James O'Connor
Question:61. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the status of plans to reform the CAO; and if he will make a statement on the matter. [49829/21]
View answerFurther and Higher Education
Questions (61)
Written answers
I have set out a commitment to build on the existing CAO process to ensure that there is greater visibility of the full range of options across further education and training (FET) and apprenticeship. This approach would enable school leavers to consider FET and apprenticeship options alongside HE choices at CAO decision time.
Work is underway across SOLAS, ETBI, ETBs and the CAO to progress this. The expectation is that the enhanced choices will be accessible from the CAO website for the 2021/2022 school leaver cohort onwards.
Institutes of Technology
Questions (62)
Matt Shanahan
Question:62. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science the threshold of repair funding he is proposing to sanction for repair works at WIT given that previous repair applications of up to a total €20 million were requested to deal with building refurbishment on teaching and laboratory buildings some of which are close to 40 years old (details supplied); and if he will make a statement on the matter. [49591/21]
View answerWritten answers
My Department is aware of the need for investment in campus upgrade works on the WIT main campus. In 2019 emergency funding of €291,000 was allocated to address immediate issues.
WIT was also allocated €3.7 million in Devolved Capital Grant funding over the last two years. This grant allows WIT the flexibility to prioritise funding to support minor capital works, including addressing health and safety requirements if required.
I am informed that the HEA has received an application from WIT in relation to the refurbishment and upgrade of part of its campus facilities. The HEA will engage with WIT on its upgrade and refurbishment priorities in the context of programmes to be rolled out under the new National Development Plan, which was published last week.
As the Deputy is aware, the HEA also continues to have significant engagement with WIT in relation to capacity expansion proposals.
Third Level Education
Questions (63)
Pauline Tully
Question:63. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the shortfall in phycologists which is preventing the HSE from progressing the recruitment of staff for their children’s disability network teams; if he will raise this issue with the Higher Education Authority with a view to expanding the number of places available in this subject area in third-level institutions; and if he will make a statement on the matter. [49177/21]
View answerWritten answers
My Department is committed to supporting the wellbeing of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce, and support a range of clinical teams, including those supporting people with disabilities.
The National Health and Social Care Professions Office in the HSE have advised me that their Psychology Project Team developed a report which recommended the development of a workforce plan for psychology and the creation of a National Psychology Placement Office which has yet to be established. Implementation of the recommendations in this report is being considered by the HSE in the context of resource requirements and the ongoing estimates process.
Further and Higher Education
Questions (64)
Michael Moynihan
Question:64. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made under the Fund for Students with Disabilities and other supports aimed at supporting students with disabilities to access and engage with further and higher education; and if he will make a statement on the matter. [49827/21]
View answerWritten answers
The purpose of the Fund for Students with Disabilities (FSD) is to assist further and higher education institutions in ensuring students with disabilities have the necessary assistance and equipment to enable them access, fully participate in and successfully complete their chosen course of study. The FSD is one of the main funding sources supporting participation by students with disabilities in approved further and higher education courses in Ireland. It also supports students from Ireland to study on approved courses in EU countries and in the UK, including Northern Ireland.
Higher education institutions (HEIs) receive block grant funding in respect of FSD for a full calendar year (the allocation is based on the Resource Allocation Return (RAR) for the previous academic year). It is a matter for disability support sta? in HEIs to complete a needs assessment in respect of each student. On completion of the needs assessment, disability support sta? determine the appropriate supports required by students and FSD funding may be used to provide these supports provided that they are consistent with the categories of eligible expenditure listed above.
HEIs must operate within the FSD budget that they are allocated on a calendar year basis and the HEA will not provide additional funding to a HEI if it exceeds its allocation. A contingency fund to provide additional support to HEIs which experience significant year-on-year increases in applications for support, in particular from high needs students, has also been established.
In the Irish higher education sector, the number of students eligible for supports funded under the FSD has increased from just over 10,097 in 2016/17 to 14,358 in 2019/20. Since 2018, and included in the overall figure, part-time students have been eligible for support under the FSD – 463 part-time students were supported in 2019/20. 987 postgraduate students were supported in 2019/20. In the case of the further education sector, the number of students has increased from 1,614 to 1,966.
The current National Access Plan set targets for participation in higher education by people with disabilities. In the case of the FSD, targets were set for three specific groups. These targets were already exceeded by 2019 and the numbers of students in these groups has continued to increase.
