Written Answers Nos. 502-530
502. Deputy Sean Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science the agencies under the remit of his Department; the amount that has been spent on all Covid-19-related consultancy contracts by his Department and agencies under his remit in 2020, 2021 and to date in 2022, in tabular form; the amount paid for each consultant; and the reason for the consultancy. [6039/22]
View answerThe information sought by the Deputy in regard to the bodies under the aegis of my Department is being collated. The Department will supply this information to the Deputy as soon as possible.
503. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science when the report of the review by the expert panel on the further education and training model will be completed and published; and if he will make a statement on the matter. [6097/22]
View answer511. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science when he anticipates receiving and publishing the review of the funding model for further education and training commissioned by SOLAS in late 2019 from an independent expert panel; and if he will make a statement on the matter. [6263/22]
View answerI propose to take Questions Nos. 503 and 511 together.
The independent expert panel commissioned by SOLAS in late 2019 to review the funding model for Further Education and Training (FET) have undertaken extensive research, consulted with a wide range of stakeholders, and tested funding ideas and approaches via a series of workshops with ETBs.
Although the process has been delayed by COVID restrictions, SOLAS has advised that a draft of the Review will be submitted to my Department in Q1 2022. Following the finalisation of the draft report, SOLAS will publish the Review report.
This Review is an important enabler for the FET Strategy and I look forward to receiving the report and considering its findings and recommendations.
504. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for the implementation of the recommendations of the recently published national surveys on sexual harassment and sexual violence experienced by third-level students and staff; the details of proposals received to date in this regard from the Higher Education Authority Advisory Group on Ending Sexual Violence and Harassment; and if he will make a statement on the matter. [6098/22]
View answerTackling sexual violence and harassment in our tertiary education system is and will remain, a key policy focus for me and my Department.
I really want to thank students and staff across the country who took the time to engage with this survey and share their experiences with us. A total of 11,417 responses were analysed (7,901 students and 3,516 staff) and inform the findings.
The survey findings point to some positive developments in the higher education institutions that can be built upon in areas such as awareness raising and education. But there are also some deeply troubling findings, such as the levels of sexual harassment experienced by staff and students that responded to the survey and particularly the female students that reported that they had experienced sexual violence.
My Department will now work with the Centre of Excellence for Equality, Diversity and Inclusion in the HEA, the higher education sector and the HEA Advisory Group on Ending Sexual Violence and Harassment in Higher Education Institutes (HEIs) to implement the recommendations in these reports.
Data from annual HEI progress updates to the HEA on implementation of the Framework for Consent in HEIs and the findings of the survey reports will provide an evidence base for any funding and priority areas identified in the reports’ recommendations. My intention is to develop an implementation plan to consolidate the advances that have been made in this area since the publication of the Framework for Consent in HEIs in April 2019. The HEA Advisory Group will act as the implementation oversight group, working alongside the HEA's Centre for Excellence for Equality, Diversity and Inclusion and my Department.
505. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science the work that has been undertaken to improve the availability and affordability of student accommodation. [6106/22]
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. This remains very much a priority for my Department.
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 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. I am also working with Minister O'Brien in exploring new policy on student accommodation.
507. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if he has been contacted by the HSE or Department of Health officials with concerns in relation to recruitment issues within their disability teams that they are advising are as a consequence of a lack of suitable candidates graduating from third-level institutions; and if he will make a statement on the matter. [6170/22]
View answerThe matter of health workforce planning and ensuring an appropriate pipeline of qualified healthcare workers within Ireland, is a major priority for my Department. The Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service.
My officials are actively engaging with the Department of Health and other relevant stakeholders to ensure that we can continue to deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector.
The Department is also represented on the interdepartmental Working Group which is currently tasked with development of an Action Plan for Disability Services for the 2022-2025 period. It is anticipated that this action plan will be published in the coming weeks. My Department will work with the HSE and the Department of Health to progress actions regarding workforce planning in the health sector.
508. Deputy Michael Creed asked the Minister for Further and Higher Education, Research, Innovation and Science the progress or otherwise made with regard to the uptake of apprenticeships particularly with regard to apprenticeships in the construction sector; and if he will make a statement on the matter. [6174/22]
View answerIn 2021, a record 8,607 new apprentices were registered in the apprenticeship system. This is an increase of over 38% in comparison to 2020. In the Construction Sector, registrations grew 38% from 4,377 in 2020 to 7,095 in 2021.
