Written Answers Nos. 461-482
461. Deputy Holly Cairns asked the Minister for Children, Equality, Disability, Integration and Youth the details of the capital grants for the provision of domestic violence and abuse refuges between 1 December 2020 and 30 November 2021 as a percentage of Tusla’s annual budget on domestic violence and abuse services; and if he will make a statement on the matter. [62806/21]
View answerThe response to Domestic, Sexual and Gender-based Violence (DSGBV) is a cross Departmental and multi-agency issue with overall policy coordinated by the Department of Justice.
Tusla, the Child and Family Agency, has statutory responsibility for the care and protection of victims of DSGBV under the Child and Family Agency Act 2013. In 2021, I allocated €30m to Tusla specifically to support DSGBV services throughout the country.
My Department does not provide capital grants for the provision of domestic violence and abuse refuges. Capital funding for approved housing bodies, including services that provide refuge accommodation for victims of DSGBV, is provided by the Department of Housing, Local Government and Heritage.
462. Deputy Cormac Devlin asked the Minister for Children, Equality, Disability, Integration and Youth further to Parliamentary Question No. 648 of 10 March 2021, the status of the matter; and if he will make a statement on the matter. [62877/21]
View answerI wish to thank the Deputy for this question and to advise that it would be inappropriate for me as Minister to comment on an individual case. The Deputy is referring to an operational matter for Tusla, the Child and Family Agency. I have therefore referred the matter to Tusla, and asked that a direct response be provided to the Deputy.
463. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to resource Youthreach education amid a staffing crisis that is leaving the most vulnerable young persons at risk; and if he will make a statement on the matter. [62450/21]
View answer464. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the reason Youthreach resource workers and co-ordinators are not paid as teachers even though they have the same duties and responsibilities, plus additional work in re-engaging those most in danger of being left behind educationally; if his attention has been drawn to the fact that the provision of this education is carried out over 226 days in comparison to normal school terms which amount to 167 days and that there is little opportunity for career or pay progression within the Youthreach sector; and if he will make a statement on the matter. [62451/21]
View answer465. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the rationale for not extending similar pay and conditions to Youthreach education providers as other teachers; his views on whether Youthreach students are entitled to fully qualified teachers receiving the same pay and conditions and opportunities for career progression as their peers teaching in secondary schools; if his attention has been drawn to the fact that the recent crisis in substitute teachers makes it impossible to fill resource and substitute positions in Youthreach with appropriately qualified persons; and if he will make a statement on the matter. [62452/21]
View answerI propose to take Questions Nos. 463 to 465, inclusive, together.
Youthreach is a further education and training programme for early school leavers which aims to provide young people with the knowledge, skills and confidence to participate fully in society and progress to further education, training and employment.
The staff in Youthreach include Youthreach Co-ordinators, Youthreach Resource Persons and teachers. Youthreach Co-ordinators and Resource Persons have their own terms and conditions and are a separate grade to teachers. Accordingly, they do not require to be registered with the Teaching Council nor does Section 30 of the Teaching Council Act, 2001 apply to Youthreach Centres as they do not fall within the definition of a recognised school.
The Youthreach programme provides a range of supports for learners, including work placement, career guidance, personal counselling as well as informal support from staff. It requires staff who are flexible, multi-disciplined and experienced. While relevant qualifications are desirable, no qualifications are specified for staff working in the programme. This is intended to give Education and Training Boards (ETBs) maximum flexibility to recruit staff with the combination of personal qualities and professional skills most likely to meet the often complex needs of participating learners. Teachers are also employed in Youthreach and it is a matter for each ETB to decide on the staff required for the programme being delivered in their Youthreach centres. The length of the programme is longer than the school year, but this is to ensure the continuity in the lives of the young person and provide that ongoing support needed over a longer period.
