Written Answers Nos. 1-70
51. Deputy Joe Carey asked the Minister for Further and Higher Education, Research, Innovation and Science the level of support provided under the student assistance fund since his Department was established; and if he will make a statement on the matter. [6054/22]
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. It 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 was €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 for this year as once off further funding , 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.
52. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he intends taking to ensure that more students entering third-level education have access to the course of their choice and that the enormous pressure on students to perform well in the leaving certificate would be reduced as a result; and if he will make a statement on the matter. [6328/22]
View answerIreland has one of the most highly education populations in the world, with almost two thirds of students progressing to higher education within five years of completing their secondary education. The majority of CAO offers are for a first preference course, and about 80% of applicants receive at least one offer. Last year more applicants than ever before were offered and accepted a place in higher education.
I am conscious of the disruption that this year’s Leaving Certificate students have faced in their education, and the pressure this places on them. My officials are engaging with representatives from the higher education sector on the potential for development of targeted additional higher education places this year. The intention is that these will focused on areas where there is a need for highly skilled graduates, for example healthcare, construction and the green economy.
I agree with the Deputy about the stress which students feel, and I think it is important to let people know that entry to further and higher education isn’t a one-time opportunity.
There are range of options in the system, and pathways to their chosen career that they may not have considered. For anyone who doesn’t gain access to their course of choice immediately, there is often an alternative education path available to them. That could be through further education or apprenticeship, or through other courses in higher education.
I encourage any and all students who feel stressed or under pressure about their pathway after the Leaving Certificate to go to the CAO website where they will find information on their options in higher education, further education and apprenticeships and to consider all the options that are available.
53. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta cén méid de bhuiséad na Roinne a chaitear ar chúrsaí nó ar mhúineadh trí Ghaeilge, mar fhigiúr agus mar chéatadá. [6258/22]
View answerDéantar foráil i mbuiséad mo Roinne le haghaidh: i) tuarastail agus pinsin oibrithe na hearnála poiblí san ardoideachas, sa bhreisoideachas agus sna hearnála taighde, ii) costais reatha ó lá go lá agus riachtanais infheistíochta caipitil na n-institiúidí ardoideachais agus breisoideachais, iii) taighde Éireannach lena n-áirítear trí Fhondúireacht Eolaíochta Éireann, iv) tionscnaimh scileanna agus margadh saothair trí SOLAS agus an Ciste Náisiúnta Oiliúna, v) costais riaracháin ghinearálta mo Roinne.
San earnáil Ardoideachais, leithroinneann an Roinn seo maoiniú trí dheontas don Údarás um Ardoideachas (HEA) a dhéanann dáileadh ar an mhaoin chuig na hInstitiúidí Ardoideachais. Leithroinneann an HEA mar bhlocdheontas ar na hinstitiúidí le gníomhaíochtaí teagaisc, taighde agus tacaíochta a chlúdach. Leithroinntear an deontas trí fhoirmle maoinithe, atá á dtiomáinte ag uimhir iniúchta na mac léinn don bhliain roimhe. Áirítear na huimhreacha deontais seo mic léinn atá ag déanamh staidéir ar an nGaeilge nó mic léinn a bhfuil a gcuid staidéir á dhéanamh trí Ghaeilge.
Is faoi gach institiúid ar leith atá leithroinnt shonrach an bhlocdheontais lena n-áirítear cé mhéid a leithroinntear chuig réimsí aonair, lena n-áiritear cúrsaí Gaeilge. Níl an tsuim shonrach a chaitear ar chúrsaí a thugtar trí mheán na Gaeilge san earnáil ardoideachais ar fáil go réidh. Is féidir liom áfach an méid a leanas a dheimhniú.
Tá líon na mac léinn a dhéanann staidéar ar chúrsaí Gaeilge, nó atá ag déanamh staidéir ar an nGaeilge san ardoideachais méadaithe ó 2,145 sa bhliain acadúil 2016/2017 go 2,695 sa bhliain acadúil 2020/2021.