New targets were set for 2021 following the progress review in 2018 which extended the current National Plan for Equity of Access to Higher Education 2015-2019 by 2 year to 2021. The revisedtarget for the number of students with a physical/mobility disability was 767. Based on 2019/20 data this figure currently stands at 867. For students who are deaf or hard of hearing the revised target was set at 352 and the 2019/20 data reflects a figure of 364, and finally for students who are blind or have a visual impairment the target was 200 and based on 2019/20 data this currently stands at 234, an increase 34.
In addition, the number of students with disabilities as a percentage of new entrants in higher education has increased and was 12.2% in 2019/20, thus exceeding the National Access Plan target of 12%.
This current Plan will expire at the end of the 2021. This Department along with the HEA are currently working on implementing the next Plan which will span 5 years from 2022 – 2026. It is hoped to publish the new Plan at the end of 2021 or early 2022.
For 2020 the HEA allocated €7.085m to the higher education sector. HEIs’ expenditure returns (submitted in Q1 2021) indicated overall expenditure of €6.666m.
In 2019/20 academic year a total of 14,358 students in higher education institutions received supports eligible for funding under the FSD. This represents an increase of 8.7% compared to the previous year. 987 of these were postgraduate students and 463 were part-time.
In January 2021 I announced approval for strategic initiatives aimed at supporting students with disabilities. The funding for the projects comes from historical underspends in the Fund for Students with Disabilities. The initiatives, which now encompass 24 HEIs and €5.4m in expenditure, are broad and are aimed at improving access to higher education for people with a disability, to improving college campuses and to assist staff with training and development. The following examples outline the projects that are being implemented by HEIs using the fund which include
Sensory Spaces: A number of projects focus on establishing autism friendly spaces. Nine HEIs are designing spaces of respite for students with sensory needs to avoid overstimulation and also for the general student population to have a quiet space to retreat to. These spaces will include advanced technology and equipment such as sensory pods and modules, low lights, sensory projectors and music software etc. This will have a huge impact for students with autism and will create a much more inclusive campus environment.
- Development of Assistive Technology (AT). A number of HEIs are also using the fund to develop assistive technology for students with disabilities. This includes allocating and developing specific rooms for the use of AT hardware. HEIs are also introducing AT software (JAWS, TextHelp, Read&Write, ZoomText etc.) and AT hardware (height adjustable desk, fixed computers with AT software, large screen monitors etc.) into campus meeting spaces.
- Wayfinding Apps. HEIs are designing Wayfinding apps to help students with disabilities navigate their way around campus. These apps can be used by students with physical disabilities to find accessible routes around campus, they can act as a guide for visually impaired students, and students with ASD, anxiety and mental health issues can use a wayfinding app to locate their closest sensory space or quiet zone.
- Universal Design for Learning (UDL). HEIs are using the underspend to fund projects that are specifically aimed at promoting UDL within their institution. These projects include the creation of an online module and guidelines for teachers which will ensure students with disabilities can participate equally, the development of HEI UDL strategies focused on fostering the development of academic teaching and professional staff practices to align with the principles of UDL, and the introduction of Universal Design champions and specialists into HEIs.
- Accessibility Audits and Improvements. A number of HEIs are also using the fund to make minor but important accessibility improvements to campus. These include wheelchair accessible doors and bathrooms, accessible lab benches, and carrying out accessibility audits to evaluate current campus accessibility and improvements that need to be made in the future.
- Mental Health Support and Resources. HEIs are also using the fund to the provide additional mental health supports and resources to students. These include online counselling support, the recruitment of mental health and wellbeing coordinators, and building on existing one-to-one and small group supports.
While the FSD provides disability supports in both higher education and further education and training (FET), up until last year the HEA administered the entire Fund. However, it should be noted that €1.9m of the Fund transferred to SOLAS in 2020 to assist with disability supports in the FET sector, and SOLAS will continue to manage the FET element of the FSD going forward. Supports in the FET sector available through the FSD include academic/learning support, assistive technology equipment & software, hearing impaired supports, examination supports, non-medical helpers and transport supports for learners with a disability.
Adult Education Provision
Questions (65, 72, 163)
Emer Higgins
Question:65. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science the way it is envisaged higher and further education institutions will assist in the provision and expansion of adult literacy, numeracy and digital skills courses as provided for in the recently-launched strategy. [49626/21]
View answerMichael Moynihan
Question:72. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the number of learners engaging with literacy and language support by 20,000 by expanding the range of courses available over the first half of the Adult Literacy, Numeracy and Digital Literacy 10 Year Strategy’s lifetime; and if he will make a statement on the matter. [49828/21]
View answer
Cathal Crowe
Question:163. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to reduce the share of adults in Ireland without basic digital skills from 47% to 20% as committed to in the Adult Literacy, Numeracy and Digital Literacy 10 Year Strategy; and if he will make a statement on the matter. [49825/21]
View answerWritten answers
I propose to take Questions Nos. 65, 72 and 163 together.
