Written Answers Nos. 109-132
109. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if he will increase the SUSI grants to take account of the increase in rents and living expenses; and if he will make a statement on the matter. [58654/21]
View answerI am very conscious of the many challenges faced by students this year, including financial worries.
As part of Budget 2022, I have secured an additional €15m to enhance the existing financial supports under the Student Grant Scheme to help deal with the increased costs of attending college.
For the academic year 2022/23 this will mean:-
- An increase to all student grant maintenance payments, including the special rate of grant, of €200 per year which will benefit all students entitled to receive a maintenance grant. There are currently circa 62,000 SUSI grant recipients receiving maintenance support.
- The income threshold to qualify for the standard rate of student grant has been increased by €1,000.
- The qualifying distance criterion for students to qualify for the non-adjacent rate of grant has been reduced from 45km to 30km, effective from the start of the 2022/23 academic year.
I have prioritised these changes for the 2022/23 academic year and they will benefit thousands of students building on the improvements that have already been made for postgraduate students through this year’s student grant scheme. These improvements to the student grant scheme have been a priority for me since taking up my Ministerial appointment.
I also am awaiting the finalised report of the review of the Student Grant Scheme. This will be critical in informing decision-making in future Estimates processes about changes to the rates and thresholds, as well as informing policy priorities and future considerations regarding the development of student grant policy.
In addition I secured a comprehensive package of financial supports from Government for the higher education and further education and training sectors to mitigate the impact of Covid.
This package included:-
- Funding of €3m to underpin wellbeing and mental health and student services in our higher education institutions. This was in addition to the €2m funding that was allocated in Budget 2020 and funding that institutions already provide for these services.
- An additional €20m to mitigate against the continued negative impact of COVID-19 on the Student Grant Scheme and ensure those students impacted by COVID-19 had access to the necessary supports through SUSI to ensure and facilitate their active participation in higher education.
- A doubling of the baseline Student Assistance Funding which provides financial assistance to students experiencing financial difficulties while attending third level bringing the total allocation of the Student Assistance Fund (SAF) to €17.2m:-
This comprises of:
- Baseline core funding allocation of €8.1m.
- €1 million ring-fenced core funding for the support of part-time students who are lone parents or members of the other access target groups identified in the National Plan for Equity of Access to Higher Education.
- An additional €8.1m of the COVID19 return to education package 2021 doubling the baseline core funding.
110. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider the demands raised by a union (details supplied) in its recent demonstrations in relation to the abolition of the student contribution charge given the increase in living costs; and if he will make a statement on the matter. [58653/21]
View answerI have engaged closely with student representatives on issues concerning the costs of higher education for students.
It is important to be aware of the support available for students including state funding of the registration fee for an estimated 45% of students. In fact my Department will spend over €400 million on student supports in 2021 including the Student Grant scheme which assists over 74,000 students annually to access third level education.
I am deeply aware of the strain that the rising cost of living and the continuing pandemic has placed on our students. I have prioritised addressing the concerns of students in the budgetary and policy decisions which I have taken.
In the context of limited resources, I have to decide on the most impactful measures which will benefit the greatest numbers of people and those most in need of support.
In Budget 2022 I made the first changes to SUSI grant rates and eligibility thresholds in a decade. An additional €200 in the rate will benefit all 62,000 students in receipt of a SUSI maintenance payment. The change in the thresholds of €1,000 and adjacency rates will widen eligibility and provide higher rates of grant to many already in the scheme.
In recognition of the particular impacts on students in financial difficulty, I have also directed additional €22m in Covid specific funding to students through the Student Assistance Fund and priority groups in the new National Access Plan.
I am conscious of the challenges of student accommodation and my Department is actively engaged on the Interdepartmental Working Group on Student Accommodation. Fundamentally we need to increase the supply of all types of housing and accommodation, including student accommodation.
That is why the Government has launched Housing for All. 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.
111. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made regarding the Framework for Consent in Higher Education Institutions: Safe, Respectful, Supportive and Positive: Ending Sexual Violence and Harassment in Irish Higher Education Institutions; and if he will make a statement on the matter. [58622/21]
View answerSignificant progress has been made regarding the Framework for Consent in Higher Education, since it was first launched in 2019. The Framework aims to ensure the creation of an institutional campus culture which is safe, respectful and supportive.
In August 2020, I wrote to all the Presidents of the publicly funded higher education institutions, with a view to strengthening institutional action in the area of consent. Institutions were requested to produce individual action plans on tackling sexual violence and harassment and to submit these to the HEA Centre of Excellence for Gender Equality, whose responsibilities have been expanded to cover all areas of equality, diversity and inclusion, as well as oversight of the implementation of the Framework for Consent in HEIs.
As part of monitoring requirements moving forward, the HEA requires that institutions, in respect of both staff and students, report progress annually on implementation of the Framework for Consent. These HEI reports will shortly be received and analysed by the HEA, with a view to establishing a clear picture of institutional work undertaken in this area and identifying any priority areas where action may still need to be taken.