The roles of the Youthreach Co-ordinator and Youthreach Resource Person were designed very much with the programmes structure in mind. Template contracts of employment for these roles, as set out in Circular 12/03, were negotiated and agreed by all stakeholders. The latest pay scales (with effect from 1st October 2021 for these grades are set out in Circular 051/2021 Revision of salaries of certain grades other than Teachers and SNAs employed by ETBs, which is available at www.gov.ie/en/circular/4ed38-revision-of-salaries-of-certain-grades-other-than-teachers-and-snas-employed-by-etbs-with-effect-from-1-october-2021
A union representing Youthreach Co-ordinators and Youthreach Resource Persons has submitted a claim in respect of both grades. Officials from my Department and the Department of Education are engaging with the trade union on this claim under the auspices of the Workplace Relations Commission. This is the most appropriate place for that engagement to happen.
I can also confirm that consideration of future staffing and the development of a staffing framework for the further education and training system (which includes Youthreach) is a component of Future FET-Transforming Learning, the Further Education and Training Strategy 2020-2024.
466. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that an over-reliance on the private market for student accommodation has contributed to the issues students and their families are facing regarding getting refunds on accommodation costs and deposits. [62823/21]
View answer479. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether an over-reliance on the private market for student accommodation has contributed to the issues students and their families are facing regarding getting refunds on accommodation costs and deposits. [62815/21]
View answerI propose to take Questions Nos. 466 and 479 together.
I am very aware of the difficulties caused to students and their families by the current shortage of student accommodation. Fundamentally the challenge is one of supply, and increasing the availability of both public and private sector student accommodation will be necessary to meet with this demand. Since the launch of Rebuilding Ireland in 2016 more than 11,000 student bedspaces have been built, the majority of which have been in the private sector and I have acknowledged the need for the State to play its part. There are a number of actions underway to assist higher education institutions in increasing their student accommodation supply.
Housing For All contains a commitment to supporting technological universities in developing purpose-built student accommodation where such a requirement exists. The Programme for Government, Our Shared Future contained a commitment to work with higher education institutions to ensure that more accommodation is built on and off campus, using cost-rental and other models.
467. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the position in relation to exams in NUI Galway; if his attention has been drawn to the fact that students are being forced to sit exams in venues without social distancing or ventilation; if his further attention has been drawn to the added stress and anxiety caused to students and staff that are fearful of catching and spreading the virus in exam situations without proper social distancing and ventilation measures; and if he will make a statement on the matter. [62429/21]
View answerEducation is an essential service and the Government has agreed that it can continue on-site, in line with Safe Return Plan published in June. The Safe Return Plan and the most recent guidance on the current approach advocate and support contingency planning to ensure that institutions remain flexible and adaptable in response to changes in the public health environment.
My Department does not determine sector specific matters at this level. However, in order to address concerns, I met with management, staff and student representatives on the 19th November and the issue was discussed.
Due to the diversity and autonomy of our higher education institutions, and the broad range of activities they undertake and the different contexts and requirements applicable to examinations, it was agreed that a uniform or one size fits all approach would not be appropriate across the whole of higher education or indeed the tertiary sector more generally.
Management bodies confirmed that they are actively looking at a range of approaches to ensure that end of term examinations will be safe, and that the requirements of students who may have Covid-19 or underlying health conditions can be addressed. It was also pointed out that there are some examinations – such as those related to external accreditation - which are challenging to change to an online format at short notice.
The outcome of the meeting was that Individual higher education institutions will assess the appropriate approach to examinations, taking into account the significant contextual factors that arise in different instances and that individuals who cannot sit exams due to Covid-19 concerns will be offered alternatives.
Since that meeting in November, the sector has confirmed that many institutions have now commenced their end of semester examinations, adopting approaches to their examinations on the basis of risk assessment and the use of precautionary measures as agreed.
In instances where examinations are being held in person, institutions are ensuring that these are taking place in environments in line with public health guidance and at a significantly lower capacity than normal. Procedures are in place to accommodate students who cannot sit an exam as a result of Covid impacting either themselves or close contacts.
The sector continues to carefully consider the balance between the measures, the risk assessments and to engage with staff and students in planning for examinations. The Department has been assured public health officials in HSE West have been working with NUI Galway and it is satisfied NUI Galway is working within its guidelines.
