Written Answers Nos. 444-468
444. Deputy Michael Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science the reason for the high increase in college fees in the past 12 months (details supplied); and if he will make a statement on the matter. [44428/21]
View answerAs the Deputy will be aware, fee levels vary across the institutions, disciplines and mode of delivery. Publically funded Higher Education Institutions are autonomous bodies and are responsible for their own day-to-day management and operational affairs, including the management of academic affairs. They retain the right to determine their own policies and procedures. The level of registration fees and tuition fees to be charged are therefore a matter for the relevant institution to determine in line with its own criteria.
In considering fees, it is important to note that the State currently provides very substantial financial support to undergraduate students in higher education towards the cost of their studies.
Under the Department’s Free Fees Initiative (FFI), the Exchequer provides funding toward the tuition fee costs of eligible undergraduate higher education students. All students eligible for the scheme receive state support whereby the Exchequer pays the cost of tuition fees exclusive of the student contribution. Any proposal to increase EU undergraduate tuition fees rates of eligible courses and charged to eligible students would have a budgetary impact on the exchequer and such an increase would require prior agreement between the sector, HEA, my Department and the Department of Public Expenditure and Reform. In this regard no such request for an increase was submitted, considered or approved for 2020/2021 and the last agreed increase was in 2008/2009.
In 2020/21 the Exchequer currently contributed over €357m to meeting the tuition fee costs of 146,000 eligible undergraduate students in higher education. In addition, over 65,000 students have all or part of the €3,000 student contribution paid on their behalf under the Student Grant Scheme at a cost of over €190m. This substantial funding support has played a very important role in enabling access to and growth in higher education in Ireland.
I am very much aware of the difficulties facing students and in July I secured Government approval for €105 million for the third level sector to safely reopen in September 2021. The package will include financial support for further and higher education to return on-site safely and in line with public health advice, and additional student supports for students in further and higher education.
€21 million of this funding will be allocated to provide specific extra supports for students including an extra €3m for student mental health, an extra €10m for the Student Assistance Fund which provides financial supports to students experiencing financial difficulties while in college, and €8m for the Mitigating Educational Disadvantage Fund which supports and engages disadvantaged learners.
In general there is a real requirement in these exceptional times to have a responsive approach to student needs wherever possible and it is important to acknowledge that HEIs have to date shown enormous willingness to be responsive in numerous ways. I would encourage all students to engage with their institution to discuss any issues in relation to their course, including fees.
The main support available to assist students with the cost of attending higher education is the Student Grant Scheme. Students can check eligibility and apply for grant supports on www.susi.ie. The Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. On foot of these commitments I gave approval to commence a review of the Student Grant Scheme. My Department is overseeing the implementation of the review. It is anticipated that the review will be completed later this year and will inform future priorities regarding the development of student grant policy.
445. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that will be put in place to ensure students will not be disadvantaged in 2022 by grade inflation (details supplied) in 2021; and if he will make a statement on the matter. [44435/21]
View answer460. Deputy Noel Grealish asked the Minister for Further and Higher Education, Research, Innovation and Science if he will take steps to further increase the number of places on courses in third-level institutions for 2022; his views on whether the leaving certificate grade inflation that occurred in 2021 will have a knock-on impact on the points required for courses in 2022 putting the 2022 leaving certificate examination students at a disadvantage vis-à-vis students from 2021 competing for places on those courses; and if he will make a statement on the matter. [44989/21]
View answerI propose to take Questions Nos. 445 and 460 together.
Higher Education Institutions (HEIs) are autonomous and manage their own academic affairs including admissions procedures. The CAO process applications for undergraduate courses on behalf of the HEIs. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates. Neither I nor my Department have a role in the operation of the CAO.
The CAO system is a system that works on the assumption that grades obtained in the Leaving Certificate by candidates determine their points. It is on this basis that the CAO system allocates places to applicants including those from different years. To ensure impartiality, the automatic CAO points systems have been created in a way that does not allow for different treatment to be applied to different sub-groups.
Ultimately, the Leaving Certificate results in any given year have the same status as any other Leaving Certificate as a measure of attainment at the end of Senior Cycle. To alter or revise the results of any particular Leaving Certificate cohort after the fact would undermine this principle.