Chomh maith le maoiniú le blocdheontas, bíonn leithrannta imfhálaithe ar son cuspóirí straitéiseacha sonracha nó tábhachtacha curtha in áirithe ag Ranna nó ag an HEA ó am go ham. Tá dhá fhoráil thosaíochta Gaeilge imfhálaithe mar sin agus maoinithe ag an Roinn trí an HEA:
1) €1,766,000 sa bhliain do OÉ Gaillimh le haghaidh Acadamh na hOllscolaíochta Gaeilge; agus
2) €900,000 sa bhliain do na hollscoileanna agus na coláistí le tacú le cur le húsáid na Gaeilge i measc mic léinn agus lucht foirne.
San earnáil Breisoideachais agus Oiliúna (FET), tá na Boird Oideachais agus Oiliúna (BOO) freagrach as a bhforáil a struchtúrú de réir éileamh agus riachtanas na bhfoghlaimeoirí, de réir tosaíochtaí scileanna áitiúla agus náisiúnta. Cuirtear é seo i gcríoch in éineacht le Comhaontuithe Straitéiseacha Feidhmíochta atá curtha ar bun idir SOLAS agus gach ceann de na BOO.
Cuirtear na cúrsaí seo ar fáil ar bhun éilimh agus áirítear iontu cúrsaí a sholáthraítear trí Ghaeilge.
Ar nós earnáil an Ardoideachais, níl an soláthar iomlán le haghaidh cúrsaí Gaeilge san earnáil breisoideachais ar fáil go réidh. Tá breis faisnéise iarrtha agam ar na BOO áfach maidir le líon na gcúrsaí a chuirtear ar fáil agus ar an líon atá ag freastal orthu. Tabharfaidh mé freagra díreach ar an teachta nuair a bheidh an fhaisnéis seo ar fáil.
60. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if he plans to bring a proposal to Cabinet to reduce third-level fees as part of a sustainable funding model for higher education; and if he will make a statement on the matter. [6354/22]
View answerI will shortly be bringing proposals for a future funding and reform framework to Government, in response to the report on future sustainability of further and higher education and also the review of the student grant scheme.
I am very clear that, from a policy perspective, addressing the sustainability of the higher education system must proceed in tandem with measures which address the costs of education as a barrier to accessing higher education.
There are different ways to address the costs of education. These could include lowering student contributions, changing rates and criteria for the student grant scheme or adjusting tax reliefs on education-relation expenditure. In considering the issues, I will be examining all the levers that are available to me and to the Government to address costs as a barrier to education.
I have already taken significant steps to support learners and their families through changes to the student grant scheme. I have increased the student grant by €200 for all SUSI recipients, increased the income thresholds and changed the adjacency thresholds.
I will continue to engage with my Government colleagues in relation to these issues, and in the context of budgetary discussions later in the year.
63. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the new provisions he is putting in place to ensure affordable rents for students in view of the spiralling rent costs; and if he will make a statement on the matter. [6442/22]
View answerI 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 to address these issues.
The Government has taken measures to address affordability and rent increases. Rent increases in student accommodation are capped under the Rent Pressure Zones. Legislation passed this year restricts the amount that students can be required to pay up front for their accommodation, ending the practice whereby students were required to pay a lump sum up front each term, often in the range of €2,500 to €3,500.
However, fundamentally this challenge is one of supply and 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 address 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.
Supporting technological universities in this area will lead to an increased supply of student accommodation and improve technological universities’ offering to prospective students. 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.
Significant work is also taking place across the sector on planned student accommodation developments and my Department is engaging intensively with institutions and the Department of Housing. Local Government and Heritage to promote an increased supply of on-campus student accommodation.
64. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the implementation under the Framework for Consent in Higher Education Institutions: Safe, Respectful, Supportive and Positive: Ending Sexual Violence and Harassment in Irish Higher Education Institutions; and if he will make a statement on the matter. [6367/22]
View answerTackling sexual violence and harassment in our tertiary education system is, and will remain, a key policy focus for me and my Department.
The Programme for Government 2020 made a number of commitments in relation to tackling sexual harassment in higher education. These include the implementation of the recommendations of the Framework for Consent in Higher Education Institutions Report. It also envisages expansion of the scope of activities to cover staff as well as students.
