Written Answers Nos. 500-520
500. Deputy Richard Boyd Barrett asked the Minister for Children, Equality, Disability, Integration and Youth if his attention has been drawn to the fact that because there is only one intake per year for the ECCE scheme some children can only avail of one year due to their birth date; his plans to return to two intakes per year to ensure an equitable system; if not, the reason therefor; and if he will make a statement on the matter. [43297/21]
View answerA single intake for the ECCE programme was introduced in September 2018, replacing the previous policy of two intakes per year the ECCE. When there were two intakes per year for the two year ECCE programme children would get between 61 and 88 weeks of ECCE, depending on their birthday, which was not equitable. The single entry point ensures that all children, regardless of their birthday, can have 76 weeks of ECCE. No child has been excluded from being eligible for two years of ECCE due to the change to having one entry period per year.
ECCE is not mandatory and some parents choose to enrol their children for one year of ECCE only, to delay their child starting pre-school until they are 3 and half, or to start them in school at the age of 4 rather than 5. This decision is entirely at the discretion of the parent or guardian, but is not driven by the ECCE enrolment rules.
My Department does its best to ensure, in so far as possible, the equitable treatment of all children and families who take part in the ECCE Programme. In order to ensure objectivity and fairness, it is essential that clear rules exist for the scheme and that they are applied evenly.
501. Deputy Catherine Murphy asked the Minister for Children, Equality, Disability, Integration and Youth the estimated cost of recruiting 12 additional full-time childminding development officers in tabular form. [43403/21]
View answerMy Department recruited a National Childminding Coordinator in 2019, who put in place a team of 6 Childminding Development Officers within City and County Childcare Committees around the country, with a regional remit. The Officers work with all 30 City and County Childcare Committees to prepare the childminding sector for the move towards wider regulation and support, and in the immediate term to help childminders to engage with current supports (such as the Childminding Development Grant) and to meet Tusla registration requirements, thus enabling more childminders to take part in the National Childcare Scheme. The cost of these posts is in the region of €400,000 per annum, which includes costs for salaries, PRSI, travel and subsistence, and overheads.
The cost of recruiting 12 additional full-time Childminding Development Officers would be in the region of an additional €800,000 per annum.
502. Deputy Jennifer Carroll MacNeill asked the Minister for Children, Equality, Disability, Integration and Youth the current status of afterschool childcare and the way restrictions will apply to such childcare; and if he will make a statement on the matter. [43676/21]
View answerEarly Learning and Care (ELC) and School-Age childcare (SAC) services are permitted to operate in line with the public health guidance for the sector.
Sector-specific public health guidance for ELC and SAC services operating during the pandemic was published in May 2020 by the HSE’s Health Protection Surveillance Centre (HPSC) and has been updated on a number of occasions since, with the latest version published on 30 August 2021. The guidance is available at www.hpsc.ie/a-z/lifestages/childcare/
Please note that this guidance is expert advice published by the HSE and based on the latest evidence available in relation to Covid-19. The guidance is kept under review by the HSE and my Department and is updated in line with the latest public health advice.
In relation to the operation of both ELC and SAC services that are located on school premises, my Department regularly engages with colleagues in the Department of Education. The Department of Education encourage schools to facilitate requests for the provision of such services where possible, though priority must be given to the interests of the schools, teachers and pupils. It is also important to note that schools are run by their Board of Management and so the decision on whether or not to facilitate SAC or ELC services on the premises ultimately lies with the Board of Management.
503. Deputy Ivana Bacik asked the Minister for Children, Equality, Disability, Integration and Youth the timeline for the publication of the amended Assisted Decision-Making (Capacity) Act 2015. [43688/21]
View answerThe Assisted Decision-Making (Capacity) Act 2015 (the 2015 Act) is a very important piece of legislation that changes the existing law on capacity from the status approach of the wardship system to a flexible functional approach, whereby capacity is assessed on an issue and time-specific basis. It will abolish the wards of court system for adults by repealing the Lunacy Regulation (Ireland) Act 1871. Adults currently in wardship will transition to the new decision-making support arrangements on a phased basis over 3 years from the date of commencement.
The Government made a commitment in the Programme for Government to commencing the 2015 Act, recognising the importance of the much needed reform it represents. We are working towards a date of June 2022 for full commencement.
Amendments are also required to the 2015 Act before full commencement can take place. Work is actively taking place on an Assisted Decision-Making (Capacity) (Amendment) Bill, which is expected to be published by year-end and enacted early next year. The amendments will streamline processes in the interests of those using its provisions. They will also strengthen the safeguards included in the 2015 Act.