My Department has provided support for a number of consent awareness raising and training initiatives in the HEIs, including the:
- NUIG Active Consent Programme
- UCC Bystander Training
- Speak Out report and support online platform
- The ESHTE Toolkit and It Stops Now Campaign led by the NWCI in conjunction with USI.
My Department is partnering with the Department of Justice and the NUIG Active Consent programme to support the development of an online hub, that will provide, for the first time, an integrated, publicly available resource on sexual consent awareness and learning, which will be an important resource for our further and higher education institutions and the wider community.
The IUA has published guidelines entitled 'Guidelines for Universities on How to Respond to Alleged Staff or Student of University Related Sexual Misconduct', which are available to assist HEIs in this area.
THEA launched their PROPEL Report (Promoting Consent and Preventing Sexual Violence), in March 2021, with funding from my Department. The PROPEL report details key components and options for inclusion in institutional action plans, outline of best practice and guidelines for emerging policies and procedures in this area and a series of conclusions and recommendations.
At my request, the HEA has carried out surveys of Staff and Students in higher education regarding their experiences of Sexual Harassment and Violence, the report is in the final stages of completion and will be published in the coming weeks. This will provide an evidence base to inform future policy in this area.
112. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase access to further education; if he is considering increasing places to have an open access model that would eliminate the need for CAO and leaving certificate; and if he will make a statement on the matter. [58586/21]
View answerIt's a key objective of my Department that all students and learners are provided with the opportunities to acquire and develop the skills that allow them reach their potential in a way that meets the very broad and rapidly changing needs of our labour force, the economy and society. My objective is, therefore, to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level.
There is a diverse range of pathways in further and higher education that meet both individual and wider educational and skills needs. In my role as Minister for Further and Higher Education, it has, therefore, been a priority for me to highlight and communicate the need for a balanced tertiary education system. To progress this key goal, from this year, school leavers will be able to explore options across the third level system, whether in higher education, further education or apprenticeship options, from the CAO website.
While fully recognising the critical role of the higher education system, we are also working to strengthen the further education and training system under a new strategy for that sector. This will help ensure that our tertiary education system as a whole equips our students with the knowledge, skills and expertise required to secure good quality, well paid and sustainable employment.
My Department and the Higher Education Authority will continue to engage actively with the higher education institutions on the availability of places in higher education and to build capacity in the higher education system.
113. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the discussions he has had with the Minister with responsibility for introducing the Bille na dTeangacha Oifigiúla (Leasú) into the Houses of the Oireachtas in relation to the additional requirements that will arise out of this Bill for graduates with a capability of doing their business through Irish; the result of these discussions; and if he will make a statement on the matter. [58579/21]
View answerThe Department for Further and Higher Education, Research, Innovation and Science is committed to the implementation of the Official Languages Act and provision of Irish-language services, and the Bille na dTeangacha Oifigiúla (Leasú) is of high importance to Ireland and the life of the language in this country. It will ensure that Irish speakers can interact with the Government and access public services through a high standard of Irish. Further information on this bill can be found in the following link www.gov.ie/en/press-release/a8eef-official-languages-bill-amendment-2019-before-the-dail/.
There is already a broad range of courses available in Irish in higher education institutions that will meet future demand.
The objective of the Advanced Irish Language Skills Initiative, funded by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, is to ensure the availability of qualified persons with Irish language skills to meet recruitment needs in Ireland and the EU. Under this scheme the Department of Culture, Heritage and the Gaeltacht provides funding for a range of specialised third level Irish language courses in areas such as translation, interpretation and law. Further information on this Initiative can be found in the following link www.gov.ie/en/publication/7c05c-third-level-education/.
Under the Advanced Irish Language Strategic Initiative there are 8 courses available in 5 different institutions. There were 73 students enrolled in these courses in 2019/2020 and 84 students enrolled in 2020/2021.
As of 2020/21, there were 67 courses in Higher Education delivering Irish language tuition or delivered through the medium of Irish, a total of 1,674 students (6,283 since 2016/17). This includes courses in Teacher Training colleges, but excludes courses in Irish Studies, Irish history, folklore, music/dance and the likes. A further 1,021 students are recorded as taking Irish language as a subject as part of a further 37 courses (5,618 students since 2016/17).
The Department distributes recurrent funding to the Higher Education Authority (HEA) for disbursement directly to the HEA's designated higher education institutions. The HEA distributes this funding as a block grant to the institutions. As autonomous bodies, payment of this funding, including any expenditure on Irish-language education initiatives, falls to the individual institution.
In addition, specific support is provided for the development of Acadamh na hOllscolaíochta Gaeilge in NUIG. The Department has agreed to provide an allocation of €900,000 for the 2019/20 and 2020/21 academic years.