Partly attributing to the success of the growth in apprenticeships is the Apprenticeship Incentivisation Scheme. The Scheme was established to ensure that apprenticeship plays a key part in supporting economic recovery following COVID-19. It was introduced in March 2020 and supported a significant recovery of registrations throughout the COVID-19 period, enabling registrations in 2021 to exceed registrations for 2019 and 2020.
Under the Action Plan for Apprenticeship 2021-2025 , a key priority is to increase apprenticeship registrations to 10,000 new apprenticeship registrations per annum by 2025. Under that Plan, we have this year introduced an employer grant of €2,000 for employers of apprentices on consortia-led programmes to help level up the supports which other categories of employers receive
This will be supplemented by further practical measures to support the employment of apprentices in SMEs, and to support the employment of underrepresented groups in apprenticeship and the delivery of skills essential to the economy. Initial activity in this area will be the extension of the existing bursary for employers of female craft apprentices to all apprenticeships with over 80% representation of a single gender.
The employer grant and these other initiatives have the potential to play a very important role in securing engagement with employers in addressing barriers to participation in the apprenticeship system.
Whilst the actions contained in the Action Plan have helped the overall increase in registrations, increases in construction-related apprenticeships registrations can be attributed to the ongoing growth in activity in that sector. Apprenticeships, as identified under Housing for All, EGFSN reports Building Future Skills and Skills for the Zero Carbon Economy, the Climate Action Plan 2021 , and other relevant skills reports, will remain a key means of ensuring that the targets outlined for housing, climate change mitigation and other key social and economic activities can be reached.
509. Deputy Michael Creed asked the Minister for Further and Higher Education, Research, Innovation and Science the actions being taken by his Department to address the requirement for chefs in the hospitality sector; and if he will make a statement on the matter. [6175/22]
View answerThere are a number of key strategies in place to ensure that our educational provision in the tertiary sector meets the existing and future skills demands of the fast-evolving jobs market. Central to shaping these strategies is the partnership approach between the Further and Higher Education system and Government, Industry, the National Skills Council, the National Training Fund Advisory Group, the Regional Skills Fora and the Apprenticeship Council.
I am aware of the difficulties faced by the hospitality sector in the recruitment of chefs, and there are several pathways in the further and higher education sector for the training of chefs and other culinary experts.
There are currently 3 Chef Apprenticeships in operation, Commis, Sous and Chef de Partie.
The three Chef Apprenticeship programmes continued to be significantly affected by COVID-19 during 2021. However, the consortium has been working very hard to get to pre pandemic numbers with the prospect of new collaborating providers coming on board in 2022.
|
Programme |
Duration (Yrs) |
Apprentices Registered |
|
Commis Chef |
2 |
188 |
|
Chef de Partie |
4 |
73 |
|
Sous Chef |
2 |
14 |
My Department has also funded places on a number of culinary arts programmes through Springboard+. Springboard+ 2021 courses are at Level 6 (Certificate) to Level 9 (Masters) on the National Framework of Qualifications (NFQ) and are delivered by public and private higher education providers around the country. All courses provide job-readiness training and most offer the opportunity for work placement, project-based learning or industry site visits where appropriate. In 2021 236 places were funded on culinary arts programmes through Springboard+.
My Department and I will continue to advance efforts to ensure that Ireland offers learning opportunities to all who wish to pursue then, and produces the graduates the workforce needs with the skills that our economy and society require.
510. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he will be travelling abroad for St. Patrick’s week 2022 on official visits; and if so, the location he is scheduled to visit. [6234/22]
View answerThe Government has agreed the programme to mark St Patrick’s Day around the world. This will include a programme of visits by Ministers. This will be announced by the Department of Foreign Affairs shortly.
512. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the 2021 drop-out rate from craft apprenticeships by apprenticeship type; and if he will make a statement on the matter. [6264/22]
View answerA total of 6,955 craft apprentices were registered in 2021. 298 apprentices withdrew from their apprenticeships, 2 were made redundant and 194 are classed as unemployed. Apprentices end their registration for a variety of reasons including failed assessments, pursuing another career or educational programme or personal reasons such as serious illness etc. If they are made redundant and released from employment due to lack of work they are still eligible to re-sit assessments. If they leave their employer for any other reason they are classed as unemployed but are still eligible to re-sit assessments.
The information requested by the Deputy in relation to the withdrawal rate from apprenticeship for each trade for 2021 is attached below in tabular form.
|
Apprentices that have left in 2021. (incl those that were made redundant and unemployed)Craft Trades Only |
2021 |
2021 Total |
||
|
Trade |
Withdrew |
Redundant |
Unemployed |
|
|
Agricultural Mechanics |
2 |
1 |
3 |
|
|
Aircraft Mechanics |
3 |
3 |
||
|
Brick and Stonelaying |
14 |
5 |
19 |
|
|
Carpentry and Joinery |
44 |
26 |
70 |
|
|
Construction Plant Fitting |
4 |
2 |
6 |
|
|
Electrical |
68 |
82 |
150 |
|
|
Electrical Instrumentation |
1 |
1 |
||
|
Electronic Security Systems |
6 |
1 |
7 |
|
|
Farriery |
||||
|
Heavy Vehicle Mechanics |
9 |
6 |
15 |
|
|
Industrial Insulation |
6 |
2 |
8 |
|
|
Instrumentation |
1 |
1 |
||
|
M.A.M.F. |
8 |
5 |
13 |
|
|
Metal Fabrication |
31 |
1 |
9 |
41 |
|
Motor Mechanics |
25 |
12 |
37 |
|
|
Painting and Decorating |
1 |
1 |
||
|
Pipefitting |
7 |
3 |
10 |
|
|
Plastering |
4 |
1 |
5 |
|
|
Plumbing |
26 |
1 |
35 |
62 |
|
Print Media |
||||
|
Refrigeration and Air Conditioning |
10 |
1 |
11 |
|
|
Sheet Metalworking |
13 |
13 |
||
|
Stonecutting and Stonemasonry |
2 |
2 |
||
|
Toolmaking |
3 |
1 |
4 |
|
|
Vehicle Body Repairs |
5 |
2 |
7 |
|
|
Wood Manufacturing and Finishing |
5 |
5 |
||
|
Grand Total |
298 |
2 |
194 |
494 |
513. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who completed an apprenticeship and became fully qualified tradespersons in each of the years 2016 to 2021, in tabular form; and if he will make a statement on the matter. [6265/22]
View answerCraft apprenticeships account for 25 of the 62 existing available apprenticeship programmes. They comprise of a standard seven phase programme of alternating on-the-job and off-the-job phases. The off-the-job training for these programmes is delivered in Training Centres, Institutes of Technology and Technological Universities
SOLAS have provided certification data per year for craft apprenticeships. These certs are issued only after an apprentice has completed their apprenticeship. The table below shows the certs issued for the period 2016 to 2021. A further breakdown of the figures by individual craft apprenticeship is not available at this time but has being requested from SOLAS and will be sent to the Deputy as soon as it is available.
|
Year |
Certs Issued |
|
2016 |
1222 |
|
2017 |
1464 |
|
2018 |
1981 |
|
2019 |
1826 |
|
2020 |
2391 |
|
2021 |
1798 |
516. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has implemented the senior academic leadership initiative; and if he will make a statement on the matter. [6455/22]
View answerThe Deputy will be aware that one of the key objectives of SALI is to strengthen gender diversity at the senior leadership level within HEIs and to encourage the benefits that such diversity can deliver.
Championing equality and diversity is one of the key goals of my department. The Senior Academic Leadership Initiative (SALI) is an important initiative aimed at advancing gender equality and the representation of women at the highest levels in our higher education institutions.
I can confirm that seven of our institutions have been successful under Cycle 2 of the Senior Academic Leadership Initiative (SALI), securing an additional 10 posts at senior academic level in higher education. This brings the total number of posts awarded under SALI to 30.
