Written Answers Nos. 21-40
21. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if more consideration can be given to an apprentice type approach for childcare courses; and if he will make a statement on the matter. [49832/21]
View answerThe development of new apprenticeships is employer led and is subject to a defined development and approval process, the details of which are publically available on www.apprenticeship.ie.
The Apprenticeship Council, SOLAS and staff from the Department of Further and Higher Education, Research, Innovation and Science have met with and communicated with representatives from the early childcare sector on a number of occasions between 2019 and 2021 to outline the development process for apprenticeship programmes.
A Workforce Development Plan for the early learning and care and school-age childcare sector is currently being developed by the Department of Children, Equality, Disability, Integration and Youth, in consultation with the Department of Education. I understand that the Plan is due for completion by year-end, and will include actions to support the development of career pathways and mechanisms for upskilling the workforce.
It is the stated aim of this Government to fully embed apprenticeship across the economy as a clear route to gaining qualifications while simultaneously developing practical skills and experience. I encourage all employers and sectors to explore the benefits that apprenticeship can bring to their sector. The structures and support available under the existing apprenticeship system and that outlined within the Action Plan for Apprenticeship 2021-2025 remain available to the sector if they chose to progress the development of an apprenticeship.
22. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if Ireland will consider applying to join CERN due to the enormous scientific and research benefits associated with membership; and if he will make a statement on the matter. [49716/21]
View answerIt is imperative that our research and innovation system must be open and have strong international collaboration links. Membership of leading international research organisations is an important mechanism for facilitating this engagement.
As part of the Innovation 2020 strategy, the Government committed to initiating discussions with several international research organisations. Four international organisations were identified and prioritised in line with Ireland’s research interests and strengths.
These were the European Southern Observatory and LOFAR, both focused on space research; ELIXIR, which coordinates life sciences data; and CERN, which is focused on physics research.
Since initiating those discussions, Ireland has joined three of the international organisations; the European Southern Observatory, ELIXIR and LOFAR.
While the benefits of CERN membership are recognised, the cost is also significant. The costs and benefits must therefore be assessed in the context of other Departmental and national investment priorities.
We will continue consideration of the available options, including both full and associate CERN membership, in the context of available resources. My Department will also continue to remain in contact with CERN officials.
23. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the plans in place to promote the take-up of new apprenticeships by more women, migrants, persons with disabilities and mature applicants; and if he will make a statement on the matter. [49811/21]
View answerThe Action Plan for Apprenticeship 2021-2025 promotes general access, diversity and inclusion in apprenticeship by offering targeted supports to encourage participation from under-represented groups such as women, those with disabilities and those from ethnic minority backgrounds.
Targets and interventions for specific groups will be detailed through an Equity of Access subcommittee of the National Apprenticeship Alliance to ensure that the voice of under-represented groups is integral to the development of the apprenticeship system. The actions set out in the Plan build on the outcomes of the 2018 Review of Pathways to Participation in Apprenticeship which has already resulted in a significant widening of measures to support increased visibility of apprenticeships.
Specific immediate actions in the Action Plan include:
- Extending the bursary of €2,666 which is paid by SOLAS to employers of female apprentices in the 25 craft apprenticeships to encourage them to employ female apprentices to all apprenticeship programmes with greater than 80% representation of a single gender.
- An apprentice bursary/support scheme will be established to fund up to 100 apprentices per year who are experiencing severe socioeconomic disadvantage and who are from target groups, including lone parents, people with disabilities, Travellers and Roma.
- Access to apprenticeship programmes and pre-apprenticeship courses will be clearly labelled as such, with progression routes into apprenticeship clearly identified and information on these courses will be published on www. apprenticeship.ie.
- An employer survey will determine baseline employer attitude and extent of knowledge of supports available to employers for supporting employees with a disability.
I am satisfied that these measures and the implementation process for the Apprenticeship Action Plan overall will have a significant impact in ensuring greater diversity in the apprenticeship population as a whole.
24. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science the progress to date under the Action Plan for Apprenticeship 2021-2025 launched in April 2021; and if he will make a statement on the matter. [49817/21]
View answerActions in the Action Plan for Apprenticeship 2021-2025 continue to be implemented, to work towards delivering a flexible and responsive system for employers and potential apprentices, which is attractive and easy to engage with and delivers high standards and sought after qualifications.
A Steering Group, with representatives of SOLAS, the HEA, QQI and the Department is overseeing the broad implementation of the Plan. A Delivery Group with representatives from SOLAS, the HEA and the Department is overseeing the establishment of the National Apprenticeship Office, a key structure which will enable progression of other actions.
