Written Answers Nos. 71-90
71. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made on the development of the next national research and innovation strategy including the planned consultation; and if he will make a statement on the matter. [6375/22]
View answerThe development of a new national strategy for research and innovation (R&I) is a key commitment in the Government’s Economic Recovery Plan 2021, which sets out the “dual ambition of placing research, development and innovation at the heart of addressing Ireland’s economic and societal challenges, and building capacity and capability across the research and innovation system to move R&I up the value chain.”
My Department is leading the development of this new national strategy, in consultation with key Government Departments, agencies and stakeholders.
It is the intention that the next strategy will set a vision and ambition for Ireland’s R&I system that all relevant actors will identify with and contribute to, with ambitious national strategic goals and objectives out to 2027. Action-led Work Programmes will map out specific deliverables over shorter timescales. This will enable agility and responsiveness over the full period of the strategy and a strong focus on delivery and reform.
A public consultation on the strategy was held in June & July 2021. In total, over 115 submissions were received from a range of stakeholders. In late June, the Department held an online stakeholder event where a wide range of stakeholders from across Ireland’s R&I system came together to discuss the issues raised in the consultation paper and inform the strategy.
The draft strategy is to be presented to Government Departments and Agencies for final consultation on actions and commitments. It is expected to go to Cabinet Committee and Government subsequent to this, with publication in early 2022.
72. Deputy Paul Kehoe asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the connection between leaving certificate reform such as hybrid models in the future and entry to further and higher education; and if he will make a statement on the matter. [6115/22]
View answerIt is my view that any reform of the Leaving Certificate must be considered in the broader context of Senior Cycle Reform – we must consider the programme, subjects, skills and objectives in the round, not just the state examinations. We must reflect on how to ensure that all students are prepared to pursue their future paths, be they academic or vocational.
Although the Leaving Certificate is the terminal exam for post-primary education, not an entrance exam for third level, many students see the Leaving Certificate as their only gateway to higher education. It is because of this that so many students feel under huge pressure to perform well in the exams. Any conversations around Leaving Certificate reform on entry to further and higher education must look at how we can move beyond the points’ race and all the stress and worry of that for students and their families, and create additional and alternative pathways to further and higher education.
That is where my focus will be – on making sure that school leavers have as many ways as possible to progress to where they want to in terms of careers, and on making sure they understand the full range of options that are available to them in the further and higher education system.
I look forwarded to reviewing the NCCA’s forthcoming report on priority areas and goals for the reform of senior cycle, and considering its implications for the further and higher education system in collaboration with my colleague, the Minister for Education.
73. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the number of extra places that would be needed in higher education to allow for an open access model; and if he will make a statement on the matter. [6439/22]
View answer143. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on discussions with the Minister for Education with regard to the possibilities of an open access model for third level that would remove the need for a traditional leaving certificate; and if he will make a statement on the matter. [6438/22]
View answerI propose to take Questions Nos. 73 and 143 together.
My objective as Minister for Further and Higher Education, Research, Innovation and Science, to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level. There is a diverse range of pathways in further and higher education that meet both individual and wider educational and skills needs. Access to higher education in Ireland is very open by international standards, with our population of 25-34 year-olds having the highest level of higher education qualifications in Europe.
It has therefore, been a priority for me to highlight and communicate the need for a balanced tertiary education system. To progress this key goal, from this year, school leavers are able to explore options across the third level system, whether in higher education, further education or apprenticeship options, from the CAO website.
It is also important to emphasise that while the Leaving Certificate is used by some students as the basis of a CAO application, it is not an entrance examination for higher education. The primary function of the Leaving Certificate is as the terminal exam of post-primary education, and it can be used to pursue other options such as training, apprenticeships and employment.
While I aim to ensure that learners are given the opportunity to access the courses that interest them, there are real, material limits on the number of students that can be accommodated in some courses. In particular, courses with significant practical or laboratory elements, courses which require work placements and courses which must satisfy specific requirements from professional bodies all face specific challenges when it comes to any increase in intake. Expansion of higher education must also take into account issues around sufficient classroom space and the staff to student ratio, as well as the importance of maintaining a balance within third level between further education, higher education and apprenticeship.
74. Deputy Martin Browne 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. [6356/22]
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.