It is our understanding that adjustments will be made to the 2022 Leaving Certificate examinations which are similar to those published in December 2020 in respect of Leaving Certificate 2021. The adjustments are outlined in Assessment Arrangements for Junior and Leaving Certificate 2022, which is available on www.gov.ie/leavingcertificate. These adjustments were made in recognition of fact students who are due to take their Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.
In 2020 and 2021, in recognition of the challenging circumstances these cohorts faced during their Leaving Certificate 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. It is my intention that future growth in higher education is planned on a strategic basis that aligns demand for places and the provision of places in an efficient and effective manner consistent with the objectives of the Higher Education Strategy, while reflecting broad skills and human capital requirements for the economy and for society.
446. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the options that are open to a student to appeal no offer from the CAO due to an error in the application process in cases in which the CAO claims that the exam number of the person was not entered (details supplied); and if he will make a statement on the matter. [44445/21]
View answer450. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will clarify a matter regarding the case of a person (details supplied); and if he will make a statement on the matter. [44589/21]
View answer466. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the technical issue with the CAO system which affected a number of students such as a student (details supplied) whose exam numbers were rendered as a series of zeros in error and who subsequently were not properly considered for the first round of offers; if a similar issue occurred in previous years; the number of students affected; the efforts that were made to publicise the issue to ensure those affected could remedy it; if extra places will be made available to heavily subscribed courses for those who achieved sufficient points to do the course; and if he will make a statement on the matter. [45068/21]
View answer470. Deputy Seán Haughey asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consult with the Central Applications Office regarding the number of leaving certificate students in 2021 who failed to get any first round offer of a place due to the fact that their leaving certificate exam numbers were included on the CAO application form as a series of zeros in error instead of the correct numbers; if the CAO should have flagged these errors to applicants during the early stage of the application process; if the CAO can consider any special health considerations of applicants who have been the victim of these errors; if steps can be taken to rectify these errors in time for second round offers; if the circumstances of a particular case (details supplied) can be examined; and if he will make a statement on the matter. [45122/21]
View answer472. 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 a leaving certificate student (details supplied) has not been offered a place due to putting his name as Gaeilge on the exam despite the CAO using a unique CAO and exam number; and if he will make a statement on the matter. [45144/21]
View answerI propose to take Questions Nos. 446, 450, 466, 470 and 472 together.
Universities and Institutes of Technology determine their own procedures for admission. The CAO process applications for undergraduate, and some postgraduate, courses on their behalf.
Decisions on admissions are made by the Higher Education Institutions who then instruct the CAO to make offers to successful candidates. Neither I nor my Department have a role in the operation of the CAO and it is not within my remit to intervene in individual cases,.
Where the CAO is notified of an error in an application after Round One offers have issued, they update the account information and ask the higher education institutions to consider them for Round Two. The higher education institutions will then do their best to accommodate applicants with offers on Round Two. A portion of the offers that are issued in Round Two every year are to applicants who need to be accommodated after adjustments have been made due to applicant omissions or errors, or administrative errors caused by the higher education institutions or CAO.
I appreciate that it can be quite upsetting for an applicant to realise their examination information was incorrect, and it is my understanding that every effort is made by CAO and the higher education institutions to facilitate such applicants in Round Two.
If the issue is not resolved the applicant’s satisfaction, the option to appeal is available. The CAO has an Independent Appeals Commission, to which recourse may be had by applicants who believe that they have been treated unfairly by CAO, and whose complaints have not been resolved by CAO. The function of the Appeals Commission is to ensure that the rules are applied fairly.
447. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta tábla a sholáthar ina ndéanfar cur síos ar gach céim, dioplóma, cáilíocht, nó cúrsa atá á cur ar fáil nó á chur ar fáil ag ollscoil nó institiúid tríú leibhéal sa Stát, ina bhfuil an Ghaeilge mar bhunábhar, mar ábhar éigeantach nó roghnach i measc na modúl, nó mar mhodh teagaisc ina ndéantar ábhar eile a mhúineadh, chomh maith le figiúirí do líon na mac léinn a bhí cláraithe do gach ceann dóibh sin sna blianta acadúla 2019-2020 agus 2020-2021, agus atá cláraithe chun tabhairt fúthu don bhliain acadúil 2021-2022. [44485/21]
View answerSa tábla atá curtha ar fáil, tá liosta de na céimeanna, na dioplómaí, na cáilíochtaí agus na cúrsaí atá ábhartha don cheist seo le dhá bhliain anuas, chomh maith le figiúirí rollaithe mar a iarradh.