The Acadamh is a research and educational institution which is intended to promote and develop Irish-medium education. It is headquartered in NUIG’s main Galway City campus, but also has campuses in the Ceathrú Rua and Carna in Connemara, and in the Doirí Beaga in Gaoth Dobhair, Donegal.
Ultimately, however, Higher Education Institutions (HEI) are autonomous, and determine themselves which Irish-language courses will be offered. While my Department will continue to be committed to the implementation of the Official Languages Act, it is not within my remit to direct a HEI as to the courses they offer.
114. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science his progress in continuing the initiatives in the Gender Action Plan towards tackling gender inequality in our education sector; and if he will make a statement on the matter. [58641/21]
View answerThe HEA Centre of Excellence for Equality, Diversity and Inclusion is tasked with overseeing the implementation of the recommendations of the 2016 HEA National Review of Gender Equality and the Gender Action Plan 2018-2020, and the HEA now collects annual progress reports from HEIs. A summary report of progress on gender equality in Irish HEIs (2016 – 2019) was produced and is available on the HEA website.
In addition to the submission of progress updates, the Governing Authority of a HEI must submit a statement to the HEA confirming that the Institution has an action plan in place and that this action plan is being implemented as part of its Annual Governance Statements. All HEIs are required to submit an Annual Governance Statement and Statement of Internal Control to the HEA, covering a comprehensive list of governance requirements, with non-compliance in any matter to be identified within the statement.
Progress is continuing on the range of indicators included in the Gender Action Plan:
- All HEIs have institutional gender action plans and submit annual progress updates to the HEA.
- The HEA continues to publish the Higher Education Institutional Staff Profiles by Gender on an annual basis.
- New and additional gender-specific posts - the Senior Academic Leadership Initiative was launched in 2019 and 20 posts at senior academic level were awarded to Irish HEIs under the first cycle of the initiative. It is expected that 10 posts will be awarded under the second cycle of the initiative.
- Attainment of Athena SWAN awards is linked to eligibility for research funding from the Environmental Protection Agency, Health Research Board, Irish Research Council, and Science Foundation Ireland. 19 HEIs achieved a Bronze award and 69 departmental awards (including one Silver award) have been made.
- €286,114 was awarded under the Gender Equality Enhancement Fund 2020 to advance gender equality initiatives in Irish higher education.
115. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the status of plans to upgrade the 1970's building in Munster Technological University, Cork; and if he will make a statement on the matter. [58502/21]
View answerMunster Technological University (MTU) received approval in principle in December 2019 for exchequer funding in the amount of €18.75m for extensive upgrade and refurbishment of the 1974 Building at its Cork Campus. This funding represents a key investment for the Campus and will further boost the role played by MTU as a driver of economic development in the southern region.
The 1974 building caters for a large proportion of the MTU Cork student population, with approximately 85% of the Faculty of Engineering and Science being accommodated within the building. The investment will facilitate the continued growth of MTU Cork’s STEM provision, in line with the objectives of the National Skills Strategy 2025, demographic growth projections and industry needs in the region and nationally.
The works are scheduled by MTU to be delivered on a phased basis, To date, three work packages have been completed with a fourth package of works due to be completed by the end of 2021. Further packages of works are scheduled over the 2022 -2025 period.
As of November 2021 €5.085m of the approved project funding has been drawn down by MTU.
116. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science if recent assessments have been carried out by his Department into the capacity of counselling services offered by third level institutions, particularly given the mental health challenges posed by the extended period of home learning as a result of the pandemic. [58639/21]
View answerThe support and wellbeing of our students is a priority for my Department, particularly in light of the Covid-19 pandemic, and the increased stress and pressure resulting from it.
In 2020, a total of €5 million was allocated to the higher education institutions to support student mental health and wellbeing. HEIs were requested to allocate funds towards student-facing services, including the recruitment of additional Student Counsellors and additional Assistant Psychologists.
In 2021, a further €5 million was allocated to the higher education institutions to support student mental health and wellbeing. This funding allocated by the Higher Education Authority (HEA) included €2m delivered through the Recurrent Grant Model to Higher Education Institutions along with an additional €3m which I secured as part of the 2021 Covid-19 response package. Again HEIs were requested to allocate funds towards student-facing services.
HEIs were required to report on the use of funds to the HEA in July 2021. The HEA has analysed these reports and produced an overview report, which indicates the impacts of the funding.
This has included:
- increased capacity for students to avail of mental health services., especially in the provision of one-to-one sessions, and also, access to psychologists and in some institutions, to psychiatrists;
- additional and significant provisions offered include webinars, group sessions, online forums and the development of regular newsletters and e-zines, as well as increased social media presence;
- innovative outreach events and workshops were also instigated and reported on by HEIs and these provisions catered for consent, suicide prevention, addictive behaviours and vulnerable groups.