75. Deputy Ivana Bacik asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the resumption of in-person tuition and related activities; the measures that will be put in place to support students who are immunocompromised following the lifting of most public health restrictions in January 2022; and if he will make a statement on the matter. [5977/22]
View answerOn 21st January, the Government announced the lifting of a number of restrictions previously in place to curb the rate of infection and transmission of COVID19. On that basis, planning for the opening up of society, including the further education, higher education and research sector, has commenced.
Arising from the announcement, institutions have been advised that there should be an ongoing and continuing emphasis on the promotion and use of individual responsibility and personal protective measures including hand washing, hand sanitizing, respiratory etiquette and use of masks in appropriate circumstances based on individual and sectoral risk assessments. Institutions will highlight and encourage the importance of exercising individual responsibility in relation to personal protective measures to underpin the opportunities for increased onsite activity now presenting across the higher and further education and research system. Formal requirements for physical distancing in hospitality settings and in general have also been removed and institutions may proceed to plan for increased levels of activity on that basis.
The Safe Return Plan supports this approach and continues to provide a comprehensive framework for institutions to plan for the provision of significant on-site activity and a broader student experience fully supported by public health authorities and has the requisite flexibility to allow institutions to adjust activities for greater levels of on-site activity. In this way, institutions can now take opportunities to expand and intensify on-site learning in the phased way that is envisaged and institutions have been advised that the framework should be utilised in a way that enables this.
As part of the ongoing national strategy, staff and students should be aware of the importance of following public health guidance in relation to self-isolation for cases and restricted movements for close contacts. In line with that guidance, those experiencing symptoms should not attend their educational institution and should immediately self-isolate and arrange for testing. In addition, there will be a continued strong emphasis on maximizing the vaccination uptake for both primary and booster vaccines. Staff and students are encouraged to avail of primary and booster vaccinations given the critical importance of vaccinations in offering protection against infection and transmission of the virus.
Each institution will adapt to the changes in the public health environment in a phased manner and arising from local consultation, and I have emphasized that clear communications by institutions will be key to alleviating any concerns that staff and students have. Collaboration and consideration, which have been a feature of the sector’s response to the pandemic thus far, will continue to play a key role in ensuring that we can all work together to ensure that the further and higher education and research sector can continue to operate safely.
During the pandemic, institutions and providers put in place a range of policies and procedures to support staff and students deemed to be at a higher risk of Covid or for whom vaccination is medically contraindicated. Such staff and students should continue to engage with their institutions and providers in relation to available accommodations as appropriate to their individual circumstances.
76. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the work undertaken by his Department to support higher and further education providers to meet the need for skilled and trained personnel in the area of retrofitting; and if he will make a statement on the matter. [6196/22]
View answerGrowth in education and training provision in green skills and sustainability is ongoing across the Tertiary Education sector. A range of options are available from short courses targeted at awareness building, upskilling and reskilling programmes to full and part-time academic and vocational programmes.
In the further education and training (FET) sector, short courses are targeted at upskilling and increasing knowledge awareness for existing professionals. NZEB and retrofit training places are delivered through centres of excellence and more places will come on-stream with the establishment of a further three centres of excellence.
SOLAS’s strategy on green skills will support the Climate Action Plan, Skills for Zero Carbon and Building Future Skills, and associated skills training at FET level. SOLAS’S active engagement across a broad range of internal, external and industry stakeholders will ensure that tangible and appropriate FET responses are devised. It also outlines the National Recovery and Resilience Plan’s funding of €39 million for green skills will be split across €29 million for 4,550 NZEB & Retrofit training places and €10M for 60,000 Green Skills modules places.
In the higher education sector, supplementing core education delivery, funding is provided under Springboard and the Human Capital Initiative to incentivise the delivery of programmes which support the development of professionals in areas such as building analysis and climate adaptation; sustainable building technology and retrofit, conservation and sustainability. Under Springboard+ 2021/22, there are 17 courses available in green skills and sustainability such as Near Zero Energy Building (NZEB), Bio-Energy and Clean Technologies.
77. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science his strategy to reform the CAO and broaden access to further and higher education; and if he will make a statement on the matter. [6371/22]
View answerAs the Deputy will appreciate, the CAO is a company whose membership is representative of the higher education sector with the participating institutions retaining full control over their admission policies and decisions.