I was delighted to launch the Adult Literacy for Life Strategy on International Literacy Day, 8th September. This is a 10 year adult literacy, numeracy and digital literacy strategy which takes a whole of Government action orientated approach. It is underpinned by one simple vision, to create an Ireland where every adult has the necessary literacy, numeracy and digital literacy to fully engage in society and realise their full potential. The Strategy sets out range of commitments to make people more aware of the services; to increase uptake of existing capacity, to expand the range of provision and to target resources on those who need it most.
A specific website www.adultliteracyforlife.ie has been launched with details of 210 local contacts point and access to a national freephone for anyone who wishes to avail of one of the 100,000 places currently available across the country. In addition, a national awareness campaign has commenced and will continue for until the end of the year.
The Budget 2022 provision for Adult Literacy for Life will enable us to establish the partnership structures and initiate focused coordination support which are critical to delivering on the targets set for adult literacy, numeracy and digital literacy. This will include the recruitment of regional literacy co-ordinators and the establishment of a new collaboration and innovation fund.
Third Level Fees
Questions (66)
Christopher O'Sullivan
Question:66. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will give consideration to reviewing the way the pandemic unemployment payment is assessed as income earned outside of term-time for the purposes of the SUSI grant (details supplied); and if he will make a statement on the matter. [49854/21]
View answerWritten answers
The Student Grant Scheme is a critical financial support for students participating in further and higher education. As in any statutory scheme, a core principle of the scheme is that there is consistency of approach and an equitable treatment for applicants as part of the means assessment process. All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme. The terms and conditions of funding are applied impartially to all applicants.
The decision on eligibility for a student grant is a matter, in the first instance, for SUSI to determine. For the 2021/22 academic year, student grant applications will be assessed based on gross income from all sources for the reference period 1st January 2020 to 31st December 2020.
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.
Under Article 22(5)(b) of the Student Grant Scheme 2021, income from an applicant’s employment which represents holiday earnings outside of term time but within the reference period up to a maximum of €4,500 can be deducted from the total reckonable income assessed.
This holiday earnings disregard under the Student Grant Scheme can only be applied to income from employment earned by the student in the manner described. The holiday earnings disregard pertains specifically to income from employment only; there is no provision to offset this disregard against any other sources of income, such as a social welfare payment.
The Deputy will be aware that restrictions were eased during the summer months and the Christmas period which enabled many students to return to work. Those students, who engaged in work during non-term times when restrictions were eased in 2020, can avail of the holiday earnings provision and have that income excluded from their reckonable income up to the value of €4,500 for the 2021/22 grant scheme.
Further and Higher Education
Questions (67)
Brendan Smith
Question:67. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the specific proposals there are to expand the further education sector in 2022; and if he will make a statement on the matter. [49874/21]
View answerWritten answers
The further education and training (FET) sector plays a critical role in labour market activation and in upskilling and reskilling people. This role is particularly important as we respond to the impacts of COVID-19 and to the skills challenges associated with workplace changes, particularly related to the climate and digital transitions. The national Strategy, Future FET Transforming Learning, 2020-2024 sets out the ambition for the sector and I am pleased that the provision in Budget 2022 will support building the required capacity within the Education and Training Boards. This strategy will underpin the development of new strategic performance agreements between SOLAS and each of the ETBs for the next three years, from 2022-2024.
There are a number of specific expansions being provided for the sector in 2022. The investment under the National Recovery and Resilience Plan is expanding opportunities under Skills to Compete and Green Skills Action programmes while the additional investment in apprenticeships will address the backlog and support the Action Plan for Apprenticeship 2021-2025.
The Budget provision for Adult Literacy for Life will enable us to establish the partnership structures and initiate focused coordination support which are critical to delivering on the targets set for adult literacy, numeracy and digital literacy.
These developments, together with the step up in capital funding in the National Development Plan represent our commitment to strengthening FET provision to support learners in every community to gain relevant skills to participate fully in society and to secure sustainable employment.
Apprenticeship Programmes
Questions (68)
Rose Conway-Walsh
Question:68. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if there is evidence of a decline in the number of new registrations on construction related apprenticeships; and if he will make a statement on the matter. [49754/21]
View answerWritten answers
As a demand driven programme, the number of apprentice placements is determined by employers within the construction sector. In recent years, annual intake in construction related apprenticeships has steadily been increasing, from a low of 650 in 2010 rising to 3,499 in 2019.