- HEIs have developed systems and structures for improving services and other activities. For example, in larger institutions, case management and triaging processes have been implemented;
- HEI staff have been able to avail of training sessions on mental health, thereby, raising the profile internally within HEIs of what services and supports are available for students.
The HEA encourages all HEIs in receipt of this funding to assist in the implementation of the following Frameworks:
- National Student Mental Health and Suicide Prevention Framework;
- Framework for Consent in HEIs; Safe, Respectful, Supportive and Positive: Ending Sexual Harassment in Irish Higher Education Institutions.
The outcome of this funding has resulted in all HEIs reporting a reduction in waiting times, with some HEIs offering rapid access resources. In addition, it is significant that HEIs proactively reach out to students rather than wait to contact Mental Health services. As a result, it has become the prevalent methodology of engaging with the student cohort.
In addition, the funding has supported several national projects to support and enhance student mental health and wellbeing across our HEIs.
- National Projects
These National Projects have produced dedicated tools, focused research and professional collaboration, which will support staff, augment policy-making and the effective targeting of resources across the sector to achieve the high standards set by the respective student well-being, consent and suicide prevention frameworks.
Support has been provided to:
- Capacity building through CAMS training providing Collaborative, Assessment and Management of Suicidality training to Student Counselling Service clinical staff across twenty-five HEIs.
- The facilitation of a fit-for-purpose ICT system for HEI student counselling services
- The development of a PCHEI (Psychological Counsellors in Higher Education in Ireland) bespoke higher education gatekeeper training resource, ‘Identifying and Responding to Distressed and At-Risk Students’.
- The rollout of the Speak Out reporting tool was created as part of the implementation of the Framework for Consent, which I launched on 19 October 2021.
- The building of a national database and a community of practice around Research on Suicide and Self-Harm in conjunction with the National Suicide Research Foundation (NSRF).
117. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if reducing fees for students will be considered as part of sustainable funding model brought forward; and if he will make a statement on the matter. [58642/21]
View answerIn considering fees, it is important to note that the State currently provides very substantial financial support to undergraduate students in higher education towards the cost of their studies.
This commitment is demonstrated through the high level of fees support amounting to in excess of €540m per annum provided by the State for large numbers of students participating in higher education. This comprises tuition fee funding via the Free Fees Schemes under which the Exchequer currently contributes €357m to meeting the tuition fee costs of over 146,000 eligible undergraduate students in higher education. All students eligible for the scheme receive state support whereby the Exchequer pays the cost of tuition fees exclusive of the student contribution. In addition, over 65,000 students have all or part of the €3,000 student contribution paid on their behalf under the Student Grant Scheme at a cost of over €190m.
This substantial funding support has played a very important role in enabling access to and growth in higher education in Ireland.
My Department's Statement of Strategy, which I published on 8 March last, contains a commitment to put in place a sustainable funding model for the higher education. This is essential in ensuring that our higher education institutions can effectively meet high standards of quality and performance, and achieve critical outcomes for our economy and society.
A comprehensive economic evaluation of the funding options presented in the Report of the Expert Group on Future Funding for Higher Education (2016), was commissioned under the European Commission's Structural Reform Support Programme in November 2019. The final report deliverable was agreed between the Commission (DG Reform) and it's consultants at the end of May 2021.
My Department has commenced its examination of the report's analysis, findings, conclusions and recommendations in order to develop proposals to 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. Once this examination is concluded the report will be submitted to Government for consideration in advance of its publication (pending agreement with the European Commission as the contracting authority).
I have also been engaging with Government colleagues in relation to future funding for this sector as we work towards Government consideration of the report and decision on the key issues.
In terms of funding, in advance of and since the publication of the 2016 it is important to note that 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.
118. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the planned measures under the €121 million skills package announced as part of Budget 2022; and if he will make a statement on the matter. [58636/21]
View answerThe impact of the pandemic and climate change will fundamentally change the way we all live and work. The significant funding allocated is an unequivocal demonstration of the commitment by Government in investing in meeting priority human capital and skill needs to sustain our national recovery and economic development. The €121m Skills Package allocated in Budget 2022 will allow us to drive changes in the system and help ensure we have the talent and the skillsets to ensure Ireland’s economic and social wellbeing.
The Skills Package includes:
- €34 million to support and develop apprenticeship, including €17 million to address the backlogs in delivery caused by COVID-19; €9million to introduce a new employer grant for apprentices to drive increased employer participation in apprenticeships as outlined in the Action Plan for Apprenticeship; and €8 million to establish a new Apprenticeship Office to lead planned reforms to the Irish apprenticeship system;
- €78 million for reskilling and upskilling including a €22 million Green Skills Action programme and continued investment in supporting businesses; €40million for Skills to Compete – a key SOLAS initiative to support those who have lost their jobs as a result of COVID-19, to re-enter the workforce - and additional funding for Skillnet Ireland, for Skills to Advance focused on upskilling for those in employment as well as expanded provision in higher education for priority skill needs under Springboard+.