Against that background, the developments to the CAO website for the 2022 application process are particularly welcome. A key goal for my Department is to enhance the visibility of further education and training (FET) and apprenticeship options for school leavers. The changes to allow school leavers explore options across the third level system, whether in higher education, further education or apprenticeship options, from the CAO website is a key development which will support the development of greater balance between Higher Education and FET in building a unified tertiary system.
Within the FET sector, a central portal has been developed to enable learners to apply for their chosen courses, which have been updated in terms of course naming conventions and learner requirements. This is being managed through FETCH / PLSS (which is a central application system for FET courses delivered through ETBs). Technical experts from SOLAS and the CAO are working together to ensure that technology developed for FET in the short-term aligns with CAO systems to enable integration over time.
720 PLC courses are included in the CAO FET 2022 project. The further development and expansion of the CAO FET offers to include wider options will build on the experience of the 2022 application process.
For apprenticeship options, students must first be hired by an approved apprentice employer. The CAO links to apprenticeship.ie which provides information on how to find an apprenticeship and details of available apprenticeship employment opportunities. A major national and regional campaign was undertaken alongside the CAO application process with the aim of ensuring that all students, their parents/guardians, teachers as well as guidance counsellors have a much clearer understanding of FET and apprenticeship options and opportunities. There is also a freephone number available - 1800 794 487 for guidance on apprenticeships which is open 12pm-6pm Monday-Friday.
The NCCA’s Advisory Report on the Senior Cycle has been submitted to the Department of Education for consideration. The review involved a very broad range of research, consultations and communications with a wide range of stakeholders on all aspects of review and redevelopment. The Minister for Education and her officials are currently considering the Report following which it will be published. I will carefully consider any impact the proposals in this report may have on educational pathways and the transition to further and higher education.
78. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science his views on a report concerning sexual violence in Irish colleges and universities (details supplied). [6325/22]
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.
79. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he is satisfied that all third-level institutions have sufficient mental health and well-being measures in place for their students; the further measures that are being considered to increase the current levels of supports available in third-level institutions; and if he will make a statement on the matter. [6460/22]
View answerMy Department allocates mental health and well-being funding to the Higher Education Authority (HEA) for direct disbursement to the Higher Education Institutions (HEIs). As autonomous bodies, the internal disbursement of this funding, including the funding of their student services, the employment of counselling staff, and the procurement of counselling and mental health services are a matter for the individual institutions.
In 2021, €5 million was allocated to the higher education institutions to support student mental health and wellbeing. This funding allocated by the HEA included €2m delivered through the Recurrent Grant Model to HEIs, along with an additional €3m secured as part of the 2021 Covid-19 response package.
HEIs were requested to allocate funds towards student-facing services such as:
- Recruitment of additional Student Counsellors;
- Recruitment of additional Assistant Psychologists;
- Head of service posts for those HEIs employing more than 2 FTEs;
- Training of HEI staff to enable them to support and refer students to appropriate services;
- Raising awareness among students of mental health and wellbeing services available, including through student outreach activities;
- Implementation of the National Student Mental Health and Suicide Prevention Framework;
- Implementation of the Framework for Consent in HEIs; Safe, Respectful, Supportive and Positive: Ending Sexual Harassment in Irish Higher Education Institutions.
HEIs were advised that the funding allocations were additional and intended to enhance rather than displace existing provision of student supports in the areas of mental health and wellbeing. HEIs were also advised to make provision for the sustainability of any supports funded under this allocation.
The HEA has advised my department that the impacts of the funding has led to:
- increased capacity for students to avail of mental health services, especially in the provision of one-to-one sessions, and also, access to psychologists and in some institutions, to psychiatrists;
- additional and significant provisions offered, including webinars, group sessions, online forums and the development of regular newsletters and e-zines, as well as increased social media presence;
- innovative outreach events and workshops in the areas of consent, suicide prevention and addictive behaviours;
- HEIs developing systems and structures for improving services and other activities. For example, in larger institutions, case management and triaging processes have been implemented;
- HEI staff being able to avail of training sessions on mental health, thereby, raising the profile internally within HEIs of what services and supports are available for students.