In August 2020, I wrote to all publicly funded HEIs outlining my commitment to tackling sexual violence and harassment in higher education. In that letter I requested a number of actions in this area. I also expanded the remit of the HEA Centre of Excellence for Gender Equality to cover all areas of equality, diversity and inclusion, including oversight of the implementation of the Framework for Consent in HEIs .
As part of monitoring requirements, I have requested that the HEA requires that institutions report progress on implementation of the Framework for Consent in HEIs on an annual basis. This is in respect of both staff and students.
In addition, the Annual Governance Statements submitted to the HEA by higher education institutions requires a statement confirming that the institution has an action plan in place to support achievement of the objectives of the Framework for Promoting Consent and Preventing Sexual Violence in Higher Education. It also seeks confirmation that this action plan is being implemented. In this regard, I am pleased to confirm that all publicly funded higher education institutes have action plans in place.
As of November 2021, across all institutions, 92% of actions in the framework have been implemented or are in progress. This represents a 29% increase on progress in 2020. A further 7% of actions are in the planning phase.
This signifies a significant increase in activity across all institutions to address sexual violence and harassment. I welcome the continued commitment of the sector to the implementation of the consent framework and institutional action plans.
65. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made under the Adult Literacy for Life ten-year adult literacy strategy; and if he will make a statement on the matter. [6381/22]
View answerThe Adult Literacy for Life (ALL) Strategy sets out a cross-government, cross-economy and cross-society approach to achieve the vision of an Ireland where every adult has the necessary literacy, numeracy and digital literacy to engage in society and realise their potential.
During development and going forward, the ALL strategy closely references complementary initiatives across relevant national strategies and policies. For example, we have created synergies between the ALL Strategy and the recently published National Digital Strategy in the area of meeting basic digital skills needs. This approach will enhance impact and help ensure that Government departments, communities, education practitioners and all involved in adult literacy work effectively together.
A number of important commitments under the Strategy have already been delivered, including the establishment of a one-stop-shop, adultliteracy.ie, which provides over 210 local contacts points and access to a national Freephone for anyone who wishes to avail of one of the 100,000 places currently available through further education and training providers across the country.
Over the last few months, I also welcomed the publication of a suite of resources addressing literacy, numeracy, and language assessment, as well as inclusion, in the Adult Literacy service which aim to ensure the continued improvement of this service for the learners. These include guidelines in relation to good practice in integrated and standalone numeracy provision at Levels 1-3; the inclusion of learners with an intellectual disability in the Adult Literacy service, initial and ongoing assessment for migrant learners in FET and assessing literacy and numeracy at Levels 4-6 in the ETBs.
In 2022, we plan to build on and accelerate the implementation of the Strategy. As set out in the Strategy, a cross government and stakeholder structure, the ALL Strategy Implementation Group, has been established to enable the collaboration and partnership needed to drive the implementation of the Strategy and progress literacy reforms. I chaired the first meeting of the group, which took place on Thursday 13th January 2022, and it is expected to meet on a quarterly basis.
This year €3 million will be allocated for the implementation of the ALL Strategy in Budget 2022 which will enable the establishment of partnership structures to initiate focused coordination supports which are critical to delivering on the targets set for adult literacy, numeracy and digital literacy. This will include the recruitment of regional literacy co-ordinators, a national programme office, the establishment of a new collaboration and innovation fund and the continued roll out of the Adult Literacy Awareness campaign.
The ALL Strategy will build on the abundance of very impressive work going on nationwide in relation to literacy supports, and aims to increase awareness about these supports, make these supports more accessible, and encourage people to access that support and assistance.
66. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the strategy to ensure an adequate number of higher and further education places will be made available for the 2022-2023 academic year; and if he will make a statement on the matter. [6376/22]
View answerI’m very aware of the challenges that have been faced by this year’s Leaving Certificate students, and I am working to ensure that students have access to a wider range of options across the third level education system. This means not just higher education options but those in further education and apprenticeships also.
