Written Answers Nos. 131-147
132. Deputy Donnchadh Ó Laoghaire asked the Minister for Further and Higher Education, Research, Innovation and Science when he will publish the SUSI review and bring forward measures to improve the system; and if he will make a statement on the matter. [6365/22]
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 was undertaken by Indecon Economic Consultants, under the guidance of a steering group which included student and sectoral representatives.
There was significant public interest in the Review, with around 280 submissions received. 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.
The draft report 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 eligibility criteria for student grants are reviewed annually by the Department and approved by the Department of Public Expenditure and Reform. All proposals made in relation to education expenditure, including student grants, are considered in the context of the annual Budget.
As part of Budget 2022, I have secured an additional €15m to enhance the existing financial supports under the Student Grant Scheme for implementation in 2022.
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.
133. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who have benefitted from the improved flexibility relating to the distance requirement to receive the full SUSI grant by county; and if he will make a statement on the matter. [6327/22]
View answerThe changes I announced in Budget 2022, to reduce the qualifying distance criteria for the non-adjacent rate of maintenance grant from 45km to 30km is a key support measure. This will significantly increase the maintenance grant rate for students, who were previously entitled to the adjacent rate of maintenance grant, due to the distance between their place of residence and their college falling between 30km and 45km.
This change along with the other changes I have announced, such as the flat €200 increase in maintenance grant rates and the €1,000 increase in certain income thresholds will mean that more students will be entitled to receive a SUSI grant and that this grant will be worth more to students. These are very important measures that will assist in tackling the cost of College Education for students who are in most need of assistance.
As the new rates will not come into effect until the start of the 2022/23 academic year, this September, the details of the number of students who will benefit from these changes will not be known until the new criteria come into effect.
134. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science when he will bring forward a new student accommodation strategy; the reason that no progress reports on the implementation of the current student accommodation strategy have been produced since quarter three 2019; and if he will make a statement on the matter. [6449/22]
View answer518. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science when he plans to bring forward a new student accommodation strategy; and if he will make a statement on the matter. [6532/22]
View answer519. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the reason no progress reports on the implementation of the Student Accommodation Strategy have been produced since Q3 2019; and if he will make a statement on the matter. [6533/22]
View answerI propose to take Questions Nos. 134, 518 and 519 together.
I am very conscious of the challenges faced by students in relation to student accommodation, and my Department and the Department of Housing, Local Government and Heritage are working closely together on these issues. This remains very much a priority for my Department.
The existing National Student Accommodation Strategy is scheduled to run until 2024. As such, there are currently no plans to introduce a new strategy.
The target for new purpose built student accommodation beds under the strategy is for the provision of 7,000 bed spaces by end 2019 and a total of 21,000 additional purpose built student accommodation beds by 2024. The 2019 target was exceeded, with 8,300 bed spaces completed by the end of 2019.
The shortage of student accommodation is happening in the context of the wider housing crisis. 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, led by the Minister for Housing, Local Government and Heritage. This sets out a series of actions which will be delivered to fix the housing crisis. The plan is backed by the largest ever housing budget in the history of the State to transform our housing system, in excess of €20bn.
Housing For All contains a commitment to support technological universities to develop purpose-built student accommodation where such a requirement exists, through access to appropriate financing and my officials are working with colleagues in the Department of Housing, Local Government and Heritage and Department of Public Expenditure and Reform to progress this commitment.
Covid-19 has disrupted the publication of progress reports on the implementation of the current student accommodation strategy. However, my Department does have the most recent figures in the area for Q4 2021, and can provide them to you directly.
135. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the implementation of the Future FET: Transforming Learning 2020-2024 strategy; and if he will make a statement on the matter. [6377/22]
View answerThe National FET Strategy Future FET, Transforming Learning 2020-2024 launched in July 2020 concentrates on the three core pillars of building skills, fostering inclusion, and facilitating pathways to deliver a more strategic and integrated FET system.
Significant progress has been made to date across the three pillars. With regard to Building Skills, the range of upskilling and reskilling opportunities have been broadened through Skills to Advance, focussed on upskilling for those in employment, and 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. eCollege has also been expanded and eCollege courses have been temporarily made available free of charge as additional supports to those impacted by Covid-19. Since 2020 there has been over 11,500 learners availing of Skills to Advance and over 13,000 learners have availed of Skills to Compete. Very significantly, the new Action Plan for Apprenticeships was launched last year with a target of 10,000 new apprentices registering every year by 2025. The Apprenticeship Incentivisation Scheme was extended to end December 2021 and there were over 8,600 new apprentices registered across the 62 national apprenticeship programmes currently operational.