- €9 million for the delivery of key strategic priorities in Further Education and Training including:
- abolishing the €200 Post Leaving Cert levy for over 10,000 learners;
- implementation of the new 10 year Adult Literacy for Life strategy including the establishment of a programme office, recruitment of literacy co-ordinators and a new collaboration and innovation fund;
- further implementation of the Further Education and Training Strategy – Future FET, Transforming Learning.
119. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of commissions of investigation currently ongoing; the duration of each commission of investigation; the deadline for each commission of investigation; and the actual and projected cost of each commission of investigation. [54098/21]
View answerThere are no commissions of investigation currently ongoing in the Department of Further and Higher Education, Research, Innovation and Science.
120. Deputy Peter Fitzpatrick asked the Minister for Further and Higher Education, Research, Innovation and Science the plans he has in place over the next five years for student nurses who wish to study to fill the vacant positions in the HSE; and if he will make a statement on the matter. [58615/21]
View answerThe matter of health workforce planning and ensuring an appropriate pipeline of qualified healthcare workers within Ireland, is a major priority for my Department. This would be a priority even in normal times, but the COVID-19 pandemic and the resultant strain on our healthcare sector, further underscores its importance.
The Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service. My Department and I are continuing to engage with the Department of Health and other relevant stakeholders to ensure that we can continue to deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector, including in the delivery of places for student nurses.
Significant increases in the number of new entrants to nursing programmes have taken place over recent years. Between the 2018/19 and the 2020/21 academic years, we have seen an increase from 5,420 to over 6,660 new entrants to level 8 undergraduate degrees in nursing leading to NMBI registration. This represents growth of 23%.
121. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made under the Adult Literacy for Life 10-year adult literacy strategy including the announcement of planned measures under Budget 2022; and if he will make a statement on the matter. [58634/21]
View answerThe Adult Literacy for Life, or ALL, Strategy sets out a cross-government, cross-economy, cross-society approach to address this priority. It sets out the detailed pathway to achieve the vision of an Ireland where every adult has the necessary literacy, numeracy and digital literacy to engage in society and realise their potential.
I believe that the Strategy can be transformative in addressing a very significant root cause of broader socio-economic disadvantage in our society and can make a substantial contribution to fostering inclusion and full participation in society.
I wish to advise the Deputy that a number of commitments under the Strategy have already been delivered including the establishment of a one-stop-shop which provides over 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 through Further Education and Training (FET) providers across the country.
The Strategy includes a set of priority actions for delivery in the initial implementation phase, during which the foundations for success over the next 10 years will be laid.
The Budget 2022 provision for the Strategy 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, a national programme office, the establishment of a new collaboration and innovation fund and the continued roll out of the Adult Literacy Awareness campaign.
122. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science his strategy to improve access to further and higher education and training learners with disabilities including the measures announced as part of Budget 2022; and if he will make a statement on the matter. [58631/21]
View answerInclusion is one of the core strategic goals for my Department. My ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of vulnerable learners, the most marginalised and those with special and additional needs. A range of supports and measures are in place for learners with disabilities; some of these supports are targeted while others are available to the general student populace.
The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. 14,000 students are supported annually under the fund. Supports in the FET sector for learners with a disability include access to the Fund for Students with a Disability (FSD), a wide range of reasonable accommodations depending on the learner’s needs, the Adult Education Guidance Service (AEGS), as well as provision of specific programmes for learners with a disability who may require more intensive supports through Specialist Training Provision (STP).
We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training. We are currently preparing a new National Access Plan, which will look at specific measures for people with intellectual disabilities. While there is significant provision for students with intellectual disabilities in the further education and training sector where there were 2,821 learners with intellectual disabilities in 2019 and some provision in the higher education sector involving a comparatively small number of learners I have asked my officials to engage with the HEA and SOLAS to see where we can play a stronger role, in meeting the educational needs of this group as part of a coherent whole of Government response. We are at an early stage of work in this area, but it is an area I am strongly committed to pursuing.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training (FET) Strategy 2020-2024 is built. SOLAS, Education and Training Boards Ireland (ETBI), and the 16 ETBs across the country have progressed a series of actions to support the goal of Fostering Inclusion through the development and roll-out of a series of good practice guidelines to promote inclusion throughout FET, including for learners with a disability. This includes the development of a conceptual framework for Universal Design for Learning (UDL) for the FET Sector, which aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities.
My Department will continue to keep existing provision and initiatives under review.
123. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made to date under the Action Plan for Apprenticeship 2021-2025; and if he will make a statement on the matter. [58632/21]
View answerDelivery of the Action Plan for Apprenticeship 2021-2025 is progressing, overseen by a Steering Group comprising representatives of SOLAS, the HEA, QQI and the Department. Key developments so far this year include:
- Work on the establishment of the National Apprenticeship Office (NAO) with a draft Memorandum of Understanding prepared by SOLAS and HEA due to be submitted to their respective Boards shortly. An interim Director was recently selected, a key appointment which will support the establishment of the Office and progression of other actions.