My officials are engaging with the higher education sector on targeted additional places for the 2022/23 academic year, with a focus on areas of the workforce where there are clear skills needs such as healthcare, construction and the green economy.
We’re also increasing both the number and range of apprenticeships available, and last year saw our highest ever number of apprenticeships registrations, with more than 8,600 new apprenticeships registered. This figure will only grow in the next number of years, as we approach our target of 10,000 new apprentices a year by 2025.
There’s a range of PLC courses all around the country which are tailored for those looking to develop their technical and practical skills. As of this year, all PLC programmes are free of charge, making them more accessible than ever before.
Information on the options available in further education, higher education and apprenticeship are all available for the first time on the CAO website this year, and I encourage anyone who is looking to take the next step in their educational journey to have a look and consider all the possibilities open to them.
67. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made to date under the Action Plan for Apprenticeship 2021-2025; the number of new apprentices registered per sector; the status of the setting up of the national apprenticeship office; and if he will make a statement on the matter. [6374/22]
View answerSignificant progress is being made in realising the ambition for apprenticeship set out in the Action Plan for Apprenticeship 2021-2025 published in April last year. The further development and mainstreaming of apprenticeship in Ireland through the creation of a single unified apprenticeship system has a key role to play in meeting Ireland's skill needs in a manner which presents a valued proposition for apprentices and employers alike.
The Action Plan sets a target of 10,000 annual apprentice registrations by 2025. In 2021 there were a record 8,607 registrations- up from 6,177 for 2019, the last pre-COVID full year, and the highest annual registrations since the 2006 figure of 8,306.
In 2021, 6,955 registrations were in craft apprenticeships, and largely in the construction sector, which will be vital for realising the ambition set out in Housing for All . There were 1,652 registrations on the newer, post-2016 programmes. At the end of 2021, the overall apprentice population was 24,212.
A new employer grant of €2,000 was introduced in Budget 2022. It will encourage more employers to engage with a wider range of apprenticeships and help to encourage the development of new programmes. It also means that, for the first time, all employers will receive a level of support towards the cost of apprentice training.
The new National Apprenticeship Office will deliver additional practical supports and information for employers and apprentices seeking to engage with apprenticeship. Dr Mary-Liz Trant, who has extensive experience in education and training, has been appointed as the first Director of the Office. She is working with colleagues in the HEA, the Department, SOLAS and QQI to finalise the Office’s work programme for 2022.
The National Apprenticeship Alliance is also being established, to represent all apprenticeship stakeholders and to help steer the next phase of apprenticeship development.
A Working Group representing Government Departments and key agencies and public service bodies is advancing a commitment to have 750 public service-wide apprentice registrations per annum by 2025. The Group will develop a plan on public service recruitment by summer 2022, based on surveying organisations in relation to their skills needs.
These actions and achievements to date provide a very strong foundation to continued progress this year to the successful implementation of the Action Plan.
70. Deputy Ivana Bacik asked the Minister for Further and Higher Education, Research, Innovation and Science the details of his engagement with organisations (details supplied) with respect to the examination of academic support activities of PhD students. [5978/22]
View answerOfficials in my Department have been undertaking am examination of the issues in relation to academic support activities of PhD students. This has been done in collaboration with the Irish Universities Association and Technological Higher Education Association and the National Advisory Forum for Ireland’s Framework for Doctoral Education.
This work includes looking at international practice and gathering information on the institutions’ expectations of PhD students to undertake academic support activities across the higher education system.
Building on this initial work, I wrote to the Presidents of the HEIs requesting that they undertake a sectoral exercise to agree a set of high-level principles to which all institutions can work towards. As part of this I am proposing that they undertake a gap analysis to determine the next steps in progressing towards greater consistency and transparency in arrangements for postgraduate researchers, in advance of the next academic year. I have also written to the sector’s representative bodies, the IUA and THEA, requesting that they work in close partnership to ensure that the pathways scoped out allow for convergence of approaches across the entire higher education sector.
I will be seeking regular updates on progress with this work at meetings of the National Advisory Forum for Ireland’s Framework for Doctoral Education.