A number of National Projects have also been implemented with funding provided for Mental Health and Wellbeing. These have produced dedicated tools, focused research and professional collaboration, which will support staff, augment policy-making and the effective targeting of resources across the sector to achieve the high standards set by the respective student well-being, consent and suicide prevention frameworks.
One such project is the 'Speak Out reporting tool' which was created as part of the implementation of the Framework for Consent, which I launched on 19 October 2021. The tool allows HEIs to understand staff and student experiences of sexual harassment and violence and assists institutions, the HEA and my department in making evidence-based policy decisions in this area. Most importantly, it raises awareness of the supports available to students and staff and encourages them to seek help if they need it.
In late 2020, I launched the National Student Mental Health and Suicide Prevention Framework. This Framework is Ireland’s first ever national approach to address student mental health and suicide prevention. It recognises the many challenges students face, and sets out ways in which institutions can support them and respond through working proactively. The Framework provides clear guidance to higher education institutions regarding implementation of good practices in responding to student mental health difficulties.
The HEA has established a cross-sectoral ‘Connecting for Life’ working group to support the implementation of the Framework. This group will meet later this month to consider progress on the national framework and will identify examples of good practice for further sharing across the sector.
80. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science his plans regarding a further education facility (details supplied); if he proposes to expand the existing site for use by the further education facility; and if he will make a statement on the matter. [6122/22]
View answerThe new 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, has undertaken 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 Education and Training Boards (ETBs) 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.
As part of this process, each ETB will have the opporutnity to put forward priority projects within the context of an overall estates strategy. Kildare Wicklow ETB may wish to consider submitting a proposal for the Further Education facility referred to by Deputy under this process.
81. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans to increase the number of places in third-level education for the next academic year. [6432/22]
View answer145. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the way that he plans to ensure that there are sufficient third-level college places for students in the 2022-2023 academic year; and if he will make a statement on the matter. [6390/22]
View answerI propose to take Questions Nos. 81 and 145 together.
I’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 apprenticeship 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.
82. Deputy Aengus Ó Snodaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the funding allocated for adult literacy courses for 2022. [6259/22]
View answerEducation and Training Boards, funded through SOLAS, provide a range of programmes to cater for the literacy needs of adults. While the allocations for the 2022 are not currently available, the details in respect of the 2020 and 2021 are set out below.
|
Programme |
Reported spend for 2020 |
Funding allocated for 2021 |
|
Adult Literacy Groups |
€24,854,245 |
€25,667,611 |
|
ESOL |
€3,807,439 |
€4,182,531 |
|
ITABE |
€1,309,902 |
€1,546,365 |
|
Refugee Resettlement (ESOL) |
€2,407,507 |
€1,987,481 |
|
Skills for Work |
€3,283,225 |
€3,540,411 |
|
Total Adult Literacy |
€35,662,318 |
€36,924,399 |
The Adult Literacy for Life (ALL) Strategy, launched last September, 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.
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. This year €3 million will be allocated for the implementation of the ALL Strategy 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.
83. Deputy Pearse Doherty asked the Minister for Further and Higher Education, Research, Innovation and Science the reason for the increase in craft apprenticeship waiting lists to access off-the-job training; the steps he is taking to address the issue; and if he will make a statement on the matter. [6352/22]
View answerApprenticeship registrations in 2021 were the highest they have been since 2007, with 8,607 apprentices employed on 62 programmes. 6,955 registrations were in craft apprenticeship programmes, with over 60% of these in the Electrical, Plumbing and Carpentry and Joinery crafts.
Craft apprenticeships are demand-led, with no restrictions on registrations in any single year. The current apprentice population is over 24,000, the highest it has been since 2009.
The number waiting for craft training was 8,239 at the end of November. The number waiting at the end January 2022 was 9,570, reflecting the rapid growth in registrations during 2021 and to-date in 2022.
An emergency plan to tackle the apprentice waitlists has been underway across further and higher education since August 2021 when some training facilities started to reopen. At that point 11,859 apprentices were delayed in their training.
Since then, a €20m additional capital investment has provided a large increase in workshops and equipment in every training location in the country. A further €17m was provided under Budget 2022 to further facilitate SOLAS and the HEA’s response, including a significant recruitment campaign to increase the number of trainers.