In all instances public health must remain a priority and I know that there will be a continuing focus on the evolving and often quickly changing public health situation overall. I have also recently announced a €9 million fund to enable institutions provide free antigen tests to students. The use of these tests can provide an additional layer of protection, to prevent onward transmission and help to protect students, our third level sector and the community at large.
468. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if the funding of €9 million allocated to higher education institutions for antigen tests will be increased as a result of the expansion of the initiative to include students in private colleges; if not, if the inclusion of private colleges will mean a reduction in the allocation to each public institution; and if he will make a statement on the matter. [62447/21]
View answerThe intention of Government is to strengthen the prevention and intervention measures around COVID-19 in response to the changing context. My Department recognises the potential role of rapid antigen testing as one part of a package of surveillance and vigilance measures including self-monitoring and other public health measures.
Following public health advice to the sector from the Expert Advisory Group on Rapid Testing, advice which is published and available on the Department’s website, a once-off fund of €9m to provide rapid antigen testing kits to students in further and higher education has been announced by my Department.
The purpose of the fund is to encourage the use of antigen testing amongst students and will involve:
- Providing funding to institutions via the funding agencies to make a small number of antigen tests available free to students
- Respecting the autonomy and flexibility of institutions in deciding at institutional level how best to provide these tests to students as soon as practicable
- Developing a communications campaign for students to increase the awareness of rapid antigen testing and their appropriate use.
The fund will be made available to further and higher education institutions through SOLAS and HEA, including to the private institutions represented by HECA, with approximately 20,000 students, to ensure that we promote the use of antigen testing amongst young people.
In terms of costs, it is not possible to provide information in relation to allocations that will be paid to individual institutions or bodies at this time as the process to determine and allocate funds is ongoing. It is the intention that the funding allocation for HECA colleges will be aligned with the allocations to publicly funded providers and from within the ring-fenced allocation for antigen testing as part of the Department’s 2021 Covid allocation.
In addition to this once-off specific fund, the UniCov study continues in a number of universities.
469. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the number of State boards under the remit of his Department or its agencies, in tabular form; the number of members of each board; the number of persons with a declared disability on each board; and the percentage of each board that is made up of persons with a declared disability. [62527/21]
View answerThe information sought by the Deputy, in regard to the bodies under the remit of my Department, in conjunction with the details of numbers of board members, is provided in the following table.
|
Aegis Bodies under the remit of the Department of Further and Higher Education, Research, Innovation and Science |
Number of members on each State Body’s Board |
|
An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS) |
13 |
|
Grangegorman Development Agency |
15 |
|
Higher Education Authority |
15 |
|
Irish Research Council |
12 |
|
Léargas – The Exchange Bureau |
9 |
|
Quality and Qualifications Ireland |
10 |
|
Science Foundation Ireland |
12 |
|
Skillnet Ireland |
13 |
Information in regard to board members with disabilities is not collated.
470. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if he has engaged with BusConnects in Cork, given that there is no proposed bus service from the northside of Cork city to Munster Technological University. [62560/21]
View answerBusConnects Cork, the plan to improve bus services throughout Cork city and suburbs is overseen by the National Transport Authority. As a transport matter, it falls within the remit of my colleague the Minister for Transport and I have not engaged with him on this issue.
So far, BusConnects Cork has held two rounds of public consultation for the new bus network for the Cork metropolitan area, the latest of which closed on 10th December 2021. It was open to any member of the public or interested body to submit their feedback on the proposed route and have their say.
471. Deputy Louise O'Reilly asked the Minister for Further and Higher Education, Research, Innovation and Science if he is considering offering accredited apprenticeships for tiling; and if he will make a statement on the matter. [62620/21]
View answerApprenticeship is a demand driven educational and training programme which aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. Consequently, the number of apprentices being registered is determined by employers in the sector.
While there is no current apprenticeship dedicated to tiling. Floor and wall tiling is included as a module in the Plastering Apprenticeship. More information in relation to this apprenticeship and the other 61 apprenticeships which are currently available can found on www.apprenticeship.ie.
