Written Answers Nos. 571-590
571. Deputy Bernard J. Durkan asked the Minister for Children, Equality, Disability, Integration and Youth if assistance will be provided in accessing autism spectrum disorder preschool support for a child (details supplied); and if he will make a statement on the matter. [4537/22]
View answerMany children with disabilities, including autism, take part in mainstream early learning and care services. Participation of children with disabilities in the Early Childhood Care and Education (ECCE) universal pre-school programme in mainstream early learning and care services is supported by the Access and Inclusion Model (AIM), which is delivered by my Department. The key objective of AIM is to support early learning and care providers to deliver an inclusive preschool experience, ensuring that children with a disability can fully participate in the ECCE Programme, thereby reaping the benefits of quality preschool provision.
Your child and your child’s pre-school can avail of universal and targeted supports from AIM. Some children may need more targeted supports to participate in the Early Childhood Care and Education (ECCE) Programme. More information on AIM is available at: aim.gov.ie/
There is an AIM Early Years Specialist available to work with parents and pre-school providers to develop an inclusive learning environment for your child. Applying for AIM educational advice and mentoring is very simple. The parent is advised to speak with their pre-school provider who will make an application for targeted supports in collaboration with the parent. The pre-school will submit this application to Better Start through the Early Years on line portal ‘the HIVE’ on the parent’s behalf. Once reviewed, a Better Start Early Years Specialist will conduct a parent review to determine whether all other levels and supports have been considered and appropriately used, as well as obtain expert input from the HSE as necessary. This process can take up to a maximum of 12 weeks, however, current processing times are much shorter than this.
Children who are ECCE eligible and are attending a specialist pre-school service can also seek AIM supports. These specialist pre-school services include autism-specific pre-school services provided by the Department of Education, which include:
- 132 Early Intervention Classes attached to primary schools for autistic children aged three and over.
- A Home Tuition Scheme which provides funding towards 10 hours' tuition for children under 3 years of age and 20 hours per week for children over 3 years of age who cannot secure a placement in an early intervention class. Subject to conditions, parents are free to use the grant to engage tutors to deliver tuition in their home or pre-school providers to deliver tuition in a group/pre-school setting. Such arrangements are essentially between the parents and the relevant provider.
More information is available at: www.gov.ie/en/organisation/department-of-education/.
572. Deputy Johnny Mythen asked the Minister for Children, Equality, Disability, Integration and Youth the number of beds that have been available in women’s refuges in County Wexford at year end in each of the years 2011 to 2021, in tabular form [4564/22]
View answerThe matter raised by the Deputy is an operational matter for Tusla and I have referred the question to Tusla for direct response to the Deputy.
Please be aware Tusla, the Child and Family Agency, was established on the 1st January 2014, prior to that the Health Service Executive (HSE) provided funding to domestic violence services.
573. Deputy Mairéad Farrell asked the Minister for Children, Equality, Disability, Integration and Youth the number of beds that have been available across women’s refuges in County Galway at year end in each of the years 2015 to 2021, in tabular form. [4744/22]
View answerAs the matter raised by the Deputy is an operational matter for Tusla, the Child and Family Agency, I have referred the question to Tusla for direct response to the Deputy.
574. Deputy Denis Naughten asked the Minister for Children, Equality, Disability, Integration and Youth if he will provide a list of Acts or sections or other provisions of Acts for which a commencement order has yet to be signed in his Department; the reason for the delay; when commencement orders will be signed; and if he will make a statement on the matter. [4755/22]
View answerThe following list sets out legislative provisions that are within my Department's remit and which have not yet been commenced.