- Proposed amendments to the Industrial Training Act, 1967, to widen the potential scope of new apprenticeship programmes are included under the General Scheme of Higher Education Authority Bill. The Bill also provides for the statutory recognition of a shared national apprenticeship office between SOLAS and the HEA.
- Engagement on developing the Public Service Apprentice Recruitment Plan continues, with information sessions taking place shortly, and guidance on including apprenticeship provision within Public Service procurement processes being finalised with the Office of Government Procurement.
- Budget 2022 provided funding for an employer grant for employers of apprentices who do not benefit from direct payment of apprentice training allowances during off-the-job training periods. This means that, for the first time, all employers will receive a level of support towards the cost of training an apprentice. Payment details are being finalised and will issue in due course.
- From 5th November, apprenticeship is linked on the Central Applications Office (CAO) website. An apprenticeship specific career guidance phone line is supporting this and is available until July 2022.
All of this work is running in parallel to addressing the current backlog for off-the-job training for craft apprentices. €20m capital funding was provided by the Government in 2020 to enhance capacity and €17m was provided under Budget 2022 to facilitate the backlog response.
124. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the technological university status bid of Dundalk IT given the developments in regard to the Galway, Mayo, Sligo and Letterkenny ITs; and if he will make a statement on the matter. [58645/21]
View answerThe development and progression of technological universities (TUs) is an established policy objective of Government in the context of overarching national strategy on higher education landscape restructuring and this is underscored in the commitment in the current Programme for Government.
However, it remains a matter for the governing bodies of autonomous Institutes of Technology as decide where they locate themselves on the higher education landscape.
Under the statutory framework provided in the Technological Universities Act 2018, two or more Institutes of Technology (IoTs) may jointly seek TU designation through a prescribed legislative process. Section 29 of the 2018 Act provides for the application jointly by such institutions seeking designation as a TU subject to their jointly meeting specified eligibility criteria. Section 38 of the 2018 Act provides that an applicant institute and an established technological university may apply to the Minister for an order and Dundalk Institute of Technology (DkIT) are currently understood to be pursuing this legislative path.
In this context DkIT has published its vision to become a dynamic, accessible, student-centred campus of a multi-campus regional TU. This marks meaningful progress on the proposed trajectory towards achieving TU status, enabling staff, students and wider stakeholders to be assured of the direction of travel. Furthermore, DkIT has established key TU project groups, including a TUTF Project Steering Group and TU operational project group.
DkIT is being assisted by the Higher Education Authority (HEA) in relation to funding under the HEA administered Transformation Fund (TUTF) and through provision of the technical advice and support services of a highly respected HEA special advisor on higher education policy, Dr. Ruaidhri Neavyn ,who continues to assist the Institute as an external advisor going forward.
On 8 September the HEA announced the second tranche of TUTF allocations totalling €60m in Exchequer support of TUs and TU development consortia to become established and embedded in their regions since 2020. While DkIT has made significant progress in advancing its TU ambitions, it is carrying a significant unspent balance including from its 2020 funding allocation. However, should further funding be required in 2022 it can be made available as appropriate.
I can assure the Deputy of my and my Department’s continued support and the continued assistance of the HEA for DkIT to progress to achieving TU designation in due course.
125. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science the mental health supports and strategies in place to support students in further and higher education; and if he will make a statement on the matter. [58628/21]
View answerThe support and wellbeing of our students is a priority for my Department, particularly in light of the Covid-19 pandemic, and the increased stress and pressure resulting from it.
In 2020, a total of €5 million was provided to address student mental health and wellbeing in higher education. HEIs were requested to distribute funding to student-facing services such as:
- Recruitment of additional Student Counsellors;
- Recruitment of additional Assistant Psychologists;
- Head of service posts for those HEIs employing more than 2 FTEs;
- Implementation of the National Student Mental Health and Suicide Prevention Framework;
- Supporting Ireland’s National Strategy to Reduce Suicide and the Connecting for Life network;
- Implementation of the Framework for Consent in HEIs.
The 2020 funding has contributed to the following overall outcomes regarding mental health and wellbeing:
- increased capacity for students to avail of mental health services., especially in the provision of one-to-one sessions, and also, access to psychologists and psychiatrists;
- additional and significant provisions offered include webinars, group sessions, online forums and the development of regular newsletters and e-zines, as well as increased social media presence;
- innovative outreach events and workshops were also instigated and reported on by HEIs and these provisions catered for consent, suicide prevention, addictive behaviours and vulnerable groups.