Tógtar na sonraí sin ó Chóras Taifead Mac Léinn (CTML) an Údaráis um Ard-Oideachas, córas nach bhfuil sonraí sainiúla ann maidir le cé acu atá comhpháirt Gaeilge ag baint le cúrsa ar leith nó nach bhfuil. Dá bhrí sin, díorthaítear an chuid is mó de na sonraí ó ainm an chúrsa. Sa chás nach bhfuil an focal ‘Irish’/Gaeilge/Ghaeilge nó focal Gaeilge in ainm an chúrsa ach go bhfuil cúrsa fós liostaithe, tá sé sin amhlaidh toisc go raibh an Ghaeilge liostaithe mar cheann de na ceithre ábhar sna réimsí ábhair. De ghnáth, ní choinní ach sonraí sna réimsí sin maidir le cúrsaí ealaíon sna hollscoileanna ag an Údarás um Ard-Oideachas.
Ní féidir leis an Roinn seo ná leis an Údarás um Ard-Oideachas mic léinn a dhéanann modúil i nGaeilge a aithint mar chuid de chúrsa mura bhfuil an Ghaeilge luaite sna réimsí sin, mar shampla dá ndéanfadh mac léinn gnó mionmhodúil sa teanga. Mar sin, níl na sonraí a bhfuiltear á n-iarraidh againn maidir le modúil roghnacha.
Ba é líon iomlán na mac léinn a chláraigh ar chúrsaí ina raibh an Ghaeilge mar phríomh-chomhpháirt ná 2,628 in 2019, agus 2,834 in 2020. Níl sonraí do 2021 ar fáil go fóill.
448. Deputy Michael Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science if assistance can be provided in the case of a person (details supplied); and if he will make a statement on the matter. [44512/21]
View answerHigher Education Institutions (HEIs) are autonomous and manage their own academic affairs including admissions procedures. The CAO process applications for undergraduate courses on behalf of the HEIs. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates. Neither I nor my Department have a role in the operation of the CAO.
The CAO system is a system that works on the assumption that grades obtained in the Leaving Certificate by candidates determine their points. It is on this basis that the CAO system allocates places to applicants including those from different years. To ensure impartiality, the automatic CAO points systems have been created in a way that does not allow for different treatment to be applied to different sub-groups.
In 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 across a wide range of courses which ensured that more students than ever before could be offered a place in a third level course.
Nonetheless there were fluctuations in CAO points this year, as there are every year. As this year saw a stronger than usual set of grades, and a record number of applications, there was more volatility this year than there would be in a typical year.
I know how difficult a time it has been for students and parents, and we appreciate how disappointing it can be not to receive an offer for your course of choice, but we 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. For primary teaching, those who are not successful in gaining place on an undergraduate Bachelor of Education may apply for a Professional Master of Education (PME) course on completion of a level 8 undergraduate degree.
449. Deputy Robert Troy asked the Minister for Further and Higher Education, Research, Innovation and Science the way that a student can prove estrangement from their family if they are over 18 years of age and where they do have reports on file with either An Garda Síochána or Tusla; and if he can request that SUSI accept independent household bills as proof of estrangement in such cases. [44549/21]
View answerThe objective of the statutory based student grant scheme is to provide additional assistance where parental income is below a certain threshold or, in the case of independent mature students, where the level of income of the student and his or her spouse warrants additional assistance by way of a grant.
For student grants purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students.
A student may be assessed as an independent mature student if he or she has attained the age of 23 on the 1st of January of the year of first entry to an approved course or of re-entry following a break in studies of at least three years and is not ordinarily resident with his/her parents from the previous October. Otherwise he or she would continue to be assessed on the basis of parental income.
Only in exceptional cases, where compelling evidence of estrangement from parents/guardians is provided, can candidates who are under 23 be assessed without reference to their parents/guardians income or address. Otherwise he or she will be assessed as a dependent student for student grant purposes i.e. assessed on the basis of the income and address of parents/legal guardians.
The assessment of a case of estrangement is carefully considered to ensure there is sufficient evidence to demonstrate that the exceptional circumstances pertaining in such cases genuinely exists. The scheme does not stipulate precisely how an awarding authority satisfies itself that such circumstances prevail. This is to allow the awarding authority sufficient flexibility to assess the evidence of irrevocable estrangement in each individual case. The type of documentary evidence required is dependent on the applicant's individual circumstances.