The impact of Covid-19 and the closure of the construction sector in March 2020 impacted heavily on apprentice registrations in the first half of 2020. Registrations recovered in the second half of the year with the support of the Apprenticeship Incentivisation Scheme, which provides an employer grant of €3,000 payable over two years to support employers who take on and retain apprentices with 3,104 registrations on construction related apprenticeships by year end.
This trend is continuing into 2021 and there were 3,116 registrations on construction related apprenticeships to the end of September 2021.
Among the 62 apprenticeships available at levels 5-10 of the National Framework of qualifications, current programmes relevant to the construction sector are centred on traditional craft apprenticeships at level 6 of the National Framework of Qualifications along with apprenticeships in roofing and cladding and advanced quantity surveyor (L9) currently in development.
The Action Plan for Apprenticeship 2021-2025 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 across all sectors of the economy including construction.
Under the Action Plan, craft apprenticeships will migrate from a centralised model of delivery managed by SOLAS to a distributed model of delivery led by industry and education and training providers. This will deliver greater responsiveness to changing demand and it will be delivered over the full duration of the Plan.
Additionally, throughout the duration of the plan, a new National Apprenticeship Office (NAO) will drive central branding and promotional activities targeted to heighten public awareness of the range of apprenticeship offerings in all sectors including construction.
Where a skills need is identified within a sector then a defined employer-led process for proposing and developing an apprenticeship is available through the www.apprenticeship.ie site. Where new and emerging skills needs are identified then actions under the plan will ensure that employers receive practical supports and advice should they wish to develop an apprenticeship within their sector.
Prospective apprentices will be able to find out information about apprenticeship opportunities and will receive more support and clearer communication throughout their entire learning journey, including exploring the opportunity for craft apprentices to express preferences on the location of their off-the-job training, where practicable.
By 2025 apprenticeship will be a clear choice for people looking for a new career, qualification or return to work option across all sectors of the economy including construction and employers will see the value and benefit of apprenticeship in meeting the skills requirements of their workforce.
Third Level Education
Questions (69)
James O'Connor
Question:69. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the university courses that put on additional places to meet demand of demographics and grade or point inflation; and if he will make a statement on the matter. [49830/21]
View answerWritten answers
In recognition of the particular circumstances faced by leaving certificate students in 2021, 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, 4650 places were specifically created across a wide range of courses.
A breakdown of these additional places by subject area is in the table below.
Nonetheless, there were fluctuations in CAO points this year, as there are every year. The changes in points depend on the grades received by applicants in addition to the number of applicants, and the number of places available.
|
Subject Area |
Total |
|
Agriculture |
31 |
|
Architecture |
40 |
|
Art & Humanities |
726 |
|
Art, Film and Media |
127 |
|
Business, Finance and Economics |
604 |
|
Dental (incl. dental nursing) |
15 |
|
Education |
122 |
|
Engineering |
762 |
|
Health and Health Sciences (incl. medicine, nursing and pharmacy) |
417 |
|
Information Technology/Computer Science |
785 |
|
Law |
102 |
|
Personal Services |
80 |
|
Science |
644 |
|
Veterinary (incl. veterinary nursing) |
23 |
|
Welfare |
172 |
|
Total |
4650 |
Third Level Costs
Questions (70)
Pádraig O'Sullivan
Question:70. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if additional funding will be provided in Budget 2022 to financially assist third-level students given the ever-increasing cost of living; and if he will make a statement on the matter. [49839/21]
View answerWritten answers
The Student Grant Scheme, administered by SUSI, provides grant assistance to students pursuing an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means. It assists over 70,000 students annually to access third level education.
The student grant is an absolutely critical support for the students who receive it. That is why, following taking up my Ministerial appointment, I initiated a Review of the Student Grant Scheme to see where improvements would be most effective. The importance of this Review has been underlined by the rise in the costs of living across society. This has impacted students who have been affected by the increasing costs of accommodation and a range of other costs.
As part of the government’s response to COVID-19, a comprehensive return to education package of €168m was put in place. For third level students, measures such as the doubling of the Student Assistance Fund, enhanced funding for postgraduate students, additional funding for SUSI to cover increased applications to the scheme, a scheme to support access to laptops and digital devices in 2020 and extended to 2021, a COVID-19 Once-off Emergency Grant of €250 paid to students in 2020 and additional funding for student wellbeing and mental health have all been implemented in an effort to provide further support during this difficult time.
I am happy also to give an update on the Programme for Government’s commitment to review the student grant scheme. The review is at an advanced stage, and is in the process of finalisation by the consultations and the steering group. There was significant public interest in the Review, with around 280 submissions and over 9,000 survey responses from students. The final Report will be presented to me later this year and I intend bringing it to Government for approval. It is the intention that this review will inform policy priorities and future considerations regarding the development of student grant policy.