- One HEI reported on the development of an anonymous mental health screening mobile app, which has the twofold effect of increasing capacity, while at the same time, increasing the reach of mental health services;
- HEIs have developed systems and structures for improving services and other activities. For example, in larger institutions, more efficient case management and triaging processes have been implemented;
- HEI staff have been able to avail of training sessions on mental health, thereby, raising the profile internally within HEIs of what services and supports are available for students;
- all HEIs reported a reduction in waiting times, with some HEIs offering rapid access resources. It is significant also, that proactively reaching out to students, rather than waiting for students to contact Mental Health services, has become the prevalent methodology of engaging with the student cohort.
Funding allocation for 2021/2022 includes 5 million euro for mental health and wellbeing student supports, to build on the work carried out to date.
An allocation of €10 million has also been made to the Mitigating Against Educational Disadvantage Fund for this year. This Fund supports educationally disadvantaged learners in accessing and participating in further education and training. It also enables investment in building the digital infrastructure of FET providers and their online learning capability. This supports online delivery in a way that meets the complex needs of all FET learners, and ensures that these learners have the skills that will allow them to effectively participate in their programmes.
126. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to ensure that people with disabilities and persons with low incomes can attend higher and further education. [58610/21]
View answerInclusion is one of the core strategic goals for my Department. My ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of persons on low income and those with special and additional needs.
A range of supports and measures are in place for learners with low income and with disabilities; some of these supports are targeted while others are available to the general student population. The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. Around 14,000 students are supported annually under the fund. Earlier this year I approved a number of strategic projects under the Fund for Students with Disabilities (FSD) aimed at supporting students with disabilities to access and engage with higher education. The initiatives, which involve 23 higher education institutions (HEI) and €5.8m 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. Among the projects are a number of projects for students with autism including the establishment of autism friendly rooms across nine different campuses, the development of assistive technology including for students with disabilities, an app to help students with visual or hearing impairment navigate their way around campus and specialist assistance for students who are deaf.
It is important to state the National Plan for Equity of Access to Higher Education 2015-2021 (NAP) set targets to increase participation in higher education by people with disabilities. Specific targets have been set to increase participation in higher education by students with physical or sensory disabilities. The original (8%) and revised target (12%) under the National Access Plan of new entrants to higher education with disabilities has now been exceeded, with 12.2% of new entrants to higher education in 2019/20 declaring a disability.
However, we acknowledge more needs to be done. Work on the development of the next National Access Plan (NAP) 2022 - 2026 is currently underway. One-to-one stakeholder meetings around the specific target groups to be supported for the period of the next NAP is almost concluded, with a number of meetings planned up to mid-December. Colleagues in my Department are working closely with the HEA on the development of the new Plan with the intention of publishing the plan in Q1 of 2022. An additional €5million has been set aside for this plan.
A key focus for me will be students with intellectual disabilities. Figures show in the further education and training sector where there were 2,821 learners with intellectual disabilities in 2019 and some provision in the higher education sector involving a comparatively small number of learners. However, I have asked my officials to engage with the HEA and SOLAS to see where we can play a stronger role, in meeting the educational needs of this group as part of a coherent whole of Government responses. We are at an early stage of work in this area, but it is an area I am strongly committed to pursuing.
My Department will continue to keep existing provision and initiatives under review. We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training.
127. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will abolish all fees for apprenticeship courses in view of the skills shortage in many trades; and if he will make a statement on the matter. [58588/21]
View answerWhere an apprentice pays an Annual Student Contribution, he amount of ASC charged to apprentices is calculated on a pro rata basis of the time which they spend in the institution during the academic year. In cases where training is delivered in an Education and Training Board there is no contribution required from the apprentice.
For craft apprenticeships, the ASC charged is typically one third of the €3,000 ASC paid by students attending for the full academic year and so amounts to approximately €1,000 per apprentice per period spent in the IoT or Technological University. In the case of consortia-led apprenticeships the contribution varies for each programme as off-the-job training has a more flexible structure, ranging from periods of block release to one day per week or remote learning options.
The ASC applies to all learners attending a higher education institution. In relation to construction related apprenticeships there has been a significant recovery in registrations in 2021. 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 and 3,924 registrations on construction and electrical related apprenticeships at the end of October 2021.
In addition to the existing construction related craft apprenticeships at level 6 of the National Framework of Qualifications, apprenticeships are currently in development in roofing and cladding (L5) and advanced quantity surveyor (L9).
The Action Plan for Apprenticeship 2021-2025 is a five year plan which sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The plan will 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.
128. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science his views on third level institutions developing outreach satellite centres in provincial towns; and if he will make a statement on the matter. [58658/21]
View answerHigher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, higher education institutions are autonomous with regard to management of their academic affairs and the location of their campuses.
For example, IT Carlow currently has a footprint in Counties Wexford and Wicklow as well as Carlow, and the former Limerick IT, now dissolved and part of the new Technological University of the Shannon: Midlands Midwest retained a campus presence in Counties Clare and Tipperary as well as Limerick.