By the end of January, almost 7,000 or 60% of those on the July 2021 waitlist were back in training or had completed their phase of training and were progressing in their apprenticeship.
The continued growth in employment for craft apprentices is extremely positive and is essential to fulfil our commitments in Housing for All and on climate action. My Department, SOLAS and other apprenticeship partners are actively working on additional measures to ensure that the waitlist is removed as speedily as possible, enabling apprentices to progress through their apprenticeship without further delay.
Innovative approaches to delivering the apprenticeship curriculum are also being worked on by SOLAS and the new National Apprenticeship Office. It is essential that our further and higher education system continues to be agile and responsive to what is a hugely positive and encouraging rise in participation in apprenticeships in Ireland.
84. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the work undertaken to address sexual harassment and violence in third-level education considering the findings from the national surveys of student and staff experiences of sexual violence and harassment in higher education. [6387/22]
View answerSignificant progress has been made regarding the Framework for Consent in Higher Education, since it was first launched in 2019. The Framework aims to ensure the creation of an institutional campus culture which is safe, respectful and supportive.
In August 2020, I wrote to all the Presidents of the publicly funded higher education institutions, with a view to strengthening institutional action in the area of consent. Institutions were requested to produce individual action plans on tackling sexual violence and harassment and to submit these to the HEA Centre of Excellence for Gender Equality, whose responsibilities have been expanded to cover all areas of equality, diversity and inclusion, as well as oversight of the implementation of the Framework for Consent in HEIs.
As part of monitoring requirements moving forward, the HEA requires that institutions, in respect of both staff and students, report progress annually on implementation of the Framework for Consent.
My Department has provided support for a number of consent awareness raising and training initiatives in the HEIs, including the:
- NUIG Active Consent Programme
- UCC Bystander Training
- Speak Out report and support online platform
- The ESHTE Toolkit and It Stops Now Campaign led by the NWCI in conjunction with USI.
My Department is partnering with the Department of Justice and the NUIG Active Consent programme to support the development of an online hub that will provide, for the first time, an integrated, publicly available resource on sexual consent awareness and learning, which will be an important resource for our further and higher education institutions and the wider community.
The IUA has published guidelines entitled 'Guidelines for Universities on How to Respond to Alleged Staff or Student of University Related Sexual Misconduct' , which are available to assist HEIs in this area.
THEA launched their PROPEL Report (Promoting Consent and Preventing Sexual Violence), in March 2021, with funding from my Department. The PROPEL report details key components and options for inclusion in institutional action plans, outline of best practice and guidelines for emerging policies and procedures in this area and a series of conclusions and recommendations.
With regard to the recently published surveys of student and staff experiences of sexual violence and harassment in higher education, I want to take this opportunity 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.
85. Deputy Joe Carey asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the Apprenticeship Action Plan since its launch; and if he will make a statement on the matter. [6053/22]
View answer96. Deputy Kieran O'Donnell asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the implementation of the Five-Year Action Plan for Apprenticeships. [6430/22]
View answerI propose to take Questions Nos. 85 and 96 together.
Delivery of the Action Plan for Apprenticeship 2021-2025 is progressing, overseen by a Steering Group comprising representatives of SOLAS, the HEA, QQI and my Department. Despite the delays caused by the pandemic, 2021 was a successful year in terms of progressing towards our annual target of 10,000 annual apprenticeship registrations by 2025. A record 8,607 apprentices registered across the 62 programmes on offer, showing the high degree of interest in this career option amongst both employers and potential apprentices.
Key developments so far in delivering the Plan include:
- The establishment of the National Apprenticeship Office (NAO) with the appointment of the Office’s first Director just before Christmas. The 2022 work programme for the NAO is being finalised, aligned with the Action Plan, in consultation with SOLAS, the HEA, my Department and other key partners.
- Budget 2022 provided funding for a €2,000 employer grant for employers of apprentices who do not benefit from direct payment of apprentice training allowances during off-the-job training periods. This means that, for the first time, all employers will receive a level of support towards the cost of training an apprentice. Payment details are being finalised and will issue in due course.
- Engagement on developing the Public Service Apprentice Recruitment Plan continues, with a Working group established across Government Departments and key agencies, to deliver the Plan to Government by the summer.