504. Deputy Ivana Bacik asked the Minister for Children, Equality, Disability, Integration and Youth the number of Bills prepared by his Department since 27 June 2020; the number and title of those Bills that included a regulatory impact assessment; the title of the regulatory impact assessments that have been published by his Department; and if he will make a statement on the matter. [43701/21]
View answerThe following three Bills have been prepared by my Department since 27 June 2020.
The Commission of Investigation (Mother and Baby Homes and certain related Matters) Records, and another Matter, Act 2020 (Act No. 20 of 2020) (Bill No. 38 of 2020) was published on 25 October 2020. The Regulatory Impact Assessment entitled General Scheme of a Preservation and Transfer of Specified Records of the Commission of Investigation (Mother and Baby Homes and certain related Matters) Bill was published on 15 September 2020.
The Family Leave and Miscellaneous Provisions Act 2021 (Act No. 4 of 2021) (Bill No. 33 of 2021) was published on 9 March 2021.
The Child and Family Agency (Amendment) Bill 2021 (No. 102 of 2021) was published on 26 July 2021. The Regulatory Impact Assessment has been published on the Department’s website and is entitled Child and Family Agency (Amendment) Bill 2021, Transfer of Education Welfare Functions: Regulatory Impact Analysis.
505. Deputy Catherine Murphy asked the Minister for Children, Equality, Disability, Integration and Youth the amount paid in late interest payments and penalty payments by his Department in each of the years 2017 to 2020 and to date in 2021 in respect of late payments being made to suppliers, service providers and contractors in tabular form; and the measures he has put in place and-or is implementing to reduce late payment interest and penalty payments. [43998/21]
View answerI wish to provide the following information to the Deputy regarding the amount paid in late interest payments and penalty payments by my Department in each of the years 2017 to 2020 and to date in 2021, that is, 14 September 2021, in respect of late payments being made to suppliers, service providers and contractors.
|
Year |
Amount of Late Interest payments |
Amount of Compensation Paid |
|
2017 |
€858.55 |
€1,910.00 |
|
2018 |
€707.77 |
€2,240.00 |
|
2019 |
€1,005.12 |
€2,330.00 |
|
2020 |
€3,741.33 |
€8,640.00 |
|
1/1/2021 - 14/9/2021 |
€7,012.44 |
€11,740.00 |
The increase in LPI between for 2020 and 2021 is attributable a number of factors, in particular the COVID 19 global pandemic and the sudden need to implement a working from home policy for all Departmental units in March 2020, as a result the payment of some invoices were unavoidably delayed.
The rise in payments is also due to the increased size of the Vote in 2020 following a transfer of some functions from the Department of Justice, in particular the impact of the International Protection Seekers Accommodation unit which incurs a very high volume of invoices and where the staff were also adjusting to new policies and procedures for the payment of invoices. The Department experienced some technical issues in 2021 which also impacted LPI for this year.
Every effort, consistent with proper financial procedures is be made to ensure that all suppliers are paid within the prescribed timeframe. All units of the Department are made aware through regular office notices and training that they must process invoices for payment as quickly as possible in order to avoid incurring prompt payments interest. Where a prompt payment occurs, units are expected to provide a written explanation for its occurrence and to indicate what steps will be taken to ensure it does not re-occur. Details must be provided on the Payment Approval Form for this purpose.
506. Deputy Kathleen Funchion asked the Minister for Children, Equality, Disability, Integration and Youth the number of childcare identifier code keys, CHICKS, cancelled in 2020 and to date for 2021.; and if he will make a statement on the matter. [44019/21]
View answerThe National Childcare Scheme is designed to be flexible and accommodating around parents' needs.
The Scheme has similary been designed to be flexible in its application process. The online application allows for the parent to complete the process at their own pace at a time that suits them, and parents also have the option of completing a paper application by post. The system caters for applications from all family types, and no one family type is in any way disadvantaged.
In addition to the flexibility of the application process, the NCS considers families who may experience disruption and/or changes in circumstances, allow families to reapply based on their new circumstances or based on the current year income. For example, where a parent has lost a job or had their income reduced they may seek to be re-assessed and get a higher hourly subsidy.
This has been of particular benefit to many applicants who have had their income reduced or their circumstances change because of the COVID-19 pandemic.
When the applicant receives a new CHICK, this will retire the current Chick. The parent can then bring to the provider for reregistration to avoid any break in subsidy.