The Deputy will be aware that the Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. On foot of these commitments I gave approval to commence a review of the Student Grant Scheme.
My Department is overseeing the implementation of the review. A Steering Committee has been established to provide direction for the external consultants undertaking the review. Its membership includes: the Union of Students of Ireland; Student Universal Support Ireland (SUSI), SOLAS, the HEA; Irish University Association (IUA); Technological Higher Education Association (THEA); Technological University Dublin (TUD), the Department of Social Protection and officials from my Department.
A public consultation process closed in April with over 280 submissions received. The views of students were sought via an online survey process in May and over 9,000 survey responses were received. The consultants appointed to conduct the review are carrying out their analysis of the data captured in the surveys. While I cannot pre-empt the outcome of the review, It is anticipated that it will be completed later this year and will inform future priorities regarding the development of student grant policy, including in the context of forthcoming Estimates process for 2022.
451. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if he will recommend that all staff in educational institutions under his remit who by necessity of their work have to come into contact with students and members of the public, including teaching staff, librarians and administrators, are provided with medical grade masks in the EN14683 category; and if he will make a statement on the matter. [44595/21]
View answerAs autonomous bodies, higher and further education institutions have discretion to allocate funding towards the purchase of facemasks for staff as part of its implementation of institutional planning for the return to on-campus, in line with current public health guidance. Public health guidance in relation to the type of face coverings which can be worn can be found here - www2.hse.ie/conditions/covid19/preventing-the-spread/face-covering-types/.
Recently, the HSE advised that it had a surplus of facemasks that might be of use to the tertiary education sector in supporting the return on-site. Following liaison with the sector, my Department this week provided the necessary information to the HSE in order to facilitate its coordination and delivery of facemasks for use by staff and students in further and higher education institutions across the country. My Department and I are very appreciative of this offer from the HSE, supporting as it does, public health and the commitment of the tertiary education sector to ensure compliance with on campus mask wearing and, by extension, the continued safety of staff and students.
452. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the options returning citizens from outside of the EU can avail of regarding upskilling and or further education. [44629/21]
View answerThere are many upskilling and further education options that Irish citizens returning from outside the EU can avail of.
Further education and training (FET) is open to all Irish citizens who want to learn new skills or enhance existing skills to get the right job, progress to third-level or to support the achievement of personal goals; though some programmes and courses may hold specific educational or vocational requirements for entry.
Delivered primarily by the 16 Education and Training Boards (ETBs) across the country, FET provision is available nationwide on a full, part-time or blended, basis including evenings, weekends and online, to suit the lives of learners of all ages and from all backgrounds. Courses are largely free or are heavily subsidised.
Provision includes an extensive range of training and upskilling options which span Levels 1-6 of the National Framework of Qualifications across the following occupational areas - Agriculture, forestry, fisheries and veterinary, arts and humanities, business and administration and law, education, engineering, manufacturing and construction, health and welfare, information and communication technology, natural sciences, mathematics and statistics, personal services, social sciences, journalism and information.
National initiatives include specific provision for learners in employment - Skills to Advance as well as opportunities for upskilling and reskilling for people affected by the Pandemic - Skills to Compete. Available courses can be viewed on the national FET platform, www.fetchcourses.ie.
I would recommend that citizens returning to Ireland from outside the EU contact their local Education and Training Board. Each ETB has a dedicated Adult Education Guidance Service that provides guidance to FET learners and potential learners before, during and after FET training. The service is confidential and free of charge and can advise individuals of programmes and supports that may be available to them as well as advise on the application process.
453. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to barriers regarding further education options for returning citizens from outside of the EU (details supplied); if this cohort can avail of Springboard courses; and if any alternative routes exist for entry to these courses. [44630/21]
View answerSpringboard+ is a targeted initiative which is primarily used to provide funding for higher education courses aimed at meeting the need for in-demand skills in the economy and supporting jobseekers to return to employment.
In 2017 the eligibility criteria for participating in Springboard+ was expanded to include Returners wishing to return to the workplace and those currently in employment. In drawing up the eligibility criteria for participation by this cohort a decision was made to align the criteria with that of the Department’s Free Fees Initiative for third level education, i.e. a student must have been ordinarily resident in an EU/EEA/Swiss state for at least 3 of the 5 years prior to entry to their third level course of study in order to qualify to participate in the programme. This rule applies to all individuals regardless of their citizenship.