In the area of fostering inclusion, there have been two significant developments, namely the development of the Framework for Universal Design for Learning in FET and the launch of the new 10 year adult literacy, numeracy and digital literacy strategy, Adult Literacy for Life. Both developments are significant and will help to enable every citizen to participate fully in society.
Turning to Creating Pathways, the enhancement of the CAO website for the 2022 CAO application process by the inclusion of links to information on, and applications for, FET programmes and to apprenticeship information and employment opportunities is significant in enhancing the visibility of FET and apprenticeship options for school leavers.
Progress has also been made in the enabling themes identified in the FET Strategy - staffing, structures and capabilities, learner performance centred, digital transformation and capital infrastructure. The FET strategy will underpin the development of new strategic performance agreements between SOLAS and each of the ETBs for the next three years, from 2022-2024 and the provision in Budget 2022 will support building the required capacity within the ETBs.
SOLAS has published a 2021 Progress Update on the Implementation of the FET strategy which is available on their website.
136. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science the funding allocated in 2021 for the student assistance fund; the amount envisaged to support students in 2022 by institute; and if he will make a statement on the matter. [6326/22]
View answerThe Student Assistance Fund is a critical support which is allocated by my Department to higher education institutions. The fund has a dual focus. It is designed to support students from socio-economically disadvantaged backgrounds with ongoing needs for financial support and also to provide emergency financial assistance for other students. Students can apply for supports from this fund through their Access Office.
The core funding for the Student Assistance Fund pre-Covid is €9.1 million per annum. This includes €1 million which was added to the fund in 2017 for part-time students who are lone parents or members of the other access target groups under the National Access Plan. Prior to that the fund supported full-time students only.
From the start of the pandemic, I have listened to the perspectives of students and their families who have told me of the significant impact which the pandemic has had on the financial situation of many learners.
That is why, as part of my Department’s response to the issues affecting students arising from the pandemic, I have allocated significantly higher amounts to the Fund over the past two academic years. In total, €18.2 million was allocated for the 2020/2021 academic year.
Last week, I announced the allocation of an additional €1.3 million of once off further funding for this year, which brings the allocation for the 2021/22 academic year to €18.5 million. In addition €1.9 million has also been allocated in Covid-19 funding to a contingency fund for access services.
This increased funding allocation has assisted more students who have found themselves in the situation of being unable to meet the costs associated with day-to-day participation in higher education. It has helped students in paying bills, buying food, books and other classroom materials and has assisted students with the costs of childcare as they return to campus. It has supported people remaining in higher education who otherwise would have been under too much financial pressure to do so.
The core funding allocation to the Student Assistant Fund for the 2022/23 academic year is €9.1 million. This funding will be allocated to institutions in Quarter 3 of 2022, so the breakdown of funding per institution will not be known until then.
However, currently the standard allocation model that is used to calculate each (HEIs) Student Assistance Fund core allocation is as follows:
- 40% is based on the number of Full Time Equivalent students in the HEI.
- 60% based on Deprivation Index Scores (DIS) data. Where DIS data is not available, the sectoral average is used.
The changes I announced in Budget 2022 which will come into effect for the 2022/2023 academic year have introduced measures to address the cost of living. These measures include a €200 increase to all maintenance grants, increasing certain income thresholds by €1000 and reducing the qualifying distance criteria for the non-adjacent rate of maintenance grant from 45km to 30km which will significantly increase the maintenance grant rate for students, who were previously entitled to the adjacent rate of maintenance grant, due to the distance between their place of residence and their college falling between 30km and 45km.
These changes will mean that more students will be entitled to receive a SUSI grant and that this grant will be worth more to students. These are very important measures that will assist in tackling the cost of College Education for students who are in most need of assistance.
137. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made to encourage and support students of DEIS schools to access further and higher education; and if he will make a statement on the matter. [6373/22]
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.
The vision of the Third National Plan for Equity of Access to Higher Education 2015-2021 (NAP) is that the student body entering, participating in, and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. The plan set out five goals and more than thirty actions, developed following widespread consultation with stakeholders, with the aim of supporting increased access and participation in higher education by six main target groups. Those groups include entrants from socio-economic groups that have low participation in higher education; first-time mature students, students with disabilities, part-time/flexible learners, further education and training award holders; and Irish Travellers. The plan also indicated subgroups that require support, including lone parents, teen parents and ethnic minorities. Improving equity of access to higher education is an ongoing objective. The NAP identified a number of indicators that help to inform progress on NAP implementation and the delivery of increased equity of access. These include entry to higher education from students who have attended DEIS schools, students in receipt of the special rate of grant and data based on postcodes. At the commencement of the NAP there were 3,959 new entrants to higher education from DEIS schools. This data is recorded through the HEA Student Record System (SRS). As we develop the new National Access Plan 2022-2026, which is currently underway, and continue to gather data on this particular group, a notable increase is evident in 2020/21, with 5,320 new entrants from DEIS schools attending higher education. This finding is in line with a Department of Education & Skills (2021) report which noted an increase in the transition rates of those attending DEIS schools to higher education in 2020. We will continue to measure entry to higher education for those attending DEIS schools over the lifetime of the new Plan.