In the context of Budget 2022 I am currently giving consideration to the scope, to commence the process of making prioritised improvements to the student grant scheme for the academic year 2022-2023. This would allow early progress in addressing key themes emerging from the Review's consultations and research and recent trends in the cost of living.
Third Level Fees
Questions (71)
Rose Conway-Walsh
Question:71. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if the student contribution charge is currently set at an appropriate level; when he will bring forward a sustainable funding model for third-level education; and if he will make a statement on the matter. [49755/21]
View answerWritten answers
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. The student contribution applies annually to all FFI eligible students and the current rate is €3,000 per annum.
In considering the appropriate level of student contribution it is important to consider that the student contribution charge replaced the previous Student Services Charge which were up to €1,500 in 2010/11. Importantly, the Exchequer pays the student contribution, in full or part, on behalf of students who qualify under the student grant scheme. In 2020/21 over 65,000 or approximately 45% of free fee eligible students had all or part of their student contribution funding paid on their behalf through student support grants. We are reviewing grants available through SUSI to ensure that students supports are appropriate,
The student contribution costs as shared between the students and the state is a significant element of the overall income of our higher education institutions. In this regard the student contribution rate requires consideration in the context of a sustainable model of funding for higher education.
My Department's statement of strategy, which I published on 8 March, contains a commitment to put in place that sustainable funding model for higher education. This is essential in ensuring our higher education institutions can effectively meet high standards of quality and performance and achieve critical outcomes for society and the economy.
In that context, I am very encouraged by the recent completion of a comprehensive economic evaluation of the funding options presented in the Report of the Expert Group on Future Funding for Higher Education (2016) as supported under the European Commission DG Reform Programme. My Department has commenced its examination of the report's analysis, findings, conclusions and recommendations in order to develop proposals to bring present to Government to seek it’s support to a sustainable future funding model and transformed FET and HE sector as contained in the Statement of Strategy.
will be publishing the DG Reform report on sustainable future funding of higher education and the tertiary system later this year. This will provide the basis for an implementation and transformation process over the coming years in collaboration with the sector and wider stakeholders, This will also including detailed engagement between DFHERIS and the Department of Public Expenditure and Reform. As a first step, this Budget provides for €222 million in funding for higher education institutions including university superannuation funding over two years, which will strengthen university balance sheets. This funding allocation will also provide continued additional investment in capacity building and additional places in the higher education sector in response to demographic pressures, Covid and the exceptional demand from this year's calculated grades leaving certificate.
In terms of funding, in advance of and since the publication of the 2016 a significant programme of re-investment in higher education has been implemented. Since 2015 annual expenditure allocated to higher education has increased by more than 40%. In 2022 this allocation will be in excess of €2billion
This significant allocation of public resources is a clear demonstration of the Government's commitment to meeting the funding needs of the higher education sector.
Question No. 72 answered with Question No. 65
Third Level Staff
Questions (73)
Seán Sherlock
Question:73. Deputy Sean Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science if he is satisfied that all contracts issued to staff who teach and research in all higher education institutions are secure and provide for progression. [48750/21]
View answerWritten answers
Third-level institutions have autonomy in relation to human resource policies, subject to the requirement to comply with employment legislation. Employers in the higher education sector are also required to operate in accordance with the provisions of national industrial relations agreements and any individuals who have issues of concern have a variety of dispute resolution options open to them to address issues with regards to contracts of employment.
My Department is engaging with the Department of Public Expenditure and Reform and the HEA to consider contractual arrangements of those working in the higher education sector. This includes finalising a new higher education staffing agreement which will update the current employment framework and give particular consideration to the different categories of staff covered, alignment with new funding streams and contractual commitments.
In addition, discussions have taken place with staff representatives and other bodies in the sector, including the Irish Research Council and Science Foundation Ireland, as they also have a role to play.
While there are different factors that give rise to non-permanent staffing arrangements, I have sought to ensure the necessary information is examined to see how the issue can best be addressed. The HEA have undertaken to carry out analysis to establish the reasons for any non-permanent employment in the sector and any impacts it is having. We are also engaging with the higher education institutions through their representative bodies on issues related to teaching duties undertaken by postgraduate students.