The posts awarded span a range of disciplinary areas, from Biochemical Engineering, to Sustainable Geoscience, Intersectional Humanities and Pharmaceutical Engineering. These posts will not only have a significant impact in terms of gender equality, but they will also contribute to wider societal goals through research and education. The posts now being announced were approved by an expert international assessment panel chaired by Professor Chantal Davies, Professor of Law, Equality and Diversity in the School of Law at the University of Chester. Further posts under SALI Cycle 2 may be approved from a reserve list in 2022.
Recruitment of these posts will be initiated by the relevant HEIs. The recruitment process in each HEI will take place to the highest standards of assessment, evaluation and rigour consistent with the seniority of the posts to ensure the quality and excellence of the appointments made in due course.
I have no doubt that the Senior Academic Leadership Initiative (SALI) will continue to attract outstanding applicants from within the higher education sector in Ireland and internationally in the future.
517. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science if the review and update of the International Education Strategy for Ireland as proposed in the Programme for Government has taken place; and if he will make a statement on the matter. [6456/22]
View answerLast Friday (4th Feb), I launched the stakeholder consultation on the next iteration of the International Education, Research and Innovation Strategy. All documentation is available on my Department's website.
520. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the number of on-campus or higher education institution owned student accommodation beds that have been added to the system in the past two years; and if he will make a statement on the matter. [6534/22]
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. This remains very much a priority for my Department.
As of December 2021, there are approximately 14,500 PBSA bed-spaces owned by higher education institutions. The IUA reports a further 3,500 beds either under construction or in planning.
My Department understands that there were 970 new higher education institution-owned purpose built student accommodation bed spaces completed in the past two years, with work underway on site on a further 929.
The targets set out in Rebuilding Ireland and the National Student Accommodation Strategy are in respect of both higher education institution-owned, and privately owned bed spaces. The target of an additional 7,000 new purpose built student accommodation bed spaces by end 2019 was exceeded with 8,300 bed spaces completed by that point. A target of 21,000 additional purpose built student accommodation beds by 2024 has been set.
523. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science if he will review the Student Universal Support Ireland, SUSI, qualifying income criteria in order that families in receipt of the working family payment automatically qualify for the SUSI grant and maintenance payments; and if he will make a statement on the matter. [6636/22]
View answerIt is important to say that the Student Grant Scheme does take account of the circumstances of people in receipt of the Working Family Payment. First of all, it is treated as an income disregard. This means that it is not included in the income considered for the student grant. Furthermore, unlike other social protection payments which are paid to individuals, the Working Family Payment is a payment deemed to be paid to a family. In recognition of this, the Student Grant Scheme contains provisions which allow this payment to be recognised for the purposes of meeting the eligibility criteria for the special rate of grant, which is the highest maintenance grant support available. This ensures that those students most in need receive supports which are commensurate with their needs. As in any statutory scheme, a core principle of the scheme is that there is consistency of approach and an equitable treatment for all applicants as part of the means assessment process. All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme. The terms and conditions of funding are applied impartially to all applicants. Creating a difference of treatment in respect of different cohorts of student within the scheme by allowing them to automatically qualify for a student grant would be a significant risk to a statutory scheme which relies heavily on consistency and equity for all applicants. More widely, as the Deputy will be aware, as part of this year’s Budget I made the first substantial changes to the rates and thresholds for the Student Grant Scheme in a decade. The draft report of the review of the Student Grant Scheme was submitted to me in late December 2021. This will be critical in informing decision-making in future Estimates processes about changes to the rates and thresholds, as well as informing policy priorities and future considerations regarding the development of student grant policy.
524. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science if he will review the SUSI qualifying income thresholds with a view to adding additional bands for dependent children, that is, expanding the number of bands from the current three bands and increasing the overall income thresholds; and if he will make a statement on the matter. [6637/22]
View answerThe Student Grant Scheme, administered by SUSI, provides grant assistance to students pursuing 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. It assists over 70,000 students annually to access third level education.
The Student Grant Scheme contains a number of qualifying thresholds for various grant values. These gradations allow students just over a threshold margin, to remain in receipt of a grant, albeit at a reduced rate that reflects their relative income vis-à-vis other applicants.
The scheme provides for different levels of income thresholds where families have (i) less than 4 dependent children (ii) between 4 and 7 dependent children and (iii) 8 or more dependent children. In recognition of the additional cost to families where more than one person is attending college, income thresholds may also be increased by up to €4,830 for each additional family member attending college at the same time. In this way, the Student Grant Scheme is responsive to the individual circumstances of particular families.