A CHICK may also end if an applicant seeks a review of their application with the Scheme Administrator. An applicant can ask for a re-examination of a decision made by the Scheme Administrator in relation to eligibility for the Scheme, an award determination or payment of a subsidy.
We are also aware anecdotally that some parents inadvertently ended their Chick, when they choose to be apply for a new assessment before their current Chick expired. The application form has been upgraded to make clearer the appropriate routes for renewal and avoid this occurring in the future. This was put in place in June 2022 following feedback from providers.
It is not possible to separate out those who ended their Chicks due to user error from those who ended Chicks to get an improved award. The majority of those ended early were re-registered with no break in subsidy.
CHICKs that ended early 2021
|
Year |
Reason |
CHICKs |
|
2021 |
CHICK ended due to review |
886 |
|
2021 |
Ended (Applicant) |
24,539 |
|
Total |
25,425 |
CHICKs that ended early 2020
|
Year |
Reason |
CHICKs |
|
2020 |
CHICK ended due to review |
356 |
|
2020 |
Ended (Applicant) |
23,512 |
|
Total |
23,868 |
507. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has utilised the services of organisations (details supplied) at any time from 1 January 2015 to date; if so, the expenditure costs related to same; the purpose of any such engagements; and if he will make a statement on the matter. [43240/21]
View answerI wish to advise the Deputy that my Department provides for leadership training and development opportunities for staff in line with identified demand, evolving business need and corporate developments. In this context, staff from my Department attended a programme provided by Common Purpose Ireland Ltd. this year (2021). Expenditure in this regard was €4,600.
508. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the reason the University of Limerick has received such a small proportion of the €38 million in capital investment announced on 6 September 2021 in comparison to other universities, technical universities and institutes of technology; and if he will make a statement on the matter. [43276/21]
View answerOn 6 September, I announced €38m in capital funding for higher education institutions over the 2021-2022 academic year. This devolved capital grant will facilitate higher institutions in addressing a range of key capital investment priorities.
A reduced level of funding has been approved for release to UL at this time. This funding will allow the most urgent capital priorities to be addressed, including costs associated with the expansion of CAO places and procurement of additional laptops to support disadvantaged students, if required. The release of further devolved capital funding will require certain assurances from UL in relation to capital management procedures.
As part of a series of meetings with Chairs of Governing Authorities, the HEA met with representatives of UL on Friday 20 August 2021. A range of governance issues were discussed and reviewed.
Arising from this positive engagement, it was agreed that the Governing Authority would undertake a process which would provide the HEA with assurances that the Governing Authority was satisfied that the governance improvements instituted during the lifetime of the current Authority are functioning as intended. As part of this, the HEA sought assurances that these are subject to regular and robust checks.
509. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprenticeships taken up in each of the years 2016 to 2020 inclusive; the number who left apprenticeship programmes in the same period in tabular form; and if he will make a statement on the matter. [43299/21]
View answerSince the release of the Action Plan to Expand Apprenticeship and Traineeship in Ireland 2016-2020, there has been an increase in the number of apprenticeship registrations year on year since 2016. Due to the unprecedented crisis that Covid-19 caused on our education and training sector, registrations for apprenticeships dropped but recovered strongly in the latter half of the year, with 5,326 registrations reached by year end.
The 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 information requested by the Deputy in relation to the number of apprenticeships taken up in each of the years 2016 to 2020 inclusive and the number of those who have left apprenticeship programmes in the same period in tabular form is attached in Attachment 1.
The majority of apprentices leave their Apprenticeship as they withdraw from it, and they do this for a variety of reasons. The definition for each of three categories on the ‘left trade’ sheet is as follows:
- Withdrew – this could be for a number of reasons, including failed assessments / resit of assessments, pursued another career / educational programme, serious illness etc
- Redundant – released from employment due to lack of work – the apprentice is still eligible to re-sit assessments
- Unemployed – left employer for any other reason – the apprentice is eligible to re-sit assessments
510. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of additional higher education places added over and above the total amount in 2021-2022 academic year; the additional higher education places in tabular form; and if he will make a statement on the matter. [43329/21]
View answerIn recognition of the particular circumstances faced by students this year, the Department of Further and Higher Education, Research, Innovation and Science 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 for 2021/22 across a wide range of courses which ensured that more students than ever before could be offered a place in a third level course. A breakdown of these places by subject area is in the table below.
|
Subject Area |
Total |
|
Agriculture |
31 |
|
Architecture |
40 |
|
Art & Humanities |
726 |
|
Art, Film and Media |
127 |
|
Business, Finance and Economics |
604 |
|
Dental (incl. dental nursing) |
15 |
|
Education |
122 |
|
Engineering |
762 |
|
Health and Health Sciences (incl. medicine, nursing and pharmacy) |
417 |
|
Information Technology/Computer Science |
785 |
|
Law |
102 |
|
Personal Services |
80 |
|
Science |
644 |
|
Veterinary (incl. veterinary nursing) |
23 |
|
Welfare |
172 |
|
Total |
4650 |
511. Deputy Michael Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science if he will address the case of a person (details supplied); and if he will make a statement on the matter. [43340/21]
View answerCraft 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.
512. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the amount of funding the Higher Education Authority provided to Maynooth University in each of the years of 2018 to 2020 and to date in 2021, in tabular form. [43398/21]
View answerMy Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions. The HEA allocates this funding to the institutions via the recurrent funding model.
The HEA also allocates funding under specific initiatives and programmes including Skills funding under the NTF; access initiatives; capital grants; research grants; erasmus; superannuation and other initiatives.
Please see table attached outlining funding provided by the HEA to Maynooth University from 2018 to 2020 and to 31st July 2021.
513. Deputy Sean Fleming asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which payments received under the pandemic unemployment payment are treated in the SUSI grant application in terms of means; and if he will make a statement on the matter. [43415/21]
View answerThe 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.
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.
514. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the reopening of English language schools and international student recruitment; and if he will make a statement on the matter. [43438/21]
View answerOn 31 August 2021, the Government published COVID-19: Reframing the Challenge, Continuing Our Recovery and Reconnecting, Ireland’s plan for the next and final phase of the response to the COVID-19 pandemic. This phase, taking place over the course of September and October, will see the majority of Covid-related restrictions gradually lifted and replaced by guidance, underpinned by a focus on public health advice, personal judgement and personal protective behaviours, to enable the wider reopening of Irish society.
The plan represents a significant shift in the State’s public health management of the pandemic and entails a change from protection at the population level, through regulations and restrictions, to protection at a personal level enabled by supportive measures implemented in relevant settings.
On 10 September 2021, my Department issued correspondence to English language education (ELE) stakeholders stating that this plan now provides a roadmap to reopening for all sectors of the economy including for the resumption of activity in the ELE sector initially from 20 September 2021 and incrementally expanding in line with the changes to restrictions following 22 October 2021. ELE providers have been advised that they should make necessary preparations for the safe resumption of activities in accordance with the provisions of this plan while ensuring compliance with public health guidelines alongside all relevant travel restrictions and advices as they evolve. This is noting, that the Government’s roadmap does not currently address a plan for the lifting of current travel restrictions which will be kept under ongoing review.
While, subject to the ongoing review of the public health situation, many regulations and restrictions will be lifted over this period, it remains incumbent on ELE providers to ensure that they maintain their duty of care for the health and wellbeing of their staff, their students and their wider communities as levels of activity increase in the coming weeks and months. It is key that efforts continue to be made to mitigate the spread of Covid-19 and that providers do not reopen nor expand their current levels of activity unless ready to do so in a safe manner. To this end, it is essential that all ELE providers:
- Review and keep all sectoral reopening protocols, outbreak management procedures and the associated adaptation framework up to date and in line with evolving public health advice and the national Work Safely Protocols. This is to include relevant updates to arise from the signalled review of the Work Safely Protocols alongside the HSE’s upcoming review of the public health response to Covid-19 which will address testing, contact tracing, outbreak management, surveillance and sequencing,
- Continue to review on-site operations in line with the overall progression of disease control and mitigation measures through appropriate risk assessment and engagement,
- Consult with staff and students on their wider reopening plans,
- Ensure that all relevant protective measures, such as mask wearing and physical distancing, are in place and remain in alignment with evolving public health advice,
- Ensure that sufficient resources and capacity are in place to meet the needs of both existing and any prospective, new students,
- Establish robust procedures for the safe arrival of new ELE students into the State, ensuring that relevant supports and information are in place to assist students to comply with travel restrictions and advices on arrival including where any restriction on movements or mandatory hotel quarantine is required,
- Promote and encourage vaccine uptake among existing, new and prospective students to the greatest extent possible,
- Ensure that all staff and students are aware of the locations of nearby facilities for PCR testing, are encouraged to get tested if displaying any symptoms of Covid-19, not to attend in person if displaying symptoms and to self-isolate in the event of a positive test,
- Ensure that every effort is made to support and to comply with the needs of public health officials in the event of an onsite Covid outbreak.