- From 5th November, apprenticeship is linked on the Central Applications Office (CAO) website. An apprenticeship specific career guidance phone line is supporting this to further enhance awareness of apprenticeships amongst those considering tertiary options.
- Proposed amendments to the Industrial Training Act, 1967, to widen the potential scope of new apprenticeship programmes are included under the General Scheme of Higher Education Authority Bill. The Bill also provides for the statutory recognition of the NAO.
All of this work is running in parallel to addressing the current backlog for off-the-job training for craft apprentices. €20m in capital funding was provided by the Government to enhance capacity and €17m was provided under Budget 2022 to further facilitate the backlog response.
86. Deputy Joe McHugh asked the Minister for Further and Higher Education, Research, Innovation and Science if he intends to reduce the cost of further and higher education, such as reducing the contribution charge payable by students; and if he will make a statement on the matter. [6092/22]
View answer92. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the current level of the student contribution charge; and if he will make a statement on the matter. [6312/22]
View answer521. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he plans to bring a proposal to Cabinet in regard to reducing third-level fees as part of a sustainable funding model for higher education; and if he will make a statement on the matter. [6535/22]
View answerI propose to take Questions Nos. 86, 92 and 521 together.
I am very conscious of the difficulties that students, like so many others in society, face as a result of the increased costs of living. For students and their families this includes not just costs such as accommodation and food but also education-specific costs such as the student contribution.
I have monthly meetings with the USI and regular engagement with students across the country and I hear stories of how these costs affect people.
The Government as a whole is committed to addressing issues related to the cost of living.
I have already taken significant steps to support learners and their families. Effective from the start of the next academic year the rate of grant will be increased by €200 for all SUSI recipients, I have widened the thresholds to allow more people to apply for student grants and I have changed the distance thresholds to reflect the increased costs for those who live further away from their colleges.
I have also put significant additional resources into the Student Assistance Fund, including an additional €1.3 million announced last week, which brings the fund to €18.5m for the current academic year.
It is also important to say that over 65,000 students either pay no tuition fees or a significantly reduced rate of fee. These costs are covered by my Department through the SUSI scheme, and last year €190 million was allocated for this purpose.
However, the SUSI scheme clearly does not cover everybody, and there are many families who must pay out significant amounts of money each year to continue in third level education.
There are different options to address the costs of education, including lowering student contributions, but fundamentally these are decisions which must be made in the context of the annual Estimates process.
As I look towards the next budgetary cycle, I will be examining all the levers I have to address the issue in a way that has impact for students and families and that applies broadly across society.
87. Deputy Donnchadh Ó Laoghaire asked the Minister for Further and Higher Education, Research, Innovation and Science the details of his plans to bring further apprenticeship opportunities to young persons in Cork city in particular the re-establishment of painting apprenticeships. [6364/22]
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 employer base in any area or sector.
Apprenticeship registrations in 2021 were the highest they have been since 2007, with 8,607 apprentices employed on 62 programmes. 6,955 registrations were in craft apprenticeship programmes, with over 60% of these in the Electrical, Plumbing and Carpentry and Joinery crafts. The current apprentice population is over 24,000, the highest it has been since 2009.
Apprenticeships are offered by employers throughout the country. Off-the-job training for the 25 craft apprenticeship programmes is held in Training Centres and Institutes of Technology/Technological Universities, with certain locations specialising in specific apprenticeship programmes due to the need for specific workshop equipment and trainer expertise.
The number of new apprenticeship registrations for wet trades dropped during the last economic downturn and has not recovered at the same rate as other construction trades.
There is currently a population of 113 apprentices in Painting and Decorating as of December 2021, with 43 apprentices newly registering last year.
Phase 2 training provision for the Painting and Decorating National Apprenticeship is undertaken by the City of Dublin ETB, in its Training Centre in Ballyfermot, Dublin. Phase 4 & 6 training is delivered within TU Dublin's City Campus.
It should be noted that in situations where apprentices are required to move from their current place of residence in order to take up an offer of a training place they are entitled to make an application for an accommodation allowance, in addition to their weekly training allowance, for the duration of the off-the-job training.