My Department continues to interact with the relevant stakeholders in the sector, the Department of Public Expenditure and the HEA to progress the matters on contractual arrangements for those working in the higher education sector
Further and Higher Education
Questions (74)
Kieran O'Donnell
Question:74. Deputy Kieran O'Donnell asked the Minister for Further and Higher Education, Research, Innovation and Science the way the funding for capital works and equipment at higher and further education institutions in Limerick will be disbursed; and if the funding will be put to use in the 2021-2022 academic year. [49853/21]
View answerWritten answers
It is a priority for my Department to support higher education institutions (HEIs) in their critical role as drivers of social and economic development in their regions. Funding for capital works is generally distributed through the HEA and SOLAS to higher education institutions and ETBs in the form of project-specific grants or devolved grant type funding.
Specific projects which are currently identified for funding within the Limerick area include the Technological University of the Shannon (TUS) Coonagh campus Engineering Building project, the TUS Moylish campus PPP STEM building, and mechanical and electrical works at Limerick College of Further Education.
The devolved capital grant funding which issues to the higher and further education sectors allows eligible HEIs and ETBs the flexibility to advance minor capital works (including health and safety works, access works, refurbishment and energy upgrades) and equipment purchase or renewal, including ICT. It is the responsibility of individual HEIs/ETBs to prioritise the works against which the funding will be deployed.
The full allocation for this capital grant scheme issued to the FET sector for the 2021 calendar year in April 2021. An initial round of funding issued to the HE sector for the 2021/2022 academic year in August 2021 with a further tranche due to issue before the year end.
The recently launched National Development Plan confirmed overall capital allocations for the period to 2025. I expect competitive programmes to be launched in the coming months that will allow HEIs and ETBs, including those in Limerick, to put forward additional proposals that address strategic priorities for the sector.
Further and Higher Education
Questions (75)
Alan Dillon
Question:75. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the progression of an application by a college (details supplied); and if he will make a statement on the matter. [49851/21]
View answerWritten answers
Mayo, Sligo and Leitrim Education and Training Board (MSLETB) is currently working with SOLAS on the establishment of Mayo College of Further Education and Training. Included in this is a proposal from the ETB to redevelop the facilities and buildings at the address referred to by the Deputy.
SOLAS, in conjunction with my Department, is currently in the process of developing a capital application process for strategic capital projects. Once this becomes available, MSLETB will have the opportunity to submit a capital application for this project which will then be considered by SOLAS as part of the overall capital strategy for the sector.
Third Level Costs
Questions (76)
Thomas Gould
Question:76. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address the demand for food banks in UCC. [49849/21]
View answerWritten answers
Significant additional Funding has been made available to support students under recent budgets and through the Return to Education Packages for 2020 and 2021. The principal support provided by my Department in financial terms is the Student Grant Scheme. The budgetary provision for the Student Grant Scheme in 2021 is €364.5m. The Student Grant Scheme provides grant assistance to eligible students attending an approved full-time course in an approved further or higher educational institution who meet the prescribed eligibility criteria of the relevant scheme.
The Programme for Government contains commitments to review SUSI eligibility criteria, adjacency rates and postgraduate grant supports and a review of the Student Grant Scheme commenced in March of this year. As part of the overall funding secured for the third level sector to safely reopen in September 2021, an additional €10m is available for the 2021/2022 academic year, providing a doubling of the core Student Assistance Fund bringing the total funding to €17.2m. The Covid Contingency Fund for Access Services of €1.9m has also being continued for a further year. UCC alone has been allocated over €1 million from the Student Assistance Fund. The HEA has also been engaging with UCC on this matter and have been assured it is working with students to ensure it is responsive to their needs including establishing their own hardship funding. I spoke with the UCC Student Unions last week too and will meet them again shortly.
In the context of Budget 2022 I am currently giving consideration to the scope, to commence the process of making prioritised improvements to the student grant scheme for the academic year 2022/2023. This would allow early progress in addressing key themes emerging from the Review's consultations and research and recent trends in the cost of living.
Technological Universities
Questions (77)
Joe Carey
Question:77. Deputy Joe Carey asked the Minister for Further and Higher Education, Research, Innovation and Science the role he foresees for the new university campus in Ennis, County Clare of the Technological University of the Shannon; if its plans to link with local business and innovation will include the Shannon Aviation Cluster and the Green Atlantic Project based in Moneypoint to provide renewable energy for the entire country and beyond; and if he will make a statement on the matter. [49536/21]
View answerWritten answers
The functions of a technological university (TU) are set out in section 9 of the Technological Universities Act 2018. It is a matter for the governing body of the new Technological University of the Shannon: Midlands Midwest as an autonomous higher education institution as to how specifically the TU fulfils those functions including the roles played by or at particular campuses of the university.