The development of new apprenticeships is employer-led and it is open to employers to work with education and training providers to develop new apprenticeships if there is sufficient demand from the sector. To be approved for development, proposals must be substantially different to existing apprenticeships in terms of course content. Full details on developing a new apprenticeships are available on www.apprenticeship.ie.
472. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprentices on waiting lists to access off-the-job training; and if he will make a statement on the matter. [62680/21]
View answer477. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprentices waiting to assess off the job training in each county in tabular form; and if he will make a statement on the matter. [62777/21]
View answerI propose to take Questions Nos. 472 and 477 together.
The COVID-related waiting list for off-the-job training places for craft apprentices is being addressed, underpinned by a Government investment of €37 million (€20M capital investment in 2021 supported by a €17M allocation in Budget 2022).
There are now 8,181 apprentices waiting for assignment to off-the-job training, down from 12,000 in August 2021. A breakdown by parent ETB is provided in the attachment.
In addition to those waiting for assignment, 3,143 craft apprentices have been assigned to commence a phase of off-the-job training during December and January. Those who have been waiting the longest are being prioritised. Registrations to craft apprenticeships remain strong with 5,934 craft apprentices registered year to date, and these apprentices must also be accommodated.
SOLAS, the HEA and education and training providers are continuing to work to ensure that craft apprentices are facilitated to complete their apprenticeship in as rapid a manner as is possible. In addition to investment in increased capacity across providers of craft apprentice off-the-job training, a number of reform measures have been agreed and are being implemented for the purposes of clearing the lists. These include changed delivery structures for Phase 2 off-the-job training which is facilitating a third intake of apprentices per annum and an opt-in rapid employer assessment which is being piloted at Phase 7 (on-the-job) for those apprentices who have completed Phase 6 and who have spent more than four years in their apprenticeship.
Further measures are being explored within the context of ensuring that all learning outcomes and quality assurance procedures remain in place to ensure that the integrity of the end qualification is maintained.
473. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total saving incurred in 2020 and the projected savings in 2021 as a result of backlogs in apprentices accessing off-the-job training due to the State paying less in allowances; and if he will make a statement on the matter. [62681/21]
View answerCraft apprenticeships account for 25 of the 62 existing available apprenticeship programmes which are delivered across the further and higher education and training sectors. They consist of four periods of on-the-job training interspersed with three periods of off-the-job training. The off-the-job training for these programmes is delivered in either ETB Training Centres, Institutes of Technology or Technological Universities, during this time craft apprentices receive a training allowance payment, the level of which is determined with reference to the relevant sectoral payment agreements.
COVID-related public health measures impacted on face to face training in a number of ways. Each of which had a different implication for the level of expenditure on off-the-job training allowances paid to craft apprentices.
For periods of complete closure of face-to-face training, those apprentices who had been scheduled to attend off-the-job training were retained on the off-the-job training phase and continued to receive a training allowance during this period. The retention of apprentices on Phase 2, 4 or 6, allowed for apprentices to engage with the restricted level of theory based training and remote assessment which could be delivered, given the practical course content, as these became available in 2020 and early 2021. It also provided surety for apprentices in relation to income during the closure of construction sites in early 2020.
When face-to-face training was allowed, it operated at 50% - 60% normal capacity until September 2021 to ensure adherence to public health distancing guidance. The level of expenditure on training allowance payments was therefore reduced in accordance with the reduced system capacity during this time.
Additional capacity coming on-stream from September 2021, combined with the potential for apprentices to receive an increased training allowance will be reflected in total expenditure for 2021. Apprentices are not penalised on their training allowances for operational issues that may arise. In circumstances where there has been a delay by SOLAS due to lack of available provision in the offer of a training place the apprentice may be entitled to payment of one phase rate higher e.g. on Phase 2 such apprentices may be paid the Phase 4 rate. On Phase 4 the apprentice may be paid the Phase 6 rate and on Phase 6 apprentices may be paid the fourth year rate.