DEIS (Delivering Equality of Opportunity in Schools) Initiative is the most significant national (and centrally funded) initiative that targets support at disadvantaged communities, particularly those located in urban areas, the Departments work collaboratively to support successful educational transitions to further and higher education. Early intervention and early educational experiences are crucial – Access to further and higher education starts early, and earlier inclusive experiences of students in education is crucial influencing factor.
Engagement with DEIS schools also features in Strand 3 of the Programme for Access to Higher Education (PATH). PATH 3 supports HEI capacity in developing regional and community partnership strategies (including with DEIS schools) for increasing access to higher education by specified groups. A number of projects approved under PATH 3, including under the recent extension of a funding for another three years, include engagement with local DEIS schools.
Similarly, a number of projects supported under Strand 1 of PATH, which is committed to increasing the diversity of initial teacher education for new entrants, involve engagement with DEIS schools. For example, several Centres collaborate with DEIS schools in mentoring programmes to improve the reach of access to higher education and in particular, access to initial teacher education.
In addition, the PATH 2 bursaries now with three tiers of support take a wider range of indicators into consideration and students from DEIS schools can feature among the recipients.
My Department also provides funding to seven Special Disadvantage Initiatives located in areas of socio-economic disadvantage in Dublin and Limerick cities. These projects specifically target children and young people in primary and post primary DEIS schools who are generally at risk of not reaching their full academic potential. They also seek to direct further targeted activities at children and young people who demonstrate high academic potential but may be at risk of not progressing to further or higher education for a variety of reasons.
The Education and Training Boards Ireland (ETBI) Supporting DEIS Learners Transition to FET Steering Group was established in 2018 at policy?development?level under ETBI structures to support collaboration amongst ETBs, continually improve practice and, develop draft proposals, policies, procedures, information and resources in areas of supporting DEIS learners transition to Further Education & Training (FET). Since 2018, the Group has supported the establishment of local networks providing information and clear pathways for DEIS learners transition to FET, mapped existing local initiatives to support the Transition of DEIS Learners to FET and shared best practice, developed a community of shared practice, facilitating learning and development and enhancing capacity within the membership and has established a communication channel facilitating the exchange of information between ETBI, ETBs, JMB and ACCS.
Work on the development of the new National Access Plan (NAP) 2022 - 2026 is at an advanced stage. Colleagues in my Department are working closely with the Higher Education Authority and the Department of Education on the development of the new Plan with the intention of publishing the plan in early 2022.
139. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the development of a capital application process for projects within the educational and training board sector; when new applications can be submitted for capital projects by organisations such as Mayo, Sligo and Leitrim Education and Training Board; and if he will make a statement on the matter. [6363/22]
View answerThe National Development Plan (NDP) provides for a step up in capital funding and a significantly more ambitious phase of capital investment in the FET sector. My Department, in conjunction with SOLAS, is undertaking significant planning work to build up the governance, strategic framework and delivery capability required to underpin and support this major programme of FET investment.
I will shortly confirm a framework for applications for new FET capital projects, in line with the provisions of the Public Spending Code and the Future FET Strategy. This will provide the Education Training Boards (ETB) with a framework to put forward new projects that will both upgrade and enhance FET infrastructure and that will advance the priorities of the Future FET Strategy – building skills, fostering inclusion and facilitating pathways. All relevant details around the application process will be included as part of the programme call to the sector.
140. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the level of support provided to further and higher education institutions to invest in capital equipment; and if he will make a statement on the matter. [6313/22]
View answerA Devolved Capital Grant is provided to the higher and further education sectors with an allocation of just over €48m in 2021 (€40m higher education and just over €8m FET).
The purpose of the Devolved Capital Grant is to provide flexible capital funding to eligible higher education institutions and ETBs to support small-scale building works and equipment purchase or renewal, including ICT and non-apprenticeship equipment.
This is in addition to an apprenticeship-specific capital grant scheme, jointly administered by the HEA and SOLAS with an allocation of €20m (€10m FET and €10m higher education) in 2021/22.