Proposed amendments to the Industrial Training Act, 1967 which seek to widen the potential scope of new apprenticeship programmes have been included under the General Scheme of Higher Education Authority Bill, published on the 6th May 2021. The Bill also provides for the statutory recognition of a shared national apprenticeship office between SOLAS and the HEA to facilitate collaboration on the national-level development, monitoring, review and management of the apprenticeship system.
Engagement on developing the Public Service Apprentice Recruitment Plan is progressing, as is work on the inclusion of an apprenticeship/ staff development provision within Public Sector tendering processes.
The Apprenticeship Incentivisation Scheme has supported a significant recovery of apprentice registrations in 2020 and into 2021 and has enabled apprentice registrations to exceed registrations for 2019. By the end of September 2021 there were 5,525 new registrations compared to 3,034 at the same time in 2020 and 4,451 in 2019. It is likely that registrations will comfortably exceed 6,500 this year with continued strong registration in craft evident over the traditionally slow summer period.
In addition engagement with www.apprenticeshipJobs.ie is being encouraged through the expansion of the Apprenticeship Incentivisation Scheme. Information on apprenticeship will be available on the Central Applications Office website so that those making career decisions next year will be able to consider the merits of an apprenticeship.
The work on the Action Plan is running in parallel to work addressing the current backlog for off-the-job, or workshop-based, training. This is underpinned by Government investment of €20 million. Over 4,800 apprentices currently on a waiting list (40% of those waiting) for off-the-job training are on track to commence their training by the end of 2021. 100% will be returned to workshop-based training in 2022.
The Deputy may wish to note that progress towards the achievement of the baseline actions set out in the Action Plan will be reviewed on an annual basis and a report delivered to Government and published, outlining progress and learnings and setting out detailed areas for action in the next phase of delivery of the Plan.
25. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had with the Minister for Housing, Local Government and Heritage with regard to tackling the ongoing crisis in accommodation for third-level students; and if he will make a statement on the matter. [49877/21]
View answerI’m acutely aware of the challenges facing students in securing accommodation this year, and my Department and the Department of Housing, Local Government and Heritage are working closely together to address these issues.
The shortage of accommodation for students is happening in the context of the wider housing crisis.
In September the Government published Housing For All, a comprehensive plan which sets out the series of actions to be undertaken to fix the housing system. It has the largest ever housing budget in the history of the State. It aims to transform our housing system, with in excess of €20bn in funding provided through the Exchequer, the Land Development Agency (LDA) and the Housing Finance Agency over the next five years to support these actions. My Department is working with the Department of Housing to support the implementation of this plan.
There is ongoing engagement between the two departments at both Ministerial and official level. This includes a meeting last week between the two departments and our higher education institutions on the provision of purpose built student accommodation on campuses.
Recent engagement also resulted in the issuing of a circular to the Chief Executives of all local authorities, pointing to the critical need for purpose-built student accommodation to be available to meet the needs of students in third level education.
My Department and I will continue to work closely with Minister O'Brien and his officials on these issues and I am meeting Mr O'Brien next week.
26. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the lack of student accommodation in Athlone, County Westmeath for students attending the Technological University Shannon Midlands Midwest; and the steps he will take to engage with the technological university to address the matter. [49855/21]
View answerI was delighted to see Technological University of the Shannon: Midlands Midwest open its doors at the start of the month to become the third technological university in the State. The communities in areas where there are campuses of the new TU will benefit from a range of benefits over time. The universities will attract more students, they will help communities create and retain skills and employment, and they will act as a catalyst for research, innovation and enterprise. This will be critical to fostering our SME sector as well attracting increasing levels of investment, including Foreign Direct Investment, and so will contribute to regional and socio-economic development.
The development of purpose built student accommodation is an important part of increasing the attractiveness of the new TU to prospective students, as well as contributing to the overall supply of housing and accommodation.
The Government’s Housing For All plan contains a specific commitment to support TUs in their ambitions to develop purpose built student accommodation, where such a requirement exists, through access to appropriate financing. Housing For All also includes a specific action to legislate for Technological Universities to be allowed borrow from the Housing Finance Agency.
The development of student accommodation by technological universities would lead to an increased supply of student accommodation and relieve pressures on the broader private rental market. My officials are working closely with colleagues in the Department of Housing, Local Government and Heritage, and with the technological sector, to progress these commitments.
27. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the total funding provided by the Higher Education Authority to the Connaught-Ulster Alliance consortium in seeking technological university status since 2015; the way this funding was spent; the progress on the submission; when a decision will be made on its status; and if he will make a statement on the matter. [49852/21]
View answerI provided the Deputy with details of the funding of the Connacht Ulster Alliance TU development consortium since 2013 as recently as March.
On 8 September the HEA announced funding of €25.7million under the Technological University Transformation Fund (TUFT) to relevant higher education institutions in support of progression towards TU status or for the post-establishment development phase for established technological universities (TUs). This brings total funding under the TUTF to date to €60 million with a further €30m to be awarded next year to assist the development and progression of TUs.
To date, the CUA consortium has received a total of €15.82 million in Exchequer funding to advance its proposals, of which €4.22 million was allocated under the second tranche of the TUTF last September.
The Higher Education Authority (HEA) which administers funding schemes advancing technological university (TU) establishment and development, has informed my Department that TU related projects awarded Landscape Funding between 2017 and 2019 are the subject of an ongoing independent external review commissioned by the Authority. The review is examining project management, financial management, and the impact of the funding awarded, and will also include a report on lessons learned across the TU related projects awarded funding. The use of Landscape Funding by the CUA consortium forms part of the review, and the report will include a statement of actual expenditure against projected costs.
In addition, as part of ongoing monitoring of the current TUTF, the HEA holds quarterly meetings with consortia/institutions to track progress towards results, as set out in the TUTF project plans. Written and financial reports on progress are required bi-annually. The first TUTF annual report relating to expenditure in the 2020/21 academic year is expected to be returned shortly by CUA to the HEA and will include a statement of expenditure in the first year of the Fund.
As the Deputy will be aware the CUA consortium submitted an application to me on 21 May 2021 under section 29(1) of the Technological Universities Act 2018 seeking the making of an order to dissolve the relevant Institutes of Technology and to establish in their place a technological university to serve the West / North West region. I subsequently appointed an expert advisory panel to assess the application in accordance with section 31(3) of the 2018 Act. The panel has forwarded its report to the Board of the HEA in accordance with Section 32(1) of the 2018 Act. I am now in receipt of the panel’s report, the Board’s views thereon and any other information considered relevant and I am considering all information with a view to making a decision on the application shortly. Before doing so, I intend to bring a Memorandum for Information to the Cabinet next week.
28. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 509 of 15 September 2021, his Department’s plans to encourage more young persons to take-up an apprenticeship and to support existing apprentices in their training; and if he will make a statement on the matter. [49750/21]
View answerThe Action Plan for Apprenticeship 2021-2025 was launched on 19th April and sets out a five year plan which sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The actions set out in the plan seek to deliver on a target of 10,000 apprenticeship registrations per annum by 2025.
The Plan addresses the clear need to broaden the awareness of apprenticeship as a work-based route to internationally recognised qualifications and experience for people of all ages, be they progressing in their career, school leavers, career changers or the unemployed. Growing that message is a key feature of planning for apprenticeship in the coming years.
Specific actions to facilitate learners in accessing apprenticeships include:-
- Extension of the Apprenticeship Incentivisation Scheme from the 1st July 2021 included a requirement to either publish available positions on apprenticeshipjobs.ie or to opt out with a rationale, to facilitate increased access to apprenticeships and to investigate rational for non-publication of opportunities to facilitate further actions.
- Engagement between DFHERIS, the Central Applications Office (CAO) and SOLAS on supporting those making career decisions to be able to consider the full range of education and training options available to them, including FET and apprenticeship will see infomation on all options included on the CAO website for the first time this Autumn.
- A new National Apprenticeship Office will make accessing information on, and engagement with, apprenticeship more straightforward for both learners of all ages and employers. In 2022 we will launch financial supports for employers of apprentices and the Public Service will set out a roadmap for the recruitment of apprentices to a range of public service employers.
Under the Action Plan the impacts of, and outcomes from, existing access to apprenticeship and pre apprenticeship programmes as well as other interventions across the sector will be examined to provide an evidence base for best practice and future interventions to deliver an apprentice population which better reflects the general population. Enhanced cooperation with the State's Public Employment Service as set out in the Plan will also increase visibility of apprenticeship to employers and career changers.