It is also important that the sector as a whole should continue to coordinate its efforts to collectively support its members to manage and ensure a safe and successful reopening.
To facilitate the implementation of the Government’s roadmap and the resumption of the recruitment of new International non-EU/EEA ELE students, my Department will be engaging with the Department of Justice to review the conditions which have been applied to the student immigration system including the Interim List of Eligible Programmes (ILEP) over the period of the pandemic to date. Further guidance in relation to student immigration and ILEP requirements will be provided to the ELE sector once this engagement has been completed.
In advance of the recruitment of new International non-EU/EEA students, ELE providers will be required to notify ILEP of their reopening plans and to confirm that they have the capacity and capability to safely reopen, to safely bring students into the State in accordance with relevant travel restrictions and advices, to safely provide for their full cohort of students and to fully comply with any and all relevant public health guidelines.
515. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the breakdown of spending under the heading employee development provision including the workplace basic education fund, WBEF, of the national training fund expenditure, particularly the amount allocated for WBEF in tabular form; and if he will make a statement on the matter. [43441/21]
View answerThe Employee and Continuing Professional Development programme provision from the National Training Fund is aligned with Government policy to support workforce upskilling and commitment to roll out the ETB led Skills to Advance programme which is designed to target existing employees with limited formal qualifications. The programme is aimed at developing the skills of people in employment through focused initiatives targeting employers, individual employees and sectoral and regional responses via a competitive call.
This programme supports the policy framework for employee development, 'Supporting Working Lives and Enterprise Growth in Ireland', which was developed by SOLAS in consultation with key partners. This approach enables targeted support for vulnerable groups in the Irish workforce as it has a particular focus on employees who have lower skills levels and who need more opportunities to advance in their working lives and careers, to sustain their employment and to avoid displacement or to avail of emerging job opportunities. The Skills to Work (WBEF) element of the Employee Professional Development sub-head is €3.5 million. The remainder of the SOLAS provision is to be expended on the Skills to Advance Initiative.
Engineers Ireland Continuing Professional Development (CPD) Accredited Employer scheme allows Ireland’s engineering-led organisations to strategically deploy their learning & development systems and processes to bring about a competitive advantage.
|
National Training Fund Allocation Employee and Continuing Professional Development (€23.700m) |
|
|
2021 |
€ |
|
SOLAS: Skills to Advance Initiative |
19,800,000 |
|
Work Based Education Fund |
3,500,000 |
|
Engineers Ireland |
400,000 |
|
TOTAL |
23,700,000 |
516. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta an bhfuil i gceist aige aon rud a dhéanamh lena chinntiú go mbeidh comhionannas ann do mhic léinn atá ag dul ar an gColáiste i mbliana bunaithe ar thorthaí Ardteistiméireacht 2019 seachas 2021, ag cur san áireamh leibhéal i bhfad níos airde na marcanna a bronnadh ar an meán don Ardteistiméireacht i mbliana; agus an ndéanfaidh sé ráiteas ina thaobh. [43464/21]
View answerIs institiúidí féinrialaitheacha iad Ollscoileanna agus Institiúidí Teicneolaíochta agus cinneann siad a gcuid nósanna imeachta féin le haghaidh iontrála. Próiseálann an Lár-Oifig Iontrála (CAO) iarratais le haghaidh cúrsaí fochéime, agus le haghaidh roinnt cúrsaí iarchéime ar a son.
Déanann na hinstitiúidí ardoideachais cinntí maidir le hiontráil agus ansin treoraíonn siad don CAO áiteanna a thairiscint do na hiarrthóirí a n-éiríonn leo. Níl feidhm ar bith agam féin ná ag mo Roinn i dtaca leis na cúrsaí sin agus ní cuid de mo chúram critéir iontrála a chinneadh ná treoir a thabairt do na hInstitiúidí Ard-Oideachais tús áite a thabhairt do scoláirí ar leith.
Is córas é córas an CAO a fheidhmíonn ar an tuiscint gurb iad na gráid a bhaineann iarrthóirí amach san Ardteistiméireacht a chinneann a gcuid pointí. Is ar an mbonn sin a leithdháileann córas an CAO áiteanna ar iarrthóirí, iad siúd ó bhlianta éagsúla san áireamh. Chun neamhchlaontacht a chinntiú, cruthaíodh córais uathoibríocha pointí an CAO ar bhealach nach gceadaíonn caitheamh ar bhealaí éagsúla le foghrúpaí éagsúla, ná le scoláirí a bhfuil torthaí acu ó bhlianta éagsúla.