The total saving declared in 2020 for the Apprenticeship programme was €23.2m. SOLAS expect to declare further savings of approximately €32m in 2021 resulting in a total saving in the region of €55m over the 2 years. Savings were made both from the number of apprentices receiving allowances, reduced expenditure on apprentice travel allowances as well as non – pay costs such as materials.
474. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of registered apprentices; the number of registered craft apprentices; the number of craft apprentices who have been registered for over four or two years in the cases of those registered on two year apprenticeships in tabular form; and if he will make a statement on the matter. [62682/21]
View answer62 national apprenticeship programmes are currently operational: this includes 25 craft apprenticeships and 37 apprenticeships introduced since 2016. In addition, 17 further programmes are currently in development in sectors such as agriculture, ICT, hospitality, construction, engineering, and commercial driving.
At the end of November 2021 there were a total of 23,459 registered apprentices, of these 20,218 were craft apprentices, all of who undertake a minimum 208 week (4 year) apprenticeship which consists of four on-the-job phases and three off-the-job phases of training.
The following table shows the number of craft apprentices with a registration date prior to 2018. Of the 3,139 apprentices listed, 152 had a registration date prior to 2011 and 259 had a registration date between 2011-2015. 404 apprentices registered in 2016 and 2,324 registered in 2017.
Apprenticeships registered prior to 2018
|
Apprenticeship |
Total |
|
Agricultural Mechanics |
10 |
|
Aircraft Mechanics |
35 |
|
Brick and Stonelaying |
33 |
|
Carpentry and Joinery |
245 |
|
Construction Plant Fitting |
23 |
|
Electrical |
1,496 |
|
Electrical Instrumentation |
137 |
|
Electronic Security Systems |
21 |
|
Farriery |
8 |
|
Heavy Vehicle Mechanics |
69 |
|
Industrial Insulation |
5 |
|
Instrumentation |
15 |
|
M.A.M.F. |
89 |
|
Metal Fabrication |
161 |
|
Motor Mechanics |
237 |
|
Painting and Decorating |
26 |
|
Pipefitting |
7 |
|
Plastering |
24 |
|
Plumbing |
317 |
|
Refrigeration and Air Conditioning |
49 |
|
Sheet Metalworking |
29 |
|
Stonecutting and Stonemasonry |
5 |
|
Toolmaking |
23 |
|
Vehicle Body Repairs |
30 |
|
Wood Manufacturing and Finishing |
44 |
|
Total |
3,139 |
The figures reflect a range of circumstances arising where apprentices may leave their apprenticeship or defer elements of their apprenticeship for various reasons and then re-engage with their apprenticeship at a later date.
475. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the details of apprenticeships that use private education providers for the off-the-job component of the apprentices' education; and if he will make a statement on the matter. [62683/21]
View answerApprenticeship is a work based learning opportunity. It is an employer-led offering based on a contract of employment between the apprentice and their respective employer. It incorporates a minimum of 50% on-the-job training with off-the-job training which is delivered in a number of different ways according to the apprenticeship programme. This ranges from remote or online learning to one day per week in an education institution or periods of off-the-job training (typically from 10-20 weeks) in an education and training institution at further or higher education level.
New apprenticeships are developed by consortia comprising representatives from industry, education and training providers and relevant stakeholders. 37 apprenticeships have been introduced since 2016, with a further 17 approved by the Apprenticeship Council for development. All craft apprenticeship off-the-job training is delivered through publicly funded institutions.
Private education and training institutions are involved in the delivery of 5 apprenticeships at the current time. All apprenticeship awards are validated by QQI and are delivered in adherence with national quality assurance standards as set out by QQI.