Project Ireland 2040 and the National Development Plan 2018 – 2027 reiterate the pivotal role of higher education in regional development. Future Jobs Ireland also strongly endorses the role of technological higher education to drive the development of regional clusters with a particular focus on innovation, technology and SMEs.
In this context the symbiotic relationship between a Technological University and its region strongly resonates with a core priority under the National Strategy for Higher Education to 2030 to create regionally based clusters or networks of learning and research. The TURN report of 2019 is the blueprint for TUs in the state and it emphasises the regional development role of this new type of HEI. The functions of TUs under the Technological Universities Act 2018 include the provision of programmes of education and training that reflect the needs of individuals, business, enterprise, the professions, the community, local interests and other stakeholders in the region in which the campuses of the technological university are located and collaboration with business, enterprise, the professions, the community, local interests and related stakeholders in the region. It is worth noting that all TUs are multi-campus institutions. For example, the aforementioned Technological University of the Shannon: Midlands Midwest, recently established in October, encompasses six campuses throughout Ireland’s Midwest and Midlands region with more than 14,000 students enrolled in hundreds of courses across four counties. The latest TU to be designated in the West /North West, to be known as the Atlantic Technological University upon establishment, has a campus presence in Castlebar, Killybegs, Letterfrack and Mountbellew as well as Galway, Sligo and Letterkenny.
129. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science the funding that has been provided to support the mental health and wellbeing of students in 2021; and if he will make a statement on the matter. [58537/21]
View answerThe support and wellbeing of our students is a priority for my Department, particularly in light of the Covid-19 pandemic, and the increased stress and pressure resulting from it.
In 2020, I secured a comprehensive package of financial supports from Government for the higher education and further education and training sectors to mitigate the impact of Covid.
This package included funding of €3m to underpin wellbeing and mental health and student services in our higher education institutions. This was in addition to the €2m funding that was allocated in Budget 2020 and funding that institutions already provide for these services. This funding commitment has been maintained in 2021.
The 2021 funding will be allocated in a manner consistent with the process implemented by the HEA in 2020.
HEIs will again be requested to utilise funds allocated towards student facing services, such as:
- Recruitment of additional Student Counsellors;
- Recruitment of additional Assistant Psychologists;
- Head of service posts for those HEIs employing more than 2 FTEs;
- Training of HEI staff to enable them to support and refer students to appropriate services;
- Raising awareness among students of mental health and wellbeing services available, including through student outreach activities;
- Implementation of the National Student Mental Health and Suicide Prevention Framework;
- Implementation of the Framework for Consent in HEIs; Safe, Respectful, Supportive and Positive: Ending Sexual Harassment in Irish Higher Education Institutions.
Student Counselling Service staff will be asked to continue to ensure consistent delivery to students, and to increase the capacity and reach of their activity as students return to campus. They will be requested to take account of learnings from the 2020 process and any recommendations developed by the HEA. HEIs will be required to provide detailed reports on their use of funds allocated by the HEA in 2022.
Details of the allocations to each higher education institution are available at:
www.gov.ie/en/press-release/e297d-financial-and-mental-health-wellbeing-supports-to-students-worth-22-million-announced-by-minister-harris/
130. Deputy Peter Fitzpatrick asked the Minister for Further and Higher Education, Research, Innovation and Science the plans that are in place with allocating the €50 million under the Peace Plus to skills development; and if he will make a statement on the matter. [58613/21]
View answerThe new draft PEACE PLUS programme, which has been approved by the Irish Government and the Northern Ireland Executive through the North-South Ministerial Council, includes for the first time a provision for the delivery of skills initiatives on a cross-border basis. While final approval is awaited must be secured from the Commission, a provision of €50m has been set aside to fund actions in the skills area.
Once this approval has been secured, education and training providers will be invited to respond to a series of Calls for Proposals from the Special EU Programmes Body (SEUPB) to deliver on proposed actions. While no timescale has been established by SEUPB, it is likely that such Calls for Proposals will issue in Q4 2022 or Q1 2023.
The types of actions which would be in scope for funding on a cross-border basis include the provision of skills programmes in critical areas such as ICT, digital, green economy and entrepreneurship and delivery of programmes to support people in re-engaging with employment and upskilling.
The Special EU Programmes Body is currently finalising the submission of the draft programme to the EU Commission for approval. It is likely that this stage will conclude in the first half of next year, with calls for proposals to be issued later in 2022/ early 2023.
131. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the initiatives that he has facilitated to encourage the recruitment of mature apprentices; if he is considering additional measures; and if he will make a statement on the matter. [58618/21]
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 plan will deliver on a target of 10,000 apprenticeship registrations per annum by 2025.
The Plan will address 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.
Currently 31.1% of the overall apprenticeship population are over 25 years of age. In a number of recently developed apprenticeships such as CGI Technical Assistant, Equipment Systems Engineer and Principal Engineer the over 25 cohort rises to 100%. Across all of the 37 more recently developed apprenticeships the average age of apprentices is 27.
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.
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.