|
Title of Act |
Sections not commenced |
Reason |
Proposed timeline for commencement |
|
Assisted Decision Making Capacity Act 2015 (No. 64 of 2015) |
Sections 3-4, 7(2), 8-81, 82 (part commenced), 83-90, 91 (part commenced), 92-93, 96, 99-102, 104-146. |
Amendments relating to governance and implementation arrangements are required before full commencement of the 2015 Act can take place. The necessary amendments are provided for in the Assisted Decision-Making (Capacity) (Amendment) Bill which addresses a number of issues required to streamline processes and improve safeguards for those who will rely on the provisions of the Act. |
June 2022 |
|
Child Care Act 1991 (No. 17 of 1991) |
This Act is the subject of a comprehensive review by the Department. |
It is hoped to bring a General Scheme to Government for approval by the end of 2022. |
|
|
Child Care (Amendment) Act 2011 (No. 19 of 2011) |
Sections 13(b), (c) and (d) and section 14(b) Sections 3(b), 6, 20, 21(b), 23-25, 36(1)(a) |
These sections refer to Guardians ad litem. The intention is to repeal these sections in the forthcoming Child Care (Amendment) (Guardians ad Litem) Bill as this Bill will replace the provisions in the 2011 Act. Sections 3(b), 6, 20, 21(b), 23-25, and 36(1)(a) deal with special care While the majority of provisions under this Act are commenced, some technical provisions remain to be commenced. The reasons for non commencement include situations where subsequent legislation made the commencement obsolete, and complex interactions with other pieces of legislation, including under the remit of other Departments. |
Timeline is dependent on enactment of forthcoming Child Care (Amendment)(Guardians ad Litem) Bill. |
|
Child Care (Amendment) Act 2015 (No. 45 of 2015) |
Schedule 1 Part 1 (insofar at those provisions relate to the amendments specified in items 1, 2 and 9 of that Part of that Schedule) have not yet been commenced |
The majority of provisions under this Act are commenced. The technical provisions listed remain to be commenced. The commencement of same is part of ongoing complex sequencing of related legislative amendment and commencement of the Health Act 2007, which is under the remit of another Department. |
|
|
Children (Amendment) Act 2015 (No. 30 of 2015) |
Section 6 other than insofar as it relates to section 88A |
At the time when the commencement of amendments in relation to the provision of remission for children were being considered, the issue of remission of periods of detention was subject to ongoing Supreme Court proceedings. Based on the judgement of this case, the policy in relation to remission for children’s sentences is being further considered by DCEDIY. Therefore, the concept of “discipline” was and is the subject of further policy consideration and is dependent on the provision of remission. Furthermore, in the context of the development of the CEHOP* model of care in Oberstown Children Detention Campus, the concept of “discipline” provided for in the Children Amendment Act 2015 may no longer appropriate. |
It is currently not envisaged that this section will be commenced and it will be repealed in the context of future amendments to the Children Act 2001. |
|
|
Sections 8-9 |
The amendments outlined in sections 8 and 9 replicate legislation and procedures already contained in S. 88(3) of the Children Act 2001. Further policy consideration of this matter may be undertaken. |
Should these provision require commencement or repeal, it will be done in context of future amendments to the Children Act 2001 |
|
|
Sections 10 and 16 |
At the time when the commencement of amendments in relation to the provision of remission for children were being considered, the issue of remission of periods of detention was subject to ongoing Supreme Court proceedings. Based on the judgement of this case, the policy in relation to remission for children’s sentences is being further considered by DCEDIY. Therefore, the concept of “discipline” was and is the subject of further policy consideration and is dependent on the provision of remission. Furthermore, in the context of the development of the CEHOP* model of care in Oberstown Children Detention Campus, the concept of “discipline” provided for in the Children Amendment Act 2015 may no be longer appropriate. |
Should these provisions require commencement or repeal, it will be done in context of future amendments to the Children Act 2001 |
|
|
Section 18 |
In the context of the development of the CEHOP* model of care in Oberstown Children Detention Campus, the concept of “discipline” provided for in the Children Amendment Act 2015 is no longer appropriate thus this section was not commenced.*CEHOP is a comprehensive care model of Care, Education, Health and Wellbeing, Offending Behaviour and Preparation for returning to families and community. |