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.
The Deputy will be aware of the independent Review of the Student Grant Scheme, which was a very important commitment in the Programme for Government. This review will help shape decision-making on how we support students over the years to come. I can confirm that 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. I will carefully consider how best to advance the recommendations of the report when it is published.
525. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is responsible for funding the Higher Education Authority; if so, the funding provided to date; and if he will make a statement on the matter. [6640/22]
View answerOn an annual basis my Department provides grant funding to the Higher Education Authority (HEA) via the B3 subhead. The funds are used to meet the general running expenses of the Higher Education Authority (staff pay, administration, allowance to members on the Authority, maintenanceof the premises etc.). In 2022 the allocation as published in the Revised Estimates is €13,666,000.
The HEA may also receive funding from other sources and details of the HEA's operating expenses, as per audited accounts, for the years 2016-2020 are attached for reference. Please note a further breakdown can be found on HEAs website under Publications | Higher Education Authority (hea.ie) through the HEA’s annual report for that particular year.
|
HEA Operational Expenses 2016-2020 |
|||||
|
2016 |
2017 |
2018 |
2019 |
2020 |
|
|
€000's |
€000's |
€000's |
€000's |
€000's |
|
|
Pay |
5,379 |
5,407 |
6,316 |
6,869 |
7,228 |
|
Non-Pay |
3,965 |
3,494 |
4,459 |
4,899 |
3,811 |
|
Total |
9,344 |
8,901 |
10,775 |
11,768 |
11,039 |
526. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he plans to move to a unitary funding model that provides equal funding to the university and technological sector as part of a sustainable funding model for third-level education; and if he will make a statement on the matter. [6643/22]
View answerThe Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions. Funding is distributed via the Recurrent Grant Allocation Model (RGAM) which utilises a 'two pot' system.
In 2016, the Higher Education Authority (HEA) appointed an independent Expert Panel to review the current allocation model for funding higher education and to make recommendations on the most appropriate funding model for the future. The completed review recommends reforms to the HEA funding distribution model. A key recommendation was that (in principle) the future funding model should adopt a universal approach to supporting all higher education institutions facilitated by the development of a Costing Model applied consistently across Higher Education Institutes.
The implementation of a reformed allocation model is dependent on implementation of a sustainable funding model.
My Department's Statement of Strategy contains a commitment to put in place a sustainable funding model for the higher education. This is essential in ensuring that our higher education institutions can effectively meet high standards of quality and performance, and achieve critical outcomes for our economy and society.
In this regard a comprehensive economic evaluation of the funding options presented in the Report of the Expert Group on Future Funding for Higher Education (2016) was commissioned under the European Commission's Structural Reform Support Programme. The key aim of this review was to investigate methods of increasing the sustainability of higher and further education provision in Ireland, including an examination of the funding options. The Department has commenced its examination of the report's analysis, findings, conclusions and recommendations, and is developing proposals which will be brought to Government as we seek it’s support for a sustainable future funding model and transformed FET and HE sector as contained in the Statement of Strategy.
527. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the reason that his Department has decided to provide capital investment to the newly-formed technological universities almost exclusively through public private partnership contracts; and if he will make a statement on the matter. [6644/22]
View answerAs the Deputy will be aware the delivery of projects through Public Private Partnership (PPP) is just one of the methods of delivering capital infrastructure in the Technological Sector.
There are a number of ongoing (non PPP) higher education investment programmes with an approved allocation of just over €150m which support the Technological Sector including the:
- Apprenticeships Capital Programme
- Higher Education Upgrade and Refurbishment Fund,
- Energy Efficiency and Decarbonisation Pathfinder Programme 2020 and 2021
- Higher Education Strategic Infrastructure Fund,
A Devolved Capital Grant allocation of €60m was also approved for the sector between 2018 and 2021. This funding gives institutions flexible capital funding to address a range of minor works and equipment upgrade needs.
In addition, I intend to shortly confirm a number of capital calls to the Higher Education Sector. There will be a focus on the Technological sector within the calls. All relevant details around the application process will be included as part of the programme which will issue to the sector.
528. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the supports that are available for mature students who wish to study part-time on a course that is not covered by Springboard+; and if he will make a statement on the matter. [6645/22]
View answerUnder the Student Grant Scheme, grant assistance is awarded to eligible students attending an approved full-time course at an approved institution. Part-time courses are not eligible for support under the scheme.
However, part-time students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). The SAF provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards costs such as rent, childcare costs, transport costs and books/class materials. Students on full or part-time courses leading to a higher education award (NQF level 6-10) in the universities, institutes of technology and other approved colleges can apply for the SAF.
The core allocation for the SAF is €9.1 million which 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. Prior to that the fund supported full-time students only. As part of the package of COVID19 supports for 2020 and 2021 the level of baseline core funding was doubled by providing an additional €8.1m in each of those two years. In addition to these increases I announced another additional funding of €1.3 million for the Student Assistance Fund last Thursday as I have listened to the voice of students, who have clearly articulated that COVID and the increased cost of living is having a major impact on the financial situation of students and their families. This additional funding means that a total of €18.5m has been made available to students who find themselves in financial need during the 2021/2022 academic year.
Eligible students may also qualify for assistance under the Fund for Students with Disabilities (FSD). The FSD is the principal funding source for students with disabilities in further and higher education. The purpose of the Fund is to provide funding to further and higher education institutions to assist them in offering supports and services to eligible students with disabilities, on full or part-time courses, so that they can participate on an equal basis with their peers. The FSD aims to support the personal, educational and professional development of the participating student and contribute to the achievement of their full potential. Eligible students can receive assistance from the FSD from further education level 5 up to doctoral level 10, and it can be applied for during any year of study.
Further information in relation to both the SAF and FSD is available from the Access Office in the higher education institution attended.
Also, tax relief at the standard rate of tax may be available 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 the student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie .
In the context of a person re-educating, Springboard+ is a specific initiative that strategically targets funding of free part-time higher education courses to enable unemployed people, returners (formerly referred to as homemakers) and those in employment to upskill or reskill in areas where there are identified labour market skills shortages or employment opportunities. The courses, which are at Level 6 (Higher Certificate) to Level 9 (Master's Degree) on the National Framework of Qualifications, are being delivered in public and private higher education providers around the country. Further information may be obtained from the website springboardcourses.ie/
A very important commitment in the Programme for Government was the review of the Student Grant Scheme, this review 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.
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.
529. Deputy Ruairí Ó Murchú 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. [6646/22]
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.
530. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he continues to put in place provisions to ensure sufficient apprentices to fill ongoing and future vacancies at all levels; and if he will make a statement on the matter. [6748/22]
View answerApprenticeships are employer led demand driven educational and training programmes, which aim to develop the skills of an apprentice in order to meet the needs of industry and the labour market. As apprentices are employees, the demand for and number of apprentices is primarily dictated by the employers in any area or sector.
The Action Plan for Apprenticeship 2021 – 2025 requires that apprenticeship intake will grow to 10,000 annual registrations by 2025.
Apprenticeship registrations in 2021 were the highest they have been since 2007, with 8,607 apprentices employed on 62 programmes. The current apprentice population is over 24,000, the highest it has been since 2009. Of last year’s registrations, 6,955 were in craft apprenticeship programmes, with over 60% of these in the Electrical, Plumbing and Carpentry and Joinery crafts.
2022 will see an increase in off-the-job training places being made available across craft apprenticeship phases 2, 4 and 6.
This additional capacity began to come on-stream from September 2021 and is being delivered under a three-step response plan agreed by SOLAS, HEA and education and training providers. The immediate focus is on the three craft apprenticeships with the longest waiting lists, namely Electrical, Plumbing and Carpentry & Joinery.
For Phase 2, which is delivered in ETBs, a focused, time-limited response has increased the number of intakes per year from two to three. Planning is also underway for further expansion of workshops to facilitate additional classes in 2022. Phase 2 off-the-job training capacity is expected to increase to 5,390 places in 2022. Phase 4 and 6 training is delivered in Institutes of Technology and Technological Universities. In the region of 8,800 off-the-job training places will be provided across phases 4 and 6 in 2022, growing to over 9,000 off-the-job training places the following year.