Building on inclusion in the CAO and actions set out in the Action Plan, linkages to and from major career guidance and further and higher application resources will drive recognition of the range of offerings available to learners across the system. Apprenticeship will be positioned within career guidance websites and support structures, as a clear route to qualifications and a career in areas of proven skills need. Increased engagement with guidance counsellors will also roll out in 2022. The development of apprenticeship taster courses will also be explored as part of Transition Year and Senior Cycle reform with the NCCA.
29. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he continues to remain satisfied regarding the availability of adequate third and fourth level graduates to meet the demands of the workforce now and in the future with particular reference to the need to ensure the availability of the skills at both academic and technical levels; and if he will make a statement on the matter. [49801/21]
View answerMy Department places a fundamental focus on working to deliver suitably qualified and adequate numbers of graduates to meet the demands of the workplace. A core focus of the Department's Statement of Strategy is to enable individuals to access the skills required to progress in a way that meets the needs of our economy as it evolves and recovers.
To meet the different existing and future skills needs of our economy and our society, even the skills gaps that we cannot predict, agility is essential. It is critical that companies, and people, acquire technical skills and transversal skills, such as leadership, creativity, team working, problem solving and emotional intelligence, and that our talent pipeline meets these dual needs.
Central to this is the partnership approach between the Further and Higher Education system and Government, Industry, the National Skills Council, the National Training Fund Advisory Group, the Regional Skills Fora and the Apprenticeship Council.
The National Skills Council (NSC) within its remit advises on the prioritisation of identified skills needs and on how to secure delivery of these needs. Key high level trends identified at recent NSC meetings include automation and digitisation, digital literacy and transversal skills.
The Further Education and Training sector has undergone transformational reform since 2013. The objective was to bring cohesion to the sector, bringing together further education and training as a single sector. In June 2020, the second Further Education and Training Strategy, Future FET, Transforming Learning, covering the period 2020-2024, was published.
The aim of FET is to deliver high quality programmes, well aligned with learner needs and labour market requirements, to deliver the best possible employment, progression and personal development results for learners.
In addition to the existing provision across the FET system, Lifelong Learning opportunities are available through upskilling and reskilling programmes such as Skills to Compete, Skills to Advance, eCollege and Apprenticeships.
To date over 15,000 people have enrolled on the Skills to Compete programme while over 25,000 people in employment have been upskilled through the Skills to Advance Initiative.
The Higher Education sector is comprised of 7 traditional universities, 3 technological universities and 7 institutes of technology. The sector, in addition to existing provision, also delivers targeted upskilling and reskilling programmes through Springboard+, the Human Capital Initiative, and Modular Skills provision.
My Department will continue to advance efforts to ensure that Ireland produces the graduates the workforce needs and the skills that our economy and society require.
30. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which his Department continues to facilitate the development of apprenticeship and upskilling educational and or retraining facilities to ensure the availability of sufficient numbers of skilled operatives for the workforce to meet the needs of the recovering and expanding economy; and if he will make a statement on the matter. [49800/21]
View answerA core focus of my Department's Statement of Strategy is to enable individuals to access the skills required to progress in a way that meets the needs of our economy as it evolves and recovers.
Central to this is the partnership approach between Government, Industry, the National Skills Council, the National Training Fund Advisory Group, the Regional Skills Fora and the Further and Higher Education and Training system. The Department facilitates the development of skilled professionals across all economic sectors through a well planned skills infrastructure and a responsive tertiary education system.
The identification of skills priorities to help inform and shape planning for graduate output from higher and further education is guided by the National Skills Strategy. The Strategy provided for the establishment of the skills architecture that we have today, the National Skills Council and the nine Regional Skills Fora. Underpinning both the skills agenda and architecture are the skills forecasting and intelligence systems, made up of the contribution of a number of public bodies including, at present, the Expert Group on Future Skills Needs in the Department of Enterprise, Trade and Employment, the Skills and Labour Market Research Unit in SOLAS and the statistical analysis and assessment carried out by the HEA. The detailed research and analyses carried out by these bodies feed into the work of the Skills Council in defining the priorities and delivering responses in the area of skills needs.
The development of apprenticeships, upskilling and retraining existing professionals and other tertiary educational interventions feed into providing for the availability of sufficiently skilled operatives across the workforce. These include targeted interventions such as Springboard+, the Human Capital Initiative at higher education level and also Skillnet Ireland which supports training and development for employed people from short courses and awareness raising measures to level 9 Masters programmes.