Should this provision require commencement or repeal, it will be done in context of future amendments to the Children Act 2001 |
|
|
Sections 19 and 26 |
At the time when the commencement of amendments in relation to the provision of remission for children were being considered, the issue of remission of periods of detention was subject to ongoing Supreme Court proceedings. Based on the judgement of this case, the policy in relation to remission for children’s sentences is being further considered by DCEDIY. |
Should these provisions require commencement or repeal, it will be done in context of future amendments to the Children Act 2001 |
|
Disability Act 2005 (No. 14 of 2005) |
Sections 7-23 (other than in relation to persons under 5 years of age) |
The operation of these sections is a matter for the HSE and policy responsibility for the sections currently rests with the Minister for Health |
The operation of these sections is a matter for the HSE and policy responsibility for the sections currently rests with the Minister for Health |
|
Gender Pay Gap Information Act 2021 (No. 20 of 2021) |
Whole Act |
Regulations implementing the Gender Pay Gap Information Act 2021 are currently being developed. The Act will be commenced with these regulations. |
Regulations implementing the Gender Pay Gap Information Act 2021 are currently being developed and it is anticipated these will be finalised and published in early 2022. |
|
Paternity Leave and Benefit Act 2016 (No. 11 of 2016) |
Section 2 and 31 |
Regulations are in preparation. |
It is intended to commence these provisions in the near future. |
|
Parent's Leave and Benefit Act 2019 (No. 35 of 2019). |
Sections 2, 28 and 29 |
Regulations are in preparation. |
It is intended to commence these provisions in the near future. |
|
Youth Work Act 2001 (No. 42 of 2001) |
Sections 8-16, 19-23 and 25-37 |
This Act was introduced by the Minister for Education when provision for youth services was under the remit of that Department. The commencement of the provisions in question required the implementation of structural changes which presented a range of operational and resourcing difficulties during the period following enactment. There have been significant operation and policy developments in relation to youth services in the intervening period which commencement of these sections would need to consider. |
There are no current plans to commence these sections. |
575. Deputy Mary Lou McDonald asked the Minister for Children, Equality, Disability, Integration and Youth when Tusla will finalise its annual business plan for 2022. [4990/22]
View answerTusla's Business Plan development is underpinned by a specific legislative process. The annual Business Plan outlines proposed activities for the year and the proposed allocation of the Agency's financial resources.
I issued my Performance Statement 2022 to Tusla on the 18th November 2021 in accordance with section 44 of the Child and Family Agency Act 2013. Subsequently, the Chairperson of the Tusla Board formally submitted the Business Plan 2022 to my Department, prepared on foot of the Performance Statement 2022, and in accordance with section 46 of the Act, on the 20th December 2021.
I, as Minister, may then direct Tusla to amend the Plan within 30 days of receipt of the Business Plan under section 46 of the Act. The Business Plan 2022 was examined in detail within my Department and based on this examination, and my views, I issued a letter to the Tusla Chairperson on the 19th January 2022. On the basis of this feedback, the Business Plan 2022 is undergoing the final edits for publication.
The updated Business Plan was due to be presented to the Tusla Board on the 28th January 2022, and I await the formal submission of the finalised Business Plan 2022 from Tusla in due course.
576. Deputy Kathleen Funchion asked the Minister for Children, Equality, Disability, Integration and Youth if he will outline the internal vetting policy within Tusla (details supplied); and if he will make a statement on the matter. [5050/22]
View answerI wish to inform the Deputy that my officials have asked Tusla to respond to you directly on this matter.
577. Deputy Holly Cairns asked the Minister for Children, Equality, Disability, Integration and Youth the number of unaccompanied migrants who arrived alone into Irish ports who were referred to Tusla in 2020 and 2021. [5172/22]
View answerTusla, the Child and Family Agency, receives separated children seeking international protection into care via two routes: those who have been relocated under the Irish Refugee Protection Programme and those who present independently at ports and other points of entry to Ireland.
I can advise the Deputy that in 2020, Tusla received 40 referrals of children seeking international protection arriving alone at Irish ports. In 2021, Tusla received a further 62 such referrals.
578. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science the scientific basis on which lectures at Maynooth University over a certain number of students are being continued online while catering facilities on campus and the hospitality industry generally are open to capacity State-wide; and if he will make a statement on the matter. [4850/22]
View answer586. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science the reason some third level students, for example at Maynooth University, are continuing to have lectures online while catering on campus and society in general are open to pre-pandemic levels; and if he will make a statement on the matter. [4851/22]
View answer588. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether all lectures should be held on campus including Maynooth University as opposed to online given that pubs, restaurants, football matches, cinema and so on are all back to full capacity; and if he will make a statement on the matter. [5041/22]
View answer589. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science if there are restrictions on third level colleges having in-person lectures, seminars and tutorials; and if he will make a statement on the matter. [5094/22]
View answerI propose to take Questions Nos. 578, 586, 588 and 589 together.
On 21 January, the Government announced the lifting of a number of restrictions previously in place to curb the rate of infection and transmission of COVID19. On that basis, planning for the opening up of society, including the further education, higher education and research sector, has commenced.
Arising from the announcement, institutions have been advised that there should be an ongoing and continuing emphasis on the promotion and use of individual responsibility and personal protective measures including hand washing, hand sanitizing, respiratory etiquette and use of masks in appropriate circumstances based on individual and sectoral risk assessments. Institutions will highlight and encourage the importance of exercising individual responsibility in relation to personal protective measures to underpin the opportunities for increased onsite activity now presenting across the higher and further education and research system. Formal requirements for physical distancing in hospitality settings and in general have also been removed and institutions may proceed to plan for increased levels of activity on that basis.
The Safe Return Plan supports this approach and continues to provide a comprehensive framework for institutions to plan for the provision of significant on-site activity and a broader student experience fully supported by public health authorities and has the requisite flexibility to allow institutions to adjust activities for greater levels of on-site activity. In this way, institutions can now take opportunities to expand and intensify on-site learning in the phased way that is envisaged and institutions have been advised that the framework should be utilised in a way that enables this.
As part of the ongoing national strategy, staff and students should be aware of the importance of following public health guidance in relation to self-isolation for cases and restricted movements for close contacts. In line with that guidance, those experiencing symptoms should not attend their educational institution and should immediately self-isolate and arrange for testing. In addition, there will be a continued strong emphasis on maximizing the vaccination uptake for both primary and booster vaccines. Staff and students are encouraged to avail of primary and booster vaccinations given the critical importance of vaccinations in offering protection against infection and transmission of the virus.
Each institution will adapt to the changes in the public health environment in a phased manner and arising from local consultation, and I have emphasized that clear communications by institutions will be key to alleviating any concerns that staff and students have. Collaboration and consideration, which have been a feature of the sector’s response to the pandemic thus far, will continue to play a key role in ensuring that we can all work together to ensure that the further and higher education and research sector can continue to operate safely.
579. Deputy Jennifer Whitmore asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the delivery of education and training opportunities offered under the SOLAS green skills action programme due to be completed by the fourth quarter in 2022 as set out in the climate action plan; and if he will make a statement on the matter. [4311/22]
View answerThe Climate Action Plan 2021 provides a detailed plan for taking decisive action to achieve a 51% reduction in overall greenhouse gas emissions by 2030 and setting us on a path to reach net-zero emissions by no later than 2050, as committed to in the Programme for Government and set out in the Climate Act 2021.
It will put Ireland on a more sustainable path; cut emissions; create a cleaner, greener economy and society; and protect Ireland from the devastating consequences of climate change.
The Plan lists the actions needed to deliver on our climate targets and makes Ireland one of the most ambitious countries in the world in this regard. The Government will continue to support the development of the skills necessary to further Ireland’s climate agenda.
The Government will continue to support the development of the skills necessary to further Ireland’s climate agenda, including skills associated with energy efficiency in buildings.