All Returners and Employed people who wish to apply for a Springboard+ course must have been ordinarily resident in an EU/EEA/Swiss state for at least three of the five years preceding their entry to the programme and meet other eligibility criteria. Under the terms of operation of the scheme the term ‘ordinarily resident’ has always meant, and been applied, as the residence at which the applicant normally resided, apart from vacation or short term absences in any given year.
Returning emigrants may be able to qualify for certain Springboard+ courses if they qualify for payments such as Jobseekers Benefit, One Parent Family Payment, Disability Allowance or Carer’s Allowance. Eligibility for Springboard+ courses for those in receipt of payments operated by the Department of Social Protection (DSP) is the responsibility of that Department. In advance of commencing a Springboard+ course, a person is advised to contact the DSP to see if they are eligible to apply.
454. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated annual cost of paying all postgraduate workers in Irish third-level institutions a minimum living wage of €15 an hour. [44631/21]
View answerPostgraduate programmes are comprised of a range of elements designed to further the training and development of students. In particular PhD students, in addition to conducting research, participate in other activities to develop generic and transferable skills. These activities are regarded as an integral part of the training, and typically include a teaching contribution. Development of these skills is important in equipping postgraduate students for their future careers, including for academic positions.
A range of activities can be included under the teaching contribution, such as taking tutorial groups, demonstrating at practical classes, co-supervising undergraduate projects and student mentoring. Hours may be included that are spent in class preparation, advising, monitoring student projects, and correcting projects, notebooks or essays and will vary according to School/Discipline. PhD students may contribute to teaching, often at a level of up to 120-150 hours per year over the course of their studies.
While contributing to teaching can be an integral part of the training of a research Master’s or PhD student, the core component of research programmes across all higher education institutions is the advancement of knowledge through original research, which must remain the primary focus of the activity of research students.
The delivery of teaching duties by graduate students in a higher education institution is a matter for the institution concerned reflecting their independent self-governed status. It is important that the allocation and conduct of such work is undertaken in accordance with the objectives of the National Framework for Doctoral Education and the PhD Graduate Skills Statement in enabling the development of key skills and competencies for postgraduate students.
In the academic year 2020/21, there were some 7,938 full time PhD students enrolled. There were also 1,352 full time Research Masters students enrolled. In total, there were 30,059 full time postgraduate students enrolled in the academic year 2020-2021. In addition, there are also part-time students enrolled in these categories.
In relation to PhD students, a number would be in receipt of grants from research funders, a number would be receiving institutional or other scholarships, while others would be self-funded. Initial information gathered by my Department suggests variability across the sector on the scale of teaching duties undertaken by PhD students, and the terms that apply to such duties.
I do not have full information on the hours involved by the PhD students in these activities to determine the basis upon which to make an estimate taking all of these factors into account.
Officials in my Department together with the Irish Universities Association and Technological Higher Education Association are undertaking further examination of issues in relation to teaching duties of PhD students, including looking at international practice, in conjunction with members of the National Advisory Forum for Ireland’s Framework for Doctoral Education.
455. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of first-year enrolments and the number of graduations, respectively, in veterinary medicine in each of the years 2006 to date; and if he will make a statement on the matter. [44679/21]
View answerThe information requested by the Deputy is available in the table below. The numbers provided are those recorded on the HEA's Student Records System (SRS) and include entrants to and graduates from graduate-entry veterinary medicine as well as undergraduate veterinary medicine.
|
Academic Year |
New Entrants |
Graduates |
|
2006/2007 |
92 |
|
|
2007/2008 |
82 |
71 |
|
2008/2009 |
86 |
81 |
|
2009/2010 |
123 |
80 |
|
2010/2011 |
125 |
70 |
|
2011/2012 |
122 |
78 |
|
2012/2013 |
124 |
103 |
|
2013/2014 |
129 |
120 |
|
2014/2015 |
116 |
110 |
|
2015/2016 |
121 |
105 |
|
2016/2017 |
118 |
125 |
|
2017/2018 |
131 |
98 |
|
2018/2019 |
131 |
114 |
|
2019/2020 |
135 |
112 |
|
2020/2021 |
146 |
456. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science if financial assistance is available to students who have to repeat a college year; and if he will make a statement on the matter. [44702/21]
View answerUnder the terms of the Student Grant Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, progression, previous academic attainment and means.