A key strength of the apprenticeship model, is that it is a demand-led approach to meeting workforce and skill requirements in our economy. Therefore the number of places is determined by employers with off the job training delivered to all registered apprentices. Actions in the Action Plan for Apprenticeship 2021-2025 continue to be implemented, to work towards delivering a flexible and responsive system for employers and potential apprentices, which is attractive and easy to engage with and delivers high standards and sought after qualifications.
The Apprenticeship Incentivisation Scheme has supported a significant recovery of apprentice registrations in 2020 and into 2021 and has enabled apprentice registrations to exceed registrations for 2019. By the end of September 2021 there were 5,525 new registrations compared to 3,034 at the same time in 2020 and 4,451 in 2019. It is likely that registrations will comfortably exceed 6,500 this year with continued strong registration in craft evident over the traditionally slow summer period.
The work on the Action Plan is running in parallel to work addressing the current backlog for off-the-job, or workshop-based, training for certain craft aprentices. Underpinned by a capital investment of €20 million in 2021 and agreement on changed workpractices to support a time-limited response, the waiting list will be reduced by 40% by the end of 2021 and cleared by end 2022.
Of the 62 apprenticeship programmes currently available, leading to qualifications at level 5-10 on the National Framework of Qualifications. A further 17 programmes are in development in sectors such as agriculture, ICT, hospitality, construction, engineering, horticulture and commercial driving. The development of a new apprenticeship is employer-led, with consortia comprising employer groups and educational providers coming together to identify a skills need and appropriate apprenticeship response in their sector. In addition curricula in apprenticeships are being updated on an ongoing basis to keep pace with changes in industry practices and regulations.
FET provides a diverse range of programmes and supports designed to meet the needs of individuals at different stages of the learning pathway. Courses focused on foundation or transversal skills development, including literacy and numeracy and digital skills, build the core capabilities that allow participants to move on to more advanced learning opportunities. A range of programmes are focused more formally on facilitating pathways to other education and training opportunities and often bridge the gap between foundational learning and accessing vocationally focused programmes. These vocational programmes focus on providing skills that enable direct progression to the workplace, while also enabling pathways into higher education. Vocational programmes typically have a strong work-based component.
The traineeship model combines learning in the classroom and experience in the workplace to improve employment outcomes for participants and increase retention and productivity in the sector. Trainees may include school leavers, older learners, those in employment and those who are unemployed. Traineeships are between 6 to 20 months in duration, with at least 30% of learning being on-the-job and lead to a level 4 to 6 award on the National Framework of Qualifications. Over 75 programmes are available nationally in a range of industries with new Traineeships being developed on an ongoing basis by Education and Training Boards. Further information and a list of traineeships available is available on www.traineeship.ie.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified Higher Education graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. These strategies and initiatives include: Springboard+; the Human Capital Initiative and Modular Skills Provision. Springboard+ complements the core State-funded education and training system and provides free or 90% funded upskilling and reskilling higher education opportunities in areas of identified skills need.
The Human Capital Initiative (HCI) programme was announced as part of Budget 2019, with a primary objective of underpinning the provision of additional capacity across the Higher Education Sector to meet priority skill needs for enterprise. Funding of €15m provided 11,597 places on 538 Modular courses in 32 higher education institutions in 2020. Following the success of the 2020 July Stimulus programme a further 4,119 places are being made available on Modular Skills Provision courses in 2021. All courses are shorter and more focused and will be offered in a flexible manner, allowing people to gain important skills without taking a considerable period away from the labour market. They will represent a new route into lifelong learning, and provide upskilling and reskilling opportunities for those who need it, while ensuring that they remain close to the labour market.
31. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science the detail of the official advice from his Department regarding in-person lectures and classes in third-level institutions (details supplied). [49757/21]
View answerFollowing Government approval, I published A Safe Return: Plan for a safe return to on-site Further and Higher Education and Research in 2021/22 on June 15th. The Safe Return Plan can be accessed at the following link: www.gov.ie/en/publication/bcd91-a-safe-return-to-on-site-further-and-higher-education-and-research/.
The Plan, predicated on the sector’s full commitment to a significant increase in on-site teaching and learning activities and research, was developed following extensive discussions between sectoral representatives, public health and other relevant stakeholders, and provides a framework for higher education institutions to enable a return to on-site campus learning that that is in line with public health guidance.
Specific financial support was required to deliver A Safe Return and I secured a comprehensive funding package to mitigate against the additional costs incurred by the Sector as a result of Covid-19. Government approved a €105m package of financial support for the Higher Education and Further Education and Training sector to prepare for A Safe Return to education in September 2021 line with public health guidance aligned to a comprehensive return to significant levels of on-site attendance in September including a return to large scale lectures with modification to overall numbers and mitigation measures in line with public health advice.