Cork Education and Training Board previously advised in 2020, when the Deputy asked this question before, that it maintained a Painting and decorating workshop, following the decline of painting and decorating apprenticeship training ten years ago. My Department will follow up with Cork ETB to clarify if this is still the case and advise the Deputy if there are plans to re-establish painting apprenticeships in Cork at any point in the future.
88. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science if the Atlantic technological university is on track to commence operations in 2022; if consideration has been given to locating the headquarters of the new technological university in County Mayo; if further details are available on the plans for the campus in County Mayo; and if he will make a statement on the matter. [6362/22]
View answerThe Ministerial order drafted to appoint both the official name and date of establishment of the Atlantic Technological University has been approved by both Houses of the Oireachtas in accordance with section 3 of the Technological Universities Act 2018 and I will shortly sign this order appointing 1 April 2022 as the date of establishment.
An open public process seeking nominations for the positions of Chairperson and two ordinary members of the first governing body of the new TU has been run by my Department and I am currently considering a number of shortlisted candidates presented to me under this process.
The relevant applicant institutes are currently progressing an open competition to identify and put forward a suitably qualified candidate to myself as Minister for designation as the first president of the TU in accordance with section 56 of the 2018 Act.
Post- establishment the specific roles, plans for and operation of the TU’s eight campuses across the West and North West, will be a matter for the governing body of the autonomous higher education institution.
89. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students from Northern Ireland enrolled in further and higher education in each of the years since 2010 to date in tabular form; his plans to further investigate the mobility of students in the Common Travel Area; and if he will make a statement on the matter. [6383/22]
View answerThe data sought by the Deputy with regard to further education is detailed in the table below:
|
2018 |
2019 |
2020 |
|
|
Number of Enrolments: |
178 |
300 |
14 |
It refers to the period 2018 to 2020. SOLAS hold no data on the number of students from Northern Ireland enrolled in Irish Further Education Institutions for prior years. My Department is currently liaising with the Department of Education to ascertain what data may be held and I will revert to you on this matter shortly.
Turning to higher education, I attach a table, based on data collated by the Higher Education Authority (HEA). It refers to each academic year since 2010.
|
Full time / Part Time Year |
Full-Time |
Part –Time |
|
2009/201 |
903 |
264 |
|
2010/2011 |
800 |
249 |
|
2011/2012 |
769 |
200 |
|
2012/2013 |
767 |
216 |
|
2013/2014 |
730 |
310 |
|
2014/2015 |
762 |
311 |
|
2015/2016 |
951 |
248 |
|
2016/2017 |
955 |
206 |
|
2017/2018 |
1065 |
263 |
|
2018/2019 |
1003 |
399 |
|
2019/2020 |
1124 |
464 |
|
2020/2021 |
1154 |
470 |
One of the core objectives of the Memorandum of Understanding which I signed with UK Secretary of State for Education in July of last year, was to maintain and enhance the student flows between Ireland and all part of the UK. However, while the statistics are at best static, we need to get a better understanding of these trends - undergraduate versus postgraduate, location and programme of study etc. My officials are currently engaged with their counterparts in the UK, with a view to undertaking more detailed analysis of these trends.
90. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on his efforts to introduce mandatory consent classes in third-level institutions; and if he will make a statement on the matter. [6195/22]
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 HEIs Report. It also includes expansion of the scope of activities to cover both staff and 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 the oversight of the implementation of the Framework for Consent in HEIs .
As part of monitoring requirements, I have ensured 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 to this, the HEI Annual Governance Statements submitted to the HEA require a statement confirming that an 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 and 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.
The Deputy will be aware that I jointly launched the Online Consent Hub on Sexual Consent with Minister McEntee recently. The online consent hub provides, for the first time, a publicly-available, educational resource on sexual consent for young people, their families, and educators who work with them. This hub will be a really important resource and tool for student and wider society. It will play a key part in our overall goal to build a meaningful culture of consent in our campuses, further education settings and in our communities across Ireland.
The Government is committed to raising awareness of the meaning and importance of consent in sexual activity, across all sections of society. It is important that consent training is targeted appropriately. This may involve adaptation to suit the particular circumstances of individual institutions, training that is culturally appropriate to reflect the diverse nature of the student population and delivered in a way that avoids re-traumatising survivors. My Department will continue to work with the Higher Education Authority, third level institutions and students to raise awareness and provide appropriate consent training.