On 22 July 2020, the Government approved a €168 million package of supports for the further and higher education sectors to deal with the impacts of COVID-19. €15 million of this was earmarked for devices to support disadvantaged students.
The decision to allocate funding in this area responded to concerns raised by higher and further education providers, and by student representatives, regarding the digital divide in the context of the shift to online and blended models of learning as a result of COVID-19. €10 million was provided to the higher education sector and €5 million to the further education sector. ICT devices, including 21,336 laptops, were procured under the scheme.
141. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will ensure that all barriers on the path qualification in psychology, speech and language therapy and occupational therapy are removed including the abolition of fees for primary degrees and postgraduate degrees and to ensure that students are paid a living wage for their placements in view of the staffing crisis in CAMHS, early intervention teams; and if he will make a statement on the matter. [6441/22]
View answerMy Department is strongly committed to supporting the health of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce, and support a range of clinical teams in our health services.
My Department already contributes significantly towards the fees for undergraduate degrees. Under my Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate higher education students. All students eligible for the scheme receive state support whereby the Exchequer pays the cost of tuition fees exclusive of the student contribution (€3,000). The Exchequer pays the student contribution (in full or part) on behalf of students who qualify under the student grant scheme for approximately 45% of Free Fee Eligible students. The fee payable by a student can vary depending on a variety factors including the type of course and the student's access route including previous education.
Where students do not qualify for free fees funding, they must pay the appropriate fee as determined by each higher education institution.
Payments for students on placement in the health services are a matter for the HSE and the Department of Health.
I am highly conscious of the challenges posed by the increased cost of living. As part of Budget 2022, I have secured an additional €15m to enhance the existing financial supports under the Student Grant Scheme for implementation in 2022. 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.
144. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the review of the SUSI grant; and if he will make a statement on the matter. [6370/22]
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 was undertaken by Indecon Economic Consultants, under the guidance of a steering group which included student and sectoral representatives.
There was significant public interest in the Review, with around 280 submissions received. 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.
The draft report 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.
146. Deputy Marian Harkin asked the Taoiseach the number of persons aged 15 plus years of age in full-time employment by county in each of the years 2010 to 2021, in tabular form. [6597/22]
View answerThe exact information requested by the Deputy is not available.
The Labour Force Survey (LFS) is the official source of employment estimates in the State. The most recent figures available are for Q3 2021.
The quarterly LFS employment estimates are produced by NUTS3 Regions (NUTS3 is a geocode standard referencing the eight subdivisions of Ireland for statistical purposes). Due to the methodology and sample size of the survey it is not possible to produce reliable county estimates from the LFS.
Due to changes made under the 2014 Local Government Act, the current NUTS3 region LFS series is available from Q1 2012, see link to an Information Note published by the CSO which details these changes. This note also provides the details of the county composition of each of the NUTS3 Regions.
www.cso.ie/en/methods/revnuts23/
The table below shows the number of persons aged 15-89 years in full-time employment (ILO) classified by NUTS3 regions in the third quarter 2012 to 2021.
Number of persons aged 15-89 years in full-time employment classified by NUTS3 Region, Q3 2012 - 2021
Adults in full time employment
Source: Labour Force Survey, CSO
Data may be subject to future revision.
Data may be subject to sampling or other survey errors, which are greater in respect of smaller values or estimates of change.
Reference period: q3=Jul-Sep
147. Deputy Marian Harkin asked the Taoiseach the number of persons aged 15 plus years of age in part-time employment by county in each of the years 2010 to 2021, in tabular form. [6598/22]
View answerThe exact information requested by the Deputy is not available.
The Labour Force Survey (LFS) is the official source of employment estimates in the State. The most recent figures available are for Q3 2021.
The quarterly LFS employment estimates are produced by NUTS3 Regions (NUTS3 is a geocode standard referencing the eight subdivisions of Ireland for statistical purposes). Due to the methodology and sample size of the survey it is not possible to produce reliable county estimates from the LFS.
Due to changes made under the 2014 Local Government Act, the current NUTS3 region LFS series is available from Q1 2012, see link to an Information Note published by the CSO which details these changes. This note also provides the details of the county composition of each of the NUTS3 Regions.
www.cso.ie/en/methods/revnuts23/
The table below shows the number of persons aged 15-89 years in part-time employment (ILO) classified by NUTS3 regions in the third quarter 2012 to 2021.
Number of persons aged 15-89 years in part-time employment classified by NUTS3 Region, Q3 2012 - 2021 ('000)
Adults in part-time employment
Source: Labour Force Survey, CSO
Data may be subject to future revision.
Data may be subject to sampling or other survey errors, which are greater in respect of smaller values or estimates of change.
Reference period: q3=Jul-Sep