In addition to the above, a €38 million devolved capital grant was approved for the higher education sector. This is flexible capital funding which can be used by HEIs to support any infrastructure and equipment needed to support the safe return to campus.
It is in this context that the sector has now arrived at a position where the return on-site is well underway with approximately 400,000 learners having returned to on-site activity across all our further and higher education institutions and, subject to the prevailing public health environment, all further and higher education institutions, including Trinity College Dublin, are aiming for maximum levels of on-site activities for them.
The Plan provides for, at a minimum, on-site activity to include laboratory teaching and learning, classroom based teaching and learning, tutorials, workshops, smaller lectures, research, return to work-spaces and access to libraries with appropriate protective measures in place. As part of the safe return to on-site learning, other on campus non-educational activities and facilities such as sports, bars, canteens, clubs and societies are operating in line with prevailing general public health advice for those activities.
The Plan and the approach taken fully recognises the autonomy and diversity of the higher and further education sector, and recognises that institutions will develop and implement their own plans for returning on-site, in line with their local context and physical infrastructure.
On August 3rd the IUA, THEA and RCSI issued a joint statement to announce their plans for a safe return to campuses this September with maximum on-site presence. The statement also included confirmation that large lecture theatres would be managed actively in line with public health guidance either by applying percentage occupancy limits, setting a maximum class size, an upper limit on lecture length/ period of continuous occupancy or otherwise, depending on local context and risk assessment.
The extent of planning and engagement undertaken by the sector in preparing for and implementing the safe return for staff and students is testament to its commitment to significantly increase the level of on-site provision for the 2021/22 academic year. The sector is also committed to ensuring that onsite operations are conducted in such a manner as to manage any risk to individual and public health through adherence to the prevailing regulations, guidance, and advice. The approach that the sector has taken is supported by the Chief Medical Officer. In addition, public health recently provided clarification to the sector on public health advice to support the sector in the implementation of its plans for a safe return and to assist its engagement with staff and students in that regard.
The sector continues to work in close alignment with public health and accordingly, some large HEIs are seeking to adjust and adapt to increasing levels of on-site learning as they move forward.
32. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who to date in 2021 have applied for the SUSI grant; the number who have been awarded funding; the number of applications rejected; and the number of applications yet to be processed. [49689/21]
View answerThe decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
For the current academic year (2021/22) the application process is still open. However, I can confirm that as of 10th October 2021, SUSI had received 94,800 applications and assessed 85,700 with 71,400 qualifying for grant support. 11,700 were refused and 2,600 cancelled by the applicant.
There are 1,000 applications awaiting initial assessment from SUSI, 6,400 awaiting documents from students and 1,500 awaiting final assessment from SUSI.
33. Deputy Jackie Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science the status of works to deliver a home economics teacher training course for Mary Immaculate College, St Patrick’s Campus, Thurles, County Tipperary; and if he will make a statement on the matter. [49624/21]
View answerAs the Deputy is aware, I recently visited the Mary Immaculate College (MIC) Thurles campus to see first-hand the campus, and meet the staff and students, who benefit from a range of quality facilities on site.
I understand from my visit that there are a variety of projects envisaged for the Thurles campus. All such works should form part of the wider MIC capital planning process, which the HEA and my Department will engage with, as appropriate, in the context of the National Development Plan.
A devolved capital grant of €697,000 for minor works and equipment is being provided to MIC this year and this can be deployed across all campuses.
34. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to prioritise investment in the research areas of agriculture, forestry and horticulture which will be significant components of future carbon mitigation activity in the climate plan in the programme of a new TUSE; his views on whether these objectives go far enough to meeting obligations (details supplied); and if he will make a statement on the matter. [49588/21]
View answerOn 30 April 2021 the TUSEI consortium, comprising IT Carlow and Waterford IT, submitted an application under Section 29 of the Technological Universities Act 2018 seeking an order to dissolve both Institutes of Technology and to establish in their place of a technological university to serve the South East region.
I duly appointed an expert advisory panel to assess the application. The panel has forwarded its report to Board of the HEA in accordance with Section 32(1) of the 2018 Act. I am in receipt of the panel’s report, the Board’s views thereon and any other information considered relevant and I am considering all information with a view to making a decision on the application shortly.
