shows, Ireland’s HEIs have been active participants in Horizon 2020, with substantial funding being won across HEIs and regions in Ireland, and by both the Universities and Institutes of Technology.
Horizon Europe is the ninth iteration of the Framework Programme for Research and Innovation. It was officially launched on 02 February 2021. Running from 2021-2027, Horizon Europe is the most ambitious Research and Innovation programme in the world with a budget of €95.5 billion. Building on the achievements of Horizon 2020, Horizon Europe offers a broad range of opportunities for Irish researchers, innovators and Irish companies of all sizes in the pursuit of new discoveries, scientific and technological advancement and innovation.
817. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the amount of SFI funding received by each EU NUTS 2 and 3 region in the state per year since 2011, in tabular form; and if he will make a statement on the matter. [41690/21]
View answerThe information requested by the Deputy is contained in the attached table.
818. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total number of PhD students enrolled in each HEI since 2008; and if he will make a statement on the matter. [41691/21]
View answerThe data requested is contained in the attached spreadsheet.
819. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total amount of research capital funding received by each HEI since 2011; and if he will make a statement on the matter. [41692/21]
View answerFunding for research in higher education institutions (HEI) is provided by a number of different sources. The main sources of funding come from three distinct areas: direct government funding, indirect government funding and other funding sources such as Irish industry, foreign industry and EU funding programmes.
The table below shows the amount of capital funding received by each HEI which underpins the research expenditure reported by each HEI. The data are taken from the Higher Education R&D Survey (HERD) which is undertaken every two years to monitor the level of research and development activities in the higher education sector. The Survey asks each HEI to indicate how much they spend on research activities and how those research activities are funded.
The latest HERD Survey, covering the academic year 2018-2019, is available at:
https://www.gov.ie/en/publication/00d67-higher-education-research-and-development-survey-2018-2019/
820. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the requirement for students studying social care in ITT to sign a declaration advising that they will not go between their place of paid work and their college work placement (details supplied); and his plan to ensure that these students who are reliant on income from their jobs will be compensated financially to allow them to meet this condition of studying social care. [41701/21]
View answerI was not aware of this requirement for students in social care placements in ITT, as HEIs are autonomous and independent with regard to their administrative and academic affairs, including in relation the facilitation of placements. Arrangements for social care placements are all arranged at a local level within the broad parameters of a framework developed by the Irish Association of Social Care Educators (IASCE). The conditions under which a placement is undertaken are similarly a matter between the HEI, the placement provider and the student.
A funding package of €105m has been created to support the tertiary sector to safely reopen in September 2021. This includes €21 million which will be allocated to provide specific extra supports for students including an extra €10m for the Student Assistance Fund which provides financial supports to students experiencing financial difficulties while in college.
821. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the off-the-job training capacity for each craft apprenticeship in 2019, in tabular form; the off-the-job training capacity for each craft apprenticeship in 2021 with Covid and without Covid restrictions in place in tabular form; and if he will make a statement on the matter. [41724/21]
View answer822. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the average duration of each craft apprenticeship, in tabular form; and if he will make a statement on the matter. [41725/21]
View answerI propose to take Questions Nos. 821 and 822 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. The minimum duration of each craft apprenticeship is four years, or 208 weeks. Attachment 2 details each craft apprenticeship and the minimum duration required to meet the standard. The current average duration of each programme is being collated and will be forwarded to the Deputy once available.
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 across the system in the coming period and into the future.
- 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.
National annual capacity for the three off-the-job training phases has been impacted as a result of lockdowns and the closure of on-site training over the last number of months. The data attached in attachment 1 is based on the following assumptions:
2019 data is based on off-the-job phases which started on or after 1/1/2019 and finished before 1/1/2020. As such, courses which started in 2018 and finished in 2020 are excluded. The capacity total is based on the number of places allocated to each craft apprenticeship across phases 2/4/6.
2021 COVID data is based on off-the-job phases which started on or after 1/1/2021 and have a planned finish date before 1/1/2022. As such, it includes completed phases, those currently being scheduled and courses which are ongoing as at 7th September.
2021 non-COVID data (Column D) is an estimation. For phases 4 and 6 this is based on 2019 figures plus additional capacity coming on stream from September, the 2021 schedule has been used for phase 2.
823. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total public funding received by private colleges under vote 45 previously 26 and the National Training Fund in each year since 2011, in tabular form; and if he will make a statement on the matter. [41726/21]
View answerThere are a number of initiatives administered through competitive call processes by the HEA on behalf of the Department of Further and Higher Education, Research, Innovation and Science funded through the National Training Fund where not for profit/private institutions are eligible to apply. These are Springboard+, which has been running on an annual basis since 2011, the Human Capital Initiative Pillar 1 which commenced in 2020 and the July Stimulus Modular and part and full time taught postgraduate places programme in 2020.
The tables and text attached, as provided by the HEA, outline the funding associated for the delivery of free and subsidised places under these initiatives in addition to Apprenticeship funding.
Separately my Department provides funding to institutions outside the remit of the HEA. Funding provided in the period 2011 to 2020 is outlined in the attached table.
824. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the anticipated number of first-year enrolments in general and psychiatric nursing at the Mayo campus in GMIT in the academic 2021/2022; and if he will make a statement on the matter. [41727/21]
View answerMy Department does not produce projections of higher education enrolment on a course by course level, and so the data requested by the Deputy is not available.
First year enrolment figures for Nursing in GMIT from 2014 to 2019 (the latest available) are available in the table below.
825. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of dental student year enrolments in dentistry per institution since 2008, in tabular form; and if he will make a statement on the matter. [41800/21]
View answerThe requested information is contained in the attached spreadsheet.
826. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total number of Springboard+ courses approved for 2021 and 2022; the breakdown between universities, institutes of technology and private colleges for 2021; and if he will make a statement on the matter. [41801/21]
View answerSpringboard+ 2021/22 provides 11,575 places across 330 courses.
The breakdown between universities, institutes of technology and private colleges for 2021is as follows:
|
Springboard+ 2020/21 |
Institute of Technology |
Private & Other Providers |
University (Incl. TU) |
Grand Total |
|
Places |
4655 |
3120 |
3800 |
11575 |
|
Springboard+ 2020/21 |
Institute of Technology |
Private & Other Providers |
University (Incl. TU) |
Grand Total |
|
Courses |
154 |
54 |
122 |
330 |
827. Deputy Cian O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprenticeship registrations in the construction sector in each of the years 2000 to 2020 and to date in 2021; and if he will make a statement on the matter. [41817/21]
View answerThe information in relation to the number of apprenticeship registrations in the construction sector from 2002 to 2020 and to date in 2021 are attached below along with a breakdown of registrations in each construction sector apprenticeship.
Information in relation to the number of registrations prior to 2002 is unavailable.
828. Deputy Denise Mitchell asked the Minister for Further and Higher Education, Research, Innovation and Science the number of successful appeals made to SUSI in 2018, 2019 and 2020, in tabular form. [41828/21]
View answerThe number of successful appeals made to SUSI in 2018/19, 2019/20 & 2020/21 (as at August 2021), is outlined in the table below:
|
Appeal Result |
2018-19 |
2019-20 |
2020-21 |
|
Total Successful Appeals to SUSI |
5,257 |
5,184 |
5,642 |
829. Deputy Denise Mitchell asked the Minister for Further and Higher Education, Research, Innovation and Science the number of successful appeals made to the student grants appeals board in 2018, 2019 and 2020, in tabular form. [41829/21]
View answerThe number of successful appeals made to Student Grant Appeals Board in 2018/19, 2019/20 & 2020/21 (06 September 2021), is outlined in the table below:
|
Appeal Result |
2018-19 |
2019-20 |
2020-21 to date |
|
Total Successful Appeals to SUSI |
281 |
285 |
258 |
830. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 2148 of 27 July 2021, if all specified nursing places are in public institutes of higher education; and if he will make a statement on the matter. [41832/21]
View answerIn recognition of the particular circumstances faced by students this year, my Department worked with the HEA and the Higher Education Institutions to identify where additional places could be provided in the higher education system. As a result of this, together with the additional places created under the Human Capital Initiative, 4,650 places have been created across a wide range of courses which have helped ensure that more students than ever before could be offered a place on a higher education course.
While some places created under the HCI are in private third level institutions, all additional places created as a results of the engagement with HEA and HEIs are in publicly funded institutions. This includes all places created in nursing.