The Deputy will be aware that a key role of the TU is to engage with local and regional stakeholders including in the business and enterprise spheres, as well as with the local community, with a view to driving regional development and socio-economic provision through provision of access to higher education, building research capacity and providing a broad range of education and training across all levels of the National Framework of Qualifications through research informed teaching and learning excellence. It is a legislative function of a TU to collaborate with business, enterprise, the professions, the community, local interests and related stakeholders in the region in which the campuses of the TU are located and to support the development of a skilled labour force.
The communities in areas where there are campuses of the new TU will, over time, benefit from the university attracting more students, the retention and creation of skills and employment in its regional hinterlands and acting as a catalyst for research, innovation and enterprise with a view to attracting increasing levels of investment including Foreign Direct Investment and to contributing to further regional and socio-economic development. It will be a matter for the governing body of the new TU to fulfil its functions under the Act, a number of which also relate to regional development and community interaction, and to pursue relevant missions that facilitate delivery of these functions across the university’s multi-campuses including in Ennis, County Clare in concert with the university’s staff and students, external regional stakeholders and wider community interests.
It is a matter for the president and governing body of the new TU to set out its vision and mission by way of a strategic development plan. Section 18 of the 2018 Act provides that the president, Professor Cunnane in the case of the new TU, shall prepare such a plan as soon as practicable after the appointed day of 1 October 2021. The plan shall specify the objectives of the TU for the period of the plan and the strategies for achieving those objectives, the purposes for which the TU proposes to use its resources, its plans to provide programmes of education and training that meet the needs of individuals, business, enterprise, the professions, the community, local interests and related stakeholders in the region in which the campuses of the TU are located and its plans to develop and promote strong social and cultural links, and links supporting creativity, between the TU and the community in the region in which the campuses of the TU are located.
While the plans and proposals, mission and values of any specific TU are matters for the governing body of the higher education institution in question, the application documents submitted by the former Institutes of Technology in Athlone and Limerick in making their case for establishment as a TU are publicly available and indicate the broad direction of travel of the TU should it be established as it duly was. These documents are publicly available on the website of the Higher Education Authority at:
hea.ie/policy/he-reform/technological-universities/technological-university-of-the-shannon-midlands-midwest/.
Government has invested heavily in the TU agenda to date with €90m of Exchequer funding pledged between 2020 and 2023 via the TU transformation fund. This is on top of the €31m Exchequer funding allocated up to 2019.
A further €40 million is being allocated to a TU education and reforms project under the National Recovery and Resilience Plan and officials from my Department and the Higher Education Authority are also preparing a further TU research oriented application for additional funding under the European Regional Development Fund.
In addition, I am strongly committed to appropriate capital investment to underpin the ambitions of our higher education institutions including TUs. Officials from my Department and the Higher Education Authority have regular engagement with HEIs, including all TUs, in relation to their future campus development plans.
Research and Development
Questions (78)
Paul McAuliffe
Question:78. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science the status of development of the next national research and innovation strategy; and if he will make a statement on the matter. [49814/21]
View answerWritten answers
The development of a new national strategy for research and innovation (R&I) is a key commitment in the Government’s Economic Recovery Plan 2021, which sets out the “dual ambition of placing research, development and innovation at the heart of addressing Ireland’s economic and societal challenges, and building capacity and capability across the research and innovation system to move R&I up the value chain.”
The Department of Further and Higher Education, Research, Innovation and Science is leading the development of this new national strategy, in consultation with key Government Departments, agencies and stakeholders. This new Department has been established with a clear mandate to work with stakeholders to strengthen Ireland’s R&I ecosystem, drive reform and collaboration, and enhance outcomes which contribute to meeting societal, economic and global challenges.
This new strategy will support this mandate. It will identify the reforms necessary to develop an R&I system that has the right capacity and capabilities, and which is supported by coherent policies and structures for national coordination, collaboration and governance across the national R&I landscape.
Public consultation on the strategy was held in June & July earlier this year. In total, we received over 115 submissions to the online public consultation from a range of stakeholders.
In June, my Department hosted an online stakeholder event where a wide range of stakeholders from across Ireland’s R&I system came together to discuss the issues raised in a consultation paper and inform the strategy.
My department has also held a number of targeted meetings with key stakeholders over recent months.
The strategy will build on the lessons learned and progress made in implementing the previous national strategy, Innovation 2020. The overarching vision in Innovation 2020 was for Ireland to become a Global Innovation Leader, driving a strong sustainable economy and a better society. Within this was a focus on excellence, talent and impact. The Mid-term Review of Innovation 2020 found that, while it has been challenging to meet some of the key targets of Innovation 2020 , much progress has been made and the overall vision of becoming a Global Innovation Leader remains valid. While renewed targets will need to be identified and agreed during the development of the next strategy, the Government’s ambition for Ireland to become a Global Innovation Leader has not diminished.