I agree with the Deputy that climate change research is critical if we are to develop the technological and other solutions to reduce emissions and create just and sustainable jobs and opportunities for Irish people. To face the crisis, we will need breakthrough technologies and innovations; research and innovation will have a critical role to play.
My Department is currently developing the new National Strategy for Research and Innovation. This Strategy will underpin the role of research and innovation in addressing key economic and societal challenges, including positioning research and innovation at the heart of delivering on Ireland’s climate action. It will ensure that Ireland’s research and innovation system will continue to build capacity and capability to support the fundamental transition that Ireland’s economy will undergo over the next three decades in order to meet our climate change and inter-related environment targets.
With respect to investments, my Department allocates recurrent funding to the Higher Education Authority for direct disbursement to HEA designated higher education institutions. The HEA allocates this funding to the institutions via the recurrent funding model, and my Department respects institutional autonomy to prioritise its investments.
The Government’s policy of Research Prioritisation, aligns the majority of competitively awarded public investment in research, development and innovation with 14 priority areas that present market opportunities for Ireland and where there was a pre-existing, proven combination of enterprise relevance and research strength in Ireland.
The most recent refresh of these areas, which was published in 2018, includes the theme of Energy, Climate and Sustainability and the theme of Smart and Sustainable Food Production and Processing.
35. Deputy Jackie Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to assist in the delivery of purpose-built student accommodation for the Mary Immaculate College and Technological University of the Shannon campuses in County Tipperary; and if he will make a statement on the matter. [49625/21]
View answerI was delighted to see Technological University of the Shannon: Midlands Midwest open its doors at the start of the month to become the third technological university in the State. The communities in areas where there are campuses of the new TU will benefit from a range of benefits over time. The universities will attract more students, they will help communities create and retain skills and employment, and they will act as a catalyst for research, innovation and enterprise. This will be critical to fostering our SME sector as well attracting increasing levels of investment, including Foreign Direct Investment, and so will contribute to regional and socio-economic development.
As a country, we need to dramatically increase the supply of all types of housing and accommodation, including student accommodation.
That is why the Government has launched Housing for All, led by the Minister for Housing, Local Government and Heritage. This sets out a series of actions which will be delivered to fix the housing crisis. The plan is backed by the largest ever housing budget in the history of the State to transform our housing system, in excess of €20bn
The development of purpose built student accommodation is an important part of increasing the attractiveness of the new TU to prospective students, as well as contributing to the overall supply of housing and accommodation.
The Government’s Housing For All plan contains a specific commitment to support TUs in their ambitions to develop purpose built student accommodation, where such a requirement exists, through access to appropriate financing. Housing For All also includes a specific action to legislate for Technological Universities to be allowed borrow from the Housing Finance Agency.
The development of student accommodation by technological universities would lead to an increased supply of student accommodation and relieve pressures on the broader private rental market. My officials are working closely with colleagues in the Department of Housing, Local Government and Heritage, and with the technological sector, to progress these commitments.
36. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to develop a new pact with businesses across the country to address skills shortages; and if he will make a statement on the matter. [49823/21]
View answerIn line with the commitments contained in the National Economic Plan, my Department is currently engaged in a review of key elements of skills policy landscape in Ireland. This work includes examination of how best to maximise the effectiveness of the skills architecture in place, including the National Skills Council and Regional Skills Fora as well as a review of the broader policy framework for skills in light of the very dynamic environment in which it must deliver on priority economic and employment objectives for Government.
An important aspect of the review is the development of a Pact for Skills. It is intended that the Pact for Skills would provide an overarching framework, which could guide approaches to skills policies and strategies in Ireland and would be drawn on to shape and inform how Government, business, and other stakeholders work, in partnership, to deliver skills and develop human capital, central drivers of economic recovery and societal wellbeing.
The further education and training and higher education systems in Ireland have a strong track record of flexibility and responsiveness in addressing priority skills needs. Ireland has an advanced system of skills provision, across further and higher education, lifelong learning and human capital development, which is agile and responsive to changes in the world of work now being driven by accelerated technological change. Central to this is the partnership approach between the Further and Higher Education system and Government, Industry, the National Skills Council (NSC), the National Training Fund Advisory Group, the Regional Skills Fora and the Apprenticeship Council.
37. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to respond to the shortage of student accommodation. [49538/21]
View answer54. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department will consider funding the higher education institutions to support the construction of new affordable accommodation. [49760/21]
View answer83. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science the supports available to assist universities in the construction of purpose-built student accommodation; and if he will make a statement on the matter. [49813/21]
View answer91. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that are being taken to address the current student accommodation crisis; and if he will make a statement on the matter. [49838/21]
View answer93. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the difficulties students have faced in finding accommodation in 2021-2022; and the steps that can be taken to provide more suitable units for students. [49415/21]
View answerI propose to take Questions Nos. 37, 54, 83, 91 and 93 together.
The Student Grant Scheme is a critical financial support for students participating in further and higher education. As in any statutory scheme, a core principle of the scheme is that there is consistency of approach and an equitable treatment for applicants as part of the means assessment process. All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme. The terms and conditions of funding are applied impartially to all applicants.
The Social Welfare (Covid-19) (Amendment) Act 2020 establishes the COVID-19 Pandemic Unemployment Payment as a social insurance benefit scheme separate from other social protection statutory schemes including the Supplementary Welfare Allowance and Jobseeker Allowance and Jobseeker Benefit schemes.
For student grant purposes the Covid-19 payment has been treated as reckonable income for the SUSI means assessment process since it was introduced in March 2020. This means that the Covid-19 payment is treated in a similar fashion to other Department of Employment Affairs and Social Protection payments such as Jobseekers Benefit/Allowance, thus ensuring a consistency of approach and an equitable treatment of students and their families in the SUSI means assessment process.
However, a very important feature of the scheme that I would point to is the change of circumstances provision. If a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to SUSI to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. The income of all parties to the application will be assessed or reassessed on current income and applicants may also be asked to provide evidence of same.
Such a change in circumstances would clearly include no longer being in receipt of a pandemic unemployment payment. Students will no longer receive the PUP from early September, in line with normal circumstances where students do not qualify for unemployment payments while at college.
An applicant can request a review by contacting the SUSI Support Desk at 0761 087 874 or emailing support@susi.ie.
The change of circumstances provision is a well-established procedure and it can also operate at scale. For example, over 10,000 applicants declared a change of circumstance in the 2020/21 academic year and some 40% of these applications related to COVID-19. I am confident that the application of this provision will continue to allow the scheme to be flexible and responsive to people's circumstances.
Any student who believes his/her student grant application has been assessed incorrectly may also avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grants Appeals Board.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
38. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science if he will offer clarity on whether or not receipt of the pandemic unemployment payment in 2020 or earlier in 2021 would disqualify a student from being awarded a SUSI grant. [49690/21]
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.
The change of circumstances provision is a well-established procedure and it can also operate at scale. For example, over 10,000 applicants declared a change of circumstance in the 2020/21 academic year and some 40% of these applications related to COVID-19. I am confident that the application of this provision will continue to allow the scheme to be flexible and responsive to people's circumstances.
Any student who believes his/her student grant application has been assessed incorrectly may also avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grants Appeals Board.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
39. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the level of funding that has been provided to UCC and the Munster Technological University to enable the safe reopening of on-campus education along with other college activities in autumn 2021; and if he will make a statement on the matter. [49717/21]
View answerIn July I announced Government approval for €105 million for the third level sector to safely reopen in September 2021 in line with public health advice.
The package will include financial support for further and higher education to return on-site safely in line with public health advice and additional supports for students in further and higher education.
At this time it is not possible to provide information in relation to allocations that will be paid to individual institutions or bodies and the process to allocate funds is ongoing.
My Department has engaged with the Department of Public Expenditure and Reform to agree the terms and conditions of the pre-funding arrangements that will apply to the specific initiatives identified in the funding package. In this regard Department of Public Expenditure and Reform sanction was provided on the 28th of September and my Department, the Higher Education Authority (HEA) and SOLAS are working with stakeholders to finalise the funding allocation process including appropriate monitoring and control arrangements.
40. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the proposals there are to intensify co-operation in the further education sector on a cross-Border and all-Ireland basis; and if he will make a statement on the matter. [49875/21]
View answerThere are already examples of further education colleges collaborating with the regional colleges in Northern Ireland, with one of the most notable being those colleges in Donegal ETB and the North West Regional College as part of the North West Strategic Growth Partnership.
I attach great importance to collaborations of this nature are important, not least that they recognise the context of labour mobility and skills needs along the border region.
Further opportunities for collaboration will also emerge as part of the forthcoming PEACE PLUS programme, where €50 million has been provisionally allocated to the provision of skills on a cross-border basis. Officials in my Department are working closely with their counterparts in Northern Ireland to identify and agree actions to deliver on this objective.