In the further education and training sector, short courses are targeted at upskilling and increasing knowledge awareness for existing professionals. SOLAS is working to develop a strategy to support the Climate Action Plan, the EGFSN reports “Skills for Zero Carbon” and “Building Future Skills”, and associated skills training at further education level. SOLAS’s strategy is in development and they are actively engaging across a very broad range of internal, external and industry stakeholders to ensure tangible and appropriate FET responses are devised.
More specifically, the SOLAS green skills action programme sets out how the National Recovery and Resilience Plan’s funding of €39 million for green skills will be managed. It is split across €29 million for 4,550 NZEB & Retrofit training places and €10M for 60,000 Green Skills modules places.
A delivery model has been identified for the green skills modules and this is being examined for national roll-out.
The NZEB and retrofit training places are being delivered through centres of excellence and more places will come on-stream with the establishment this year of a further three centres of excellence.
SOLAS is actively engaging with the Education and Training Boards to finalise overall FET targets for ETBs under the 2022 Further Education and Training business planning process. The allocation of places for NZEB and retrofitting programmes as outlined in the NRRP are under discussion as part of that process.
580. Deputy Jennifer Whitmore asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he has worked on clearing Covid-19-related backlogs in apprenticeship as part of climate action No. 222 in the climate action plan’s annex of actions; and if he will make a statement on the matter. [4325/22]
View answerThe Climate Action Plan 2021 provides a detailed plan for taking decisive action to achieve a 51% reduction in overall greenhouse gas emissions by 2030 and setting us on a path to reach net-zero emissions by no later than 2050, as committed to in the Programme for Government and set out in the Climate Act 2021.
It will put Ireland on a more sustainable path; cut emissions; create a cleaner, greener economy and society; and protect Ireland from the devastating consequences of climate change.
The Plan lists the actions needed to deliver on our climate targets and makes Ireland one of the most ambitious countries in the world in this regard. The Government will continue to support the development of the skills necessary to further Ireland’s climate agenda.
The COVID-related waiting list for off-the-job training places for craft apprentices is being addressed, underpinned by Government investment of €37 million (€20 million capital investment in 2021 supported by a €17 million allocation in Budget 2022).
At the end of December 8,797 apprentices were waiting for assignment to off-the-job training, down from 12,000 in August. Those who have been waiting the longest are being prioritised for placements. Registrations to craft apprenticeships remain strong 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.
581. Deputy Donnchadh Ó Laoghaire asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who deferred a place on the CAO in 2021 for entry to university in September 2022. [4440/22]
View answerHigher Education Institutions are autonomous institutions within the meaning of the Universities Act 1997, the Institutions of Technology Acts 1992 to 2006 and the Technological Universities Act 2018. Under this legislation the institutions are academically independent and are entitled to regulate their own academic affairs and administrative processes, including in relation to admissions and deferrals.
Deferrals are granted at the discretion of the Higher Education Institutions, and my Department does not hold any data on the number of deferrals granted in any given year. Typically the institutions limit the number of deferrals granted, and there are some courses - for example medical and dentistry courses - where deferrals are only permitted in exceptional circumstances.
582. Deputy Donnchadh Ó Laoghaire asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who sat the leaving certificate in 2021 who have applied to the 2022 CAO. [4441/22]
View answerThe Central Applications Office (CAO) is a not-for-profit company created by the Irish higher education institutions, who have delegated to the CAO the task of centrally processing Irish and EU applications for their undergraduate, and some postgraduate, courses. The higher education institutions retain decision-making powers in relation to admissions, and instruct the CAO to make offers to successful candidates. Neither I nor my Department have a role in the operation of the CAO, and information on applications is held by the CAO and the higher education institutions.
The CAO online application facility for the 2022 academic year opened in November 2021, and there is an initial closing date for applications of February 1st. Provisional data on applicants will be available from the CAO after this, although final data on applications will not be available until the Change of Mind window closes in July.
583. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide a list of Acts or sections or other provisions of Acts for which a commencement order has yet to be signed in his Department; the reason for the delay; when commencement orders will be signed; and if he will make a statement on the matter. [4762/22]
View answerSections 9, 14, 23, 25 to 33 and 38 of the Qualifications and Quality Assurance (Education and Training) (Amendment) Act 2019 are yet to be commenced.