To satisfy the terms and conditions of the scheme in relation to progression, a student must be moving from year to year within a course, having successfully completed the previous year or be transferring from one course to another where the award for the subsequent course is of a higher level than the previous course.
Under the progression/previous academic attainment criteria of the scheme, a grant will not be paid to a student for a repeat period of study on the same course, or for a different course at the same level, irrespective of whether or not a grant was paid previously. The objective of this policy is to help as many students as possible to obtain one qualification at each level of study. However, once an equivalent period of study has been completed on the new course, the student may be eligible for student grant assistance for the remainder of the course.
Notwithstanding this, under Article 15(8) of the Student Grant Scheme 2021, the awarding authority (SUSI) has discretion to award a grant for a repeat period of study in exceptional circumstances in line with guidelines drawn up by the Minister. Chapter 1 of the Guidelines refer to exceptional circumstances that may arise which could impact on a student completing a particular period of study or undertaking exams. It is necessary, therefore, for the awarding authority to treat each application for repeat funding on a case-by-case basis.
I can confirm that students who opted to sit the Leaving Certificate examinations in November 2020 who received an improved CAO offer on foot of these results also received a deferred college offer to start their course in the 2021/22 academic year. If a candidate who has commenced first year of a course becomes entitled to a higher CAO offer and chooses to accept same in the following academic year, attendance for the first year on the new course would remain eligible for free fees and SUSI funding as appropriate.
Students in third-level institutions experiencing exceptional financial need may 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 college attended. This fund is administered on a confidential, discretionary basis.
Also, 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 postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the Revenue Commissioners on www.revenue.ie.
457. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the locations of all offices and buildings either owned or used by his Department or by public bodies and agencies that operate under his remit which are usually open to the public to access services. [44914/21]
View answerIn regard to offices being used by my Department, I can confirm that the reception area of my Department would usually open to the public. However, the reception area in is closed to the public at present, due to the restrictions arising from the COVID-19 pandemic.
Contact details for the State Bodies under the aegis of my Department are set out in the attached document should the Deputy wish to contact them directly with her query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Further and Higher Education, Research, Innovation and Science
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
Higher Education Authority |
Oireachtas@hea.ie |
Padraic Mellett* |
|
Irish Research Council( Note 1) |
Oireachtas@research.ie |
Padraic Mellett* |
|
Grangegorman Development Agency |
Communications@ggda.ie |
nora.rahill@ggda.ie |
|
SOLAS |
oireachtasinfo@solas.ie |
Maria Walsh maria.walshe@solas.ie |
|
Skillnets Ltd |
oireachtas@skillnets.com |
t.donnery@skillnets.com |
|
Quality and Qualifications Ireland |
ceo@qqi.ie |
ceo@qqi.ie |
|
Léargas – The Exchange Bureau |
oireachtas@leargas.ie |
fbroughan@leargas.ie |
|
Science Foundation Ireland |
ciara.cotter@sfi.ie |
Ciara Cotter |
Note 1 – In regard to the Higher Education Authority (HEA) and the Irish Research Council (IRC) as the IRC operates under the auspices of the HEA. Mr Mellett will address Oireachtas queries for both the HEA and IRC. Please use Oireachtas@hea.ie and Oireachtas@research.ie respectively to contact Mr Mellett.
458. Deputy Gino Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated full-year cost of removing all postgraduate tuition fees. [44943/21]
View answer459. Deputy Gino Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated full-year cost of removing all postgraduate registration costs. [44944/21]
View answerI propose to take Questions Nos. 458 and 459 together.
As the Deputy will be aware, fee levels vary across the institutions, disciplines and mode of delivery. Registration fees and postgraduate tuition fees are payable to Higher Education Institutions.
Higher Education Institutions are autonomous bodies and are responsible for their own day-to-day management and operational affairs, including the management of academic affairs. They retain the right to determine their own policies and procedures. The level of registration fees and postgraduate tuition fees to be charged are therefore solely a matter for the relevant institution to determine in line with its own criteria. My Department is therefore not in a position to provide an estimated cost for removal of such fees by the sector.
The main support available to assist postgraduate students with the cost of attending higher education is the Student Grant Scheme. Students can check eligibility and apply for grant supports on www.susi.ie.
This year’s scheme includes enhanced supports for postgraduate students which I secured in Budget 2021. This is an initial step in meeting part of the Government’s commitments regarding SUSI grant support.
The Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. On foot of these commitments I gave approval to commence a review of the Student Grant Scheme. My Department is overseeing the implementation of the review. It is anticipated that the review will be completed later this year and will inform future priorities regarding the development of student grant policy.
461. Deputy Noel Grealish asked the Minister for Further and Higher Education, Research, Innovation and Science the measures he plans to take to avoid a repeat of the situation in which some leaving certificate students who achieved the maximum possible results in their examinations in 2021 still failed to secure a place on their preferred college course, losing out on the random selection process; and if he will make a statement on the matter. [44990/21]
View answerThe 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, and it is not with my remit to determine CAO points levels, which are based on 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 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.
462. Deputy Noel Grealish asked the Minister for Further and Higher Education, Research, Innovation and Science the changes he plans to make to the current CAO selection process for third-level courses to provide a fairer path to securing a place in third-level education; and if he will make a statement on the matter. [44991/21]
View answer464. Deputy Noel Grealish asked the Minister for Further and Higher Education, Research, Innovation and Science the changes he plans to make to the current CAO selection process for third-level courses to provide a fairer path to securing a place in third-level education; and if he will make a statement on the matter. [44994/21]
View answerI propose to take Questions Nos. 462 and 464 together.
The CAO process applications for undergraduate courses on behalf of the Higher Education Institutions. Decisions on admissions are made by the HEIs, in line with their institutional autonomy, who then instruct the CAO to make offers to successful candidates. Neither I nor my Department have a role in the operation of the CAO, and it is not within my remit to make changes to the higher education admissions process.
However the third-level education system is not limited to higher education. There are a wide variety of options available in the further education sector ranging from PLCs to craft apprenticeships to ICT apprenticeships. It is my intention to ensure that these options are given the same visibility as options in higher education. In the short term, information about further education options will be provided on the CAO website. Into the future, it is my intention that applications for further and higher education will be made through a single portal.
It is also my intention to strengthen pathways between further and higher education, allowing learners to progress between them more easily. My Department and I will continue to work to provide a diverse and flexible range of pathways in further and higher education to support lifelong learning.
463. Deputy Noel Grealish asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who having achieved points totalling 550 or more in the leaving certificate but who failed to secure a place on their preferred third-level course due to random selection in 2021, in tabular form; the numbers involved in each individual course in each ten-point segment up to the maximum of 625 points; the number who achieved 625 points; and if he will make a statement on the matter. [44992/21]
View answerThe information requested by the Deputy is not held by my Department.
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. Neither I nor my Department have a role in the operation of the CAO, and information on offers is held solely by the CAO and the HEIs.
465. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science if he has deleted text messages or email correspondence related to Government or official communications at any point since January 2020 to date; and if he will make a statement on the matter. [45038/21]
View answerI can confirm that I conduct any Government or official communications, including their retention and destruction, in line with Records Management Guidelines of the Department of Further and Higher Education, Research and Innovation and Science and in line with guidance issued centrally from the Department of Public Expenditure and Reform.
467. Deputy Cormac Devlin asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that points inflation in 2021 has rendered many higher education courses that do not require the applicant to have taken higher level maths mathematically impossible to achieve (details supplied); his plans to deal with grade inflation; and if he will make a statement on the matter. [45074/21]
View answerThe 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. Neither I nor my Department have a role in the operation of the CAO, and it is not within our remit to determine CAO points levels, which are determined by the grades received by students, the number of applicants for a course and the number of places available.
Irish third level institutions collectively agreed to operate a bonus points scheme for higher level mathematics in 2010 following a call by the Expert Group on Future Skills Needs. The purpose of this collective action was to provide an incentive to second level students to opt for higher level mathematics at leaving certificate level given the relatively low take-up of higher-level mathematics compared to other subjects. This decision was taken in the context of the need for graduates with high level mathematical skills to fill particular skills gaps in the economy.
I know how difficult a time it has been for students and parents, and we appreciate how disappointing it can be not to receive an offer for your course of choice, but we 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.
468. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will support the call of an association (details supplied) for a digitalisation and infrastructure investment of €34.5 million in 2022, rising to €44.5 million in 2023 and €54.5 million in 2024; and if he will make a statement on the matter. [45099/21]
View answerMy Department has received the 2022 Budget submission from the Technological Higher Education Association, and are considering the submission as part of the NDP Review and Estimates process.