It is the intention that the next strategy will set a vision and ambition for Ireland’s R&I system that all relevant actors will identify with and contribute to, with ambitious national strategic goals and objectives out to 2027. The high level strategy will be delivered through action-led Work Programmes that will map out specific deliverables over shorter timescales. This will enable agility and responsiveness over the full period of the strategy and a strong focus on delivery and reform.
I look forward to bringing the strategy to Cabinet later this year.
Further and Higher Education
Questions (79)
Violet-Anne Wynne
Question:79. Deputy Violet-Anne Wynne asked the Minister for Further and Higher Education, Research, Innovation and Science the role of his Department in future-proofing certain industries as Ireland progresses towards carbon reduction goals; if there will be oversight from his Department in realigning third-level courses towards a more sustainable economy and future; and if he will make a statement on the matter. [49584/21]
View answerWritten answers
My Department is committed to playing its part in moving towards a more sustainable economy and future and to developing the pipeline of green skills to support future proofing. The National Recovery and Resilience Plan will provide significant investment to advance the green transition. The SOLAS Green Skills Action programme will provide training at further education level to address climate and low carbon economy issues and will include a skills focus on areas such as nearly-zero energy building, retrofitting and specific skills for bricklaying, carpentry, electrics, plastering and plumbing. Green skills training modules will be made available to 60,000 further education and training learners. A work placement programme and the expansion of Technological Universities will also develop expertise and provide opportunities in Ireland’s future green economy.
In higher education, the Human Capital Initiative has provided significant funding for courses that include a focus on the environment, climate change, sustainability. Across HCI Pillars 1 and 2, 16 courses with a specific focus on environment/energy/sustainability/circular economy were approved, providing almost 1000 course places for learners. A number of HCI pillar 3 projects with notable components addressing climate action, environment and sustainability were awarded funding and will have wide-reaching impacts, given the multi-partner collaborative approach adopted in many instances. A number of Springboard+ courses also have a focus on environment /sustainability.
Achieving our climate action targets in relation to retrofit of the national housing stock, a move towards electric transport and sustainable energy generation will depend heavily on accessing an appropriately skilled workforce, supported by education and training options from across the further and higher education and training system. Two centres of excellence in Near Zero Energy Building/Retrofit have been established, with a further three in development at the current time, with scheduled reviews of existing curricula in craft apprenticeships including new and emerging green technologies.
In April, Minister Foley and I announced a public consultation on the development of the second National Strategy on Education for Sustainable Development (ESD). The strategy will be aligned with UNESCO’s Framework to 2030 and SDG 4.7, which aims that:
“By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development ”.
Further embedding ESD in curricula and programmes at all levels will be a key focus area in the strategy to support this. It is expected that the new strategy for ESD to 2030 will be published during the first quarter of 2022.
Student Accommodation
Questions (80)
Cian O'Callaghan
Question:80. Deputy Cian O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science the immediate actions that have been taken to alleviate the student housing shortage for this academic year; and if he will make a statement on the matter. [46014/21]
View answerWritten answers
I’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 recognises this as a critical issue and are working closely together to address these issues.
Approximately 40% of students who rent accommodation do so in purpose built student accommodation, with 60% in the wider private rental market. Accommodation shortages in the private rental market, which have been made worse by the effects of Covid, have impacted significantly on students this year.
Fundamentally, the challenge is one of supply. 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.
We have also been taking steps under the National Student Accommodation Strategy to support increased supply.
This has included ensuring that higher education institutions have access to low-cost financing. Since 2017, the Housing Finance Agency has approved a total of €157 million in loans, to support the provision of more than 1,400 new student bed spaces across three universities.
During the Summer, together with Minister Donohoe and Minister O’Brien, I announced that €75 million of financing had been successfully sourced for the Council of Europe Bank for the building of student accommodation in universities.
Housing For All also contains a commitment to support technological universities to develop purpose-built student accommodation, through access to appropriate financing, and a specific action in relation to legislating to allow for Technological Universities to borrow from the Housing Finance Agency. I will be working to progress this with colleagues across Government.
My Department has also been engaging with the higher education sector, together with the Department of Housing, to work through the range of issues identified by institutions to seek to develop a stronger pipeline of student accommodation.
The two Departments held a meeting with representatives of the higher education sector last week and I am pleased to confirm a working group is being established with the representative bodies with a view to tabling proposals to boost the development of student accommodation on our campuses.