These sections pertain to new statutory functions for Quality and Qualifications Ireland (QQI) which will empower the agency to conduct Corporate Fitness assessments of education providers, to establish a new national fund for the protection of enrolled learners, to broaden the range of awards that are included in the national framework of qualifications and to introduce the International Education Mark (IEM) which will provide a full quality framework for the provision of education to international learners including for the English language education sector.
My Department is working closely with QQI to put in place the necessary precursor elements to underpin the introduction of these new functions including the drafting of relevant Ministerial Regulations. It is expected that these sections will be commenced on a phased basis over the course of this year.
584. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who did not complete year one and-or officially withdrew from their third level education course in 2018, 2019, 2020, 2021 and to date in 2022, by college and-or third level education provider in tabular form. [4793/22]
View answerThe data requested by the Deputy is not available.
The key source of statistics on students in higher education is the HEA's student records system (SRS) which records enrolments as at March of every academic year, giving a single point of reference. Therefore data is not available on a national level on students who leave their programme during the course of the academic year. However representatives from the sector have stated that there was no significant difference in the number of deferrals or withdrawals during the COVID-19 pandemic in comparison to previous years.
The HEA publishes reports on progression, which track the proportion of students registered in first year who progress to second year. The latest report, which tracks progression from the 2016/17 academic year to the 2017/18 academic year, reports an overall progression rate of 87%. Analysis of the data, including a breakdown by institution, can be found on the HEA's website at the following link: hea.ie/statistics/data-for-download-and-visualisations/progression-completion-data/progression1/ .
The HEA also publishes data on completion rates - i.e. the proportion of students who start a course in a given year and graduate within the institution they began in. The latest data published relates to students who entered higher education in 2010 and had graduated by the end of the 2017/18 academic year. A range of analyses, including analysis by institution, can be found on the HEA website:
hea.ie/statistics/data-for-download-and-visualisations/progression-completion-data/completion-analysis-200809-200910-201011-entrants/ .
585. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science the number of medical graduates in each of the years 2018 to 2021; the estimated number of expected graduates in 2022; and if he will make a statement on the matter. [4829/22]
View answerThe data requested by the Deputy is detailed in the following table. These figures reflect the total of all medical graduates for the years in question and cover all EU and non-EU students. The figures for 2021 graduations and number of expected graduates in 2022 are not currently available.
|
HEI |
Course Name |
2018 |
2019 |
2020 |
|
NUI Galway |
M.B., B.CH., B.A.O. Degree |
177 |
191 |
194 |
|
M.B., B.CH., B.A.O. Degree (ACMS) |
5 |
1 |
||
|
NUI Galway Total |
182 |
192 |
194 |
|
|
RCSI |
Graduate Entry Medicine |
59 |
67 |
69 |
|
Medicine |
246 |
259 |
255 |
|
|
RCSI Total |
305 |
326 |
324 |
|
|
Trinity College Dublin |
Medicine |
190 |
156 |
182 |
|
Trinity College Dublin Total |
190 |
156 |
182 |
|
|
University College Cork |
Medicine |
119 |
119 |
138 |
|
1 |
||||
|
Medicine (Graduate Entry) |
73 |
67 |
66 |
|
|
University College Cork Total |
193 |
186 |
204 |
|
|
University College Dublin |
Medicine |
130 |
119 |
129 |
|
Medicine Graduate Entry |
103 |
100 |
99 |
|
|
University College Dublin Total |
233 |
219 |
228 |
|
|
University of Limerick |
Bachelor of Medicine Bachelor of Surgery |
153 |
145 |
132 |
|
University of Limerick Total |
153 |
145 |
132 |
|
|
Grand Total |
1,256 |
1,224 |
1,264 |
587. Deputy Robert Troy asked the Minister for Further and Higher Education, Research, Innovation and Science if he plans to extend SUSI grants to cover student fees for those attending university in the North of Ireland given students can qualify for maintenance assistance but not assistance with fees. [4904/22]
View answerUnder the terms of the Student Grant Scheme, grant assistance is awarded to eligible students attending an approved course in an approved institution who meet the prescribed conditions of funding including those relating to nationality, residency, previous academic attainment and means.