- Advanced Healthcare Assistant Practitioner Apprenticeship (L6) - Griffith College Dublin
- Retail Supervision Apprenticeship (L6) – Coordinated by Retail Ireland Skillnet, delivered in Griffith College, Dublin and Galway Business School
- International Financial Services Associate (L6) - National College of Ireland
- Interational Financial Services Specialist Apprenticeship (L8) - National College of Ireland
- Recruitment Executive Apprenticeship (L8) - National College of Ireland
476. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will request his Department to collect the data on wages paid to apprentices in consortia-led apprenticeships; and if he will make a statement on the matter. [62684/21]
View answerApprentices are employees, who are paid under an apprenticeship contract of employment. This contract sets out the terms and conditions of the apprenticeship including the rate of pay applicable to that agreement. Sectoral Employment Orders apply to a number of sectors and these would include rates of pay for apprentices. These specific agreements apply to those sectors covered by the existing craft apprenticeships. Any breach of these conditions is an employment matter and is covered under existing employment appeals mechanisms, which are beyond the remit of the education and training sector.
Rates of pay for apprentices not covered under the above agreements are set by the employer and the apprentice. These rates will fluctuate depending on a number of factors including prior experience of the apprentice, the level of the apprenticeship or whether an apprentice is a new hire or an existing employee who is undertaking an apprenticeship to upskill or reskill within an organisation.
At this time I do not propose to collect information on the wage rates paid to the 23,500 apprentices registered to over 7,000 employers across 62 different programmes. Whilst this exercise may be undertaken in future system-level reporting for information purposes, I have no function in wage setting for employers beyond those employers involved in the delivery of further and higher education and training.
478. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the low levels of persons with disabilities employed in third-level education institutions; and if he will make a statement on the matter. [62814/21]
View answerThe Deputy will be aware that the National Disability Inclusion Strategy includes an action for public bodies to “increase the public sector employment target of persons with disabilities from 3% to 6% by 2024”. The current percentage target is 3% however, in recent weeks, the Cabinet has given approval to commence drafting the Assisted Decision-Making (Capacity) (Amendment) Bill 2021.
The Bill includes measures to further realise the United Nations Convention on the Rights of Persons with Disabilities in Ireland, including legislating for the Irish Human Rights and Equality Commission's (IHREC) position as the national monitoring body for the United Nations Convention on the Rights of Persons with Disabilities, and increasing the public sector duty regarding the employment of persons with disabilities from 3% to 6%.
Part 5 of the Disability Act 2005 requires public bodies to report on their compliance regarding the employment of persons with disabilities. My Department assumed responsibility for Part 5 reporting in 2021 and submitted its report to the National Disability Authority earlier this year in respect of the 2020 returns for the public bodies under its aegis. Those returns confirm that the overall compliance rate for the aegis bodies under my Department in 2020, in terms of the percentage of employees with a disability, was 4.97%. This is an improvement on the 2019 figure of 4.15%.
These figures confirm that the majority of bodies under the aegis of my Department are currently exceeding the 3% target and are well placed to meet the new public sector duty of 6% proposed under the Assisted Decision-Making (Capacity) (Amendment) Bill 2021.
I believe that my Department can play a leading role in terms of improving opportunities for people with disabilities. Under the current National Access Plan (2015-21), the 8% target set for new entrants to higher education has been exceeded with 12.2% of new entrants in 2019/20 declaring a disability. I intend to publish the next National Access Plan (2022-26) in early 2022 which will set new ambitious targets for students with disabilities.
I have recently published a new Action Plan for Apprenticeship 2021-25. The expanding range of opportunities available within apprenticeship, as well as changing work practices in traditional areas, provide a step towards increasing opportunity for persons with a disability and other traditionally under-represented groups. Under the Action Plan I want to ensure that there is clear information on existing supports for persons with a disability and that these are made visible to employers and prospective apprentices through www.apprenticeship.ie. Employers who demonstrate examples of good practice will be acknowledged through initiatives such as a diversity badge. I also intend to establish an apprentice bursary/support scheme to fund up to 100 apprentices per year who are experiencing severe socioeconomic disadvantage and who are from target groups, including lone parents, people with disabilities, Travellers and Roma.
My Department will continue to play its part in improving opportunities for persons with disabilities to engage in education, undertake apprenticeships and gain meaningful employment.
480. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to address workers’ rights for postgraduate researchers in universities and institutes of technology. [62816/21]
View answerPostgraduate programmes are comprised of a range of elements designed to further the training and development of students. The core component for the PhD students of their research programmes will always be the advancement of knowledge through original research, and this must remain the primary focus of the activity of postgraduate research students.
In addition to skills related to the research process itself, the National Framework for Doctoral Education recognises the role of doctoral education in developing generic and transferable skills, as an integral objective of the training. As part of this, PhD students may participate in academic support activities to develop generic and transferable skills.
A range of activities can be included under academic support activities, such as taking tutorial groups, demonstrating at practical classes, co-supervising undergraduate projects and student mentoring. Hours may be included that are spent in class preparation, advising, monitoring student projects, and correcting projects, notebooks or essays and will vary according to School/Discipline. This will vary according to the particular school and discipline. Where such activities are performed, they are commonly part of the student’s terms and are considered a valuable activity supporting skills and career development, including for academic positions. PhD students may contribute to academic support activities often at a level of up to five hours per week, in the course of their studies.
The delivery of academic support activities by graduate students in a higher education institution is a matter for the institution concerned reflecting their independent self-governed status. It is important that the allocation and conduct of such work is undertaken in accordance with the objectives of the National Framework for Doctoral Education and the PhD Graduate Skills Statement in enabling the development of key skills and competencies for postgraduate students.
Achieving a greater degree of consistency throughout the system is an ambition of this department. The next National R&I strategy is currently under development and will reflect themes relating to positioning Ireland as a leader in: supporting rewarding careers in research; facilitating a research culture that encourages the flow of talent and ideas across an R&I system that attracts, retains and celebrates diversity of people and careers. Department officials have been engaging with the Irish Universities Association and Technological Higher Education Association to undertake further examination of issues in relation to academic support activities of PhD students, including looking at international practice, in conjunction with members of the National Advisory Forum for Ireland’s Framework for Doctoral Education.
This collaborative work with my officials, the representative bodies and the doctoral forum is progressing the issue and, building on this, I intend to write to higher education institutions shortly setting out my expectations for progress ahead of the next academic year.
481. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students from Northern Ireland who are enrolled in higher education institutes or institutes of further education in Ireland; the total number of students from Ireland enrolled in higher education institutes or further education colleges in Northern Ireland for each year that data is available, in tabular form; and if he will make a statement on the matter. [62831/21]
View answerI refer the Deputy to the following table, collated by the Higher Education Authority (HEA) on the number of students enrolled in Institutions in the Republic of Ireland with a domicile in Northern Ireland. Data in respect of Northern Ireland domiciled students in Further Education Colleges is being compiled and will be sent to the Deputy in due course.
Students enrolled in Republic of Ireland with a domicile in Northern Ireland
|
Students enrolled in Republic of Ireland with a domicile in Northern IrelandNorthern Ireland students enrolled in Republic of Ireland: |
2017/2018 |
2018/2019 |
2019/2020 |
2020/2021 |
|
Number Enrolments: |
1,328 |
1,402 |
1,588 |
1,624 |
The data on Irish domiciled students enrolled in higher education institutions or further education colleges in Northern Ireland is not collated by my Department.
482. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science when the Student Universal Support Ireland, SUSI, review will be published; and if he will make a statement on the matter. [62854/21]
View answerI am happy to give an update on the review of the Student Grant Scheme. This was a very important commitment in the Programme for Government, which will help shape decision-making on how we support students over the years to come.
Following a procurement process, the review has been undertaken by Indecon Economic Consultants, under the guidance of a steering group which has included student and sectoral representatives.
There was significant public interest in the Review, with around 280 submissions. A very welcome feature of the process was engagement with students, and I understand that over 9,000 survey responses were received from students across the country.
This strong element of public engagement, in addition to the economic work undertaken by the consultants, should provide a solid evidence basis for the recommendations of the review.
I am currently awaiting the final report of the review of the Student Grant System. I understand that the work is at an advanced stage, and is at the point of finalisation. My expectation is that I will receive the final report before Christmas. My intention is to submit the report to Government, and then to publish it.