Ar mhaithe le haitheantas a thabhairt do na cúinsí ar leith a raibh ar scoláirí dul i ngleic leo i mbliana, d’oibrigh an Roinn Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta leis an Údarás um Ard-Oideachas agus leis na hInstitiúidí Ardoideachais chun a fháil amach cá bhféadfaí áiteanna breise a sholáthar sa chóras ardoideachais. Mar thoradh air sin, chomh maith leis na háiteanna breise a cruthaíodh faoin Tionscnamh Caipitil Dhaonna, cruthaíodh 4,650 áit ar fud réimse leathan cúrsaí, beart a chinntigh go bhféadfaí áit ar chúrsa tríú leibhéal a thairiscint do níos mó scoláirí ná riamh roimhe seo.
Mar sin féin, bhí pointí an CAO luaineach i mbliana, mar a bhíonn gach bliain. De bhrí go raibh tacar torthaí na bliana seo níos láidre ná mar is gnách, agus go raibh líon na n-iarratas níos mó ná riamh, bhí níos mó luaineachta ann i mbliana ná mar a bheadh i ngnáthbhliain.
Chomh maith leis an ardoideachas, tá réimse roghanna ar fáil sa bhreisoideachas agus san oiliúint agus i bprintíseachtaí. D’fhéadfadh na roghanna sin bealach eile a sholáthar chun dul leis an ngairm is rogha le duine nó bealach eile isteach san ardoideachas a sholáthar. I gcás scoláirí nach n-éiríonn leo tairiscint a fháil maidir leis an gcúrsa a roghnaigh siad ar an gcéad dul síos, tá bealaí eile ar fáil dóibh chun teacht ar an gcúrsa is rogha leo.
517. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that certain purpose-built student accommodation has been given permission to function as short-term tourist accommodation despite the shortage of suitable student accommodation; his views on the decision to grant permission; and if he will make a statement on the matter. [43550/21]
View answerI am very aware of the ongoing shortage of accommodation facing students, and I have been made aware that a number of purpose-built student accommodation developments have been given temporary permission to use a portion of their rooms for short-term visitor and tourist accommodation.
The National Student Accommodation Strategy (NSAS) was published in 2017 and is designed to relieve the student accommodation shortage by supporting the delivery of an increased level of purpose-built student accommodation. For accommodation to be removed from student use at a time when there are significant student accommodation shortages runs contrary to the aims of the NSAS and is deeply disappointing.
My officials have been in contact with the Department of Housing in relation to this matter, and we are exploring the options available to us to help ensure that purpose built-student accommodation remains in use for students.
518. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science if, on an exceptional basis, more places can be added to dental science in Trinity College Dublin for this academic year, given the unfair lottery situation facing students with maximum points; and if he will make a statement on the matter. [43566/21]
View answer519. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science if he already has or will enter into talks with Trinity College Dublin on the workability of laboratory and-or other learning situations in order to facilitate entry for those students who are fully qualified points-wise but denied a place due to lack of capacity; and if he will make a statement on the matter. [43567/21]
View answerI propose to take Questions Nos. 518 and 519 together.
In 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 ensured that more students than ever before could be offered a place in a third level course.
However there are real, material limits on the number of places that can be created on courses with significant practical elements and placement requirements, such as dentistry. The places created already represent the limit of what can be accommodated in the system at the present time, and it is not intended to add further places this year.
The CAO process applications for undergraduate courses on behalf of the Higher Education Institutions. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates. As such, neither I nor my Department have a role in the operation of the CAO. CAO points levels are not a qualification threshold but rather are determined by the grades received by students, the number of applicants for a course and the number of places available.
I know how difficult a time it has been for students and parents, and I appreciate how disappointing it can be for a student not to receive an offer for their course of choice, but I would like to stress the range of options available both in further education and training and apprenticeships, but also in pathways in higher education. For those whose route into higher education may not be what they originally planned, there are many pathways available in the further and higher education system.
520. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science the number of qualifying students seeking a place on the dental science degree course at Trinity College Dublin who were entered into the lottery for places; the number of places given; the number of students who were denied a place; and if he will make a statement on the matter. [43568/21]
View answerThe information requested by the Deputy is not available to my Department.
Decisions on admissions are made by the higher education institutions who then instruct the CAO to make offers to successful candidates. Therefore neither I nor my Department have a function in relation to the operation of the CAO, and data on offers for any specific course is held by the CAO and the relevant higher education institution, not by my Department.