The Student Grant Scheme provides maintenance grants to eligible undergraduate students pursuing approved courses in other EU Member States. Student grant legislation was amended in 2020 to retain the status quo to allow maintenance grant funding for eligible students attending an approved undergraduate course in Northern Ireland/the UK to continue post-Brexit.
In general, an approved undergraduate course in this context is defined as a full-time undergraduate course of not less than two years duration pursued in a university or third level institution, which is maintained or assisted by recurrent grants from public funds in another EU Member State or the UK.
The Student Grant Scheme does not extend to the payment of tuition fees to institutions outside the State, other than for exceptional provision in respect of postgraduate courses in Northern Ireland. This provision is consistent with the principles of the Good Friday Agreement and is intended to promote greater tolerance and understanding between both jurisdictions.
The draft Student Grant Scheme review was submitted to me in late December 2021. Given the inter-connectivity between strategic student support issues and other reform priorities (e.g. the expansion of supports to part-time and blended learners as an enabler of lifelong learning or enhanced postgraduate supports as an enabler to equality, diversity and inclusion in the R&I system) it is now my intention to bring the report to Cabinet shortly alongside the Future Funding Model report. The extension of funding under the Student Grant Scheme to provide for both fees and maintenance grant assistance for undergraduate students in Northern Ireland is not part of the current review.
However, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie
590. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had to date with further and higher education institutions to put in place a strategy to develop new fast-track, mid-career educational models that can meet the rapidly evolving needs of the new economy as per the programme for Government. [5150/22]
View answerUnderpinned by the framework of the National Skills Strategy 2016-2025 and the Regional Skills Fora, a core principle of skills policy development in Ireland is partnership between enterprise and the tertiary sector. My Department continues to support a range of programmes to upskill employees to meet the evolving needs of the economy.
The Skills to Advance initiative was launched by SOLAS in 2018 and is delivered through the Education and Training Boards (ETBs). It aims to equip employees with the skills to progress in their current job, or to take advantage of new job opportunities. Targeting support for vulnerable groups in the workforce it also supports SMEs who need assistance to invest in and develop their workforce. New initiatives in key areas such as leadership and management have been rolled along with sectoral initiatives for the Hospitality and Tourism sector to assist a sector greatly impacted by COVID-19. During 2021, Skills to Advance expanded its offering to include developing Green Skills for SMEs. Collaboration with over 30 enterprise agencies is central to effective implementation of these new initiatives and ensures that the Skills to Advance initiative continues to be agile and responsive to changing skills needs.
The Innovation through Collaboration Fund, introduced as part of the Skills to Advance initiative, provides ETBs with an opportunity to bid for additional funding to enable a major step-up in innovation in employee development supports and training opportunities for individuals and enterprise. 10 proposals were awarded some €3.3m under the 2019 Innovation through Collaboration Call across a range of sectors. A further 7 proposals were received under the 2021 Call and I understand that SOLAS expects to confirm the funded proposals shortly.
The Skills for Work programme also continues to provide training opportunities to help employees deal with the basic skills demands of the workplace.
Within the Higher Education institutions, modular courses have been introduced. These courses are shorter, more focused and offered in a flexible manner, allowing people to gain important skills without taking a considerable period away from work. They represent a new route into lifelong learning, and provide upskilling and reskilling opportunities for those who need it, while ensuring that they remain close to the labour market.
My Department also funds Skillnet Ireland, which provides a wide range of talent development and upskilling supports primarily though the core Skillnet Business Networks programme.
Finally, eCollege is the SOLAS-funded online training facility providing a range of high quality interactive online learning courses in business, project management, information technology, graphic design, web design, digital marketing, software development and basic computer literacy. eCollege courses have been temporarily made available free of charge as additional supports to those impacted by Covid-19.
