Written Answers Nos. 91-110
91. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the development of technological universities including the urgent need to progress technological university status in the north-east; and if he will make a statement on the matter. [6117/22]
View answerThe development and progression of technological universities (TUs) is an established policy objective of Government and my Department in the context of overarching national strategy on higher education landscape restructuring, and this is underscored in the commitment in the current Programme for Government. To date three TUs have been established, Technological University Dublin (TU Dublin), Munster Technological University (MTU) and Technological University of the Shannon: Midlands Midwest (TÚS) since 2019. Two more TUs are on the cusp of establishment, namely Atlantic Technological University which will be established, subject to the finalisation of the necessary legislative and administrative procedures, on 1 April 2022 and as recently as 3 February I notified the chairs of the governing bodies of Institute of Technology Carlow and Waterford Institute of Technology that I had made by final decision to grant those applicant institutes an order establishing a technological university in the South East following a rigorous assessment process. The new higher education institution will be known as South East Technological University. Subject to the completion of the requisite legislative and administrative requirements arising from this decision, all parties are working towards an establishment date for the new TU of 1 May 2022, meaning those students graduating from the current applicant institutes will do so with university qualifications.
Upon finalisation of these processes, the higher education landscape will contain two remaining Institutes of Technology namely Dundalk Institute of Technology (DkIT) and Institute of Art, Design and Technology Dun Laoghaire. Both Institutions are receiving Exchequer funding from the TU Transformation Fund to progress on a trajectory towards TU designation. DkIT is also availing of the technical advice and support services of respected Higher Education Authority (HEA) special advisor on higher education policy, Dr. Ruaidhri Neavyn, who continues to assist the Institute as an external expert advisor going forward
However, ultimately it remains a matter for the governing bodies of autonomous Institutes of Technology to decide where they wish to locate themselves within the higher education landscape.
Under the statutory framework provided in the Technological Universities Act 2018, two or more Institutes of Technology may jointly seek TU designation through a prescribed legislative process. Section 29 of the 2018 Act provides for the application jointly by such institutions seeking designation as a TU subject to their jointly meeting specified eligibility criteria. In addition, section 38 of the 2018 Act provides that an applicant institute and an established technological university may apply to the Minister for an order. The Department understands that the governing body of DkIT is seeking to pursue the latter legislative path at this juncture and in this context the Institute has taken a number of important steps having published its vision last year to become a dynamic, accessible, student-centred campus of a multi-campus regional TU. This marks meaningful progress on the trajectory to achieving TU status, enabling staff, students and wider stakeholders to be assured of the direction of travel. It is also understood that the Institute has established key TU project groups, including a TUTF Project Steering Group and a TU operational project group.
The Department and the HEA continue to appropriately support DkIT and IADT Dun Laoghaire in progressing towards achieving TU designation in due course.
93. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether colleges should increase the use of entrance examinations in 2022 for entry for students who have achieved the general requirements for matriculation but who have not attained the required grade in specific subjects, such as leaving certificate mathematics; if the matter has been considered; and if he will make a statement on the matter. [6384/22]
View answerHigher Education Institutions are autonomous within the meaning of the Universities Act 1997, the Institutes of Technology Acts 1992 to 2006 and the Technological Universties Act 2018. As such they are entitled to regulate their own administrative and academic affairs, including in relation to minimum entry requirements.
I am aware that some higher education institution hold "second chance" mathematics exams for students who do not attain the required mathematics grade in their Leaving Certificate. The holding of these exams is solely at the discretion of the institutions in question, and it is not for me to determine the entry requirements for any higher education institution.
94. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding progress on the establishment of the Technological University for the South East Ireland; and if he will make a statement on the matter. [6255/22]
View answer98. Deputy Paul Kehoe asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the progress of establishing the Technological University for the South East Ireland; and if he will make a statement on the matter. [6114/22]
View answerI propose to take Questions Nos. 94 and 98 together.
On 3 February I notified the chairs of the governing bodies of Institute of Technology Carlow and Waterford Institute of Technology that I had made by final decision to grant the applicant institutes an order establishing a technological university in the South East following a rigorous assessment process. The new higher education institution will be known as South East Technological University. Subject to the completion of the requisite legislative and administrative requirements arising from this decision, all parties are working towards an establishment date for the new TU of 1 May 2022, meaning those students graduating from the current applicant institutes will do so with university qualifications.
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.
95. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science the status of plans and funding to expand the Waterford Institute of Technology campus in preparation for the technological university; and if he will make a statement on the matter. [5550/22]
View answerMy Department and the Higher Education Authority (HEA) continue to work closely with Waterford Institute of Technology (WIT) in relation to the infrastructure required to deliver on the ambitions of the new Technological University.
WIT has been undertaking an appraisal process, in accordance with the requirements of the Public Spending Code, to examine options for expanded provision. This analysis takes account of factors such as the planned population growth in Waterford, regional and national skills needs, and existing campus capacity. A Preliminary Business Case was recently received by the HEA from WIT and will be appraised over the coming weeks. The level of capital costs of future campus development and timeline for delivery can only be determined following a detailed planning and design process; however, investment is likely to be on a phased basis and situated within the context of a wider investment programme for the TU sector.
The new Engineering, Computing and General Teaching building which is planned for Waterford Institute of Technology is progressing as part of bundle II of the 'Higher Education PPP Programme'. This building will add significant capacity to the Waterford campus to help address the increased demand. At almost 13,000 m2 , it is the largest of all projects under the Programme and is expected to add space for in excess of 1,000 additional students. Bundle II projects are currently at procurement stage, with construction anticipated to commence in Q1 2023. The Waterford IT Engineering, Computing and General Teaching building is due to be completed in Q2 2025.
In addition, a deep fabric retrofit to the Business School in WIT is at design stage under the 2021 Energy Efficiency and Decarbonisation Pathfinder Programme.
97. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that there is no option to study physiotherapy at undergraduate level in third-level institutions in County Cork. [6360/22]
View answerHigher Education Institutions are autonomous bodies within the meaning of the Universities Act 1997, the Institutes of Technology Acts 1992 to 2006, and the Technological Universities Act 2018. As such they are autonomous in relation to their administrative and academic affairs, and the courses offered by any institution, and the level at which they are offered, are a matter for the individual institutions to determine.
It is my understanding that while there are no physiotherapy courses offered at undergraduate level in County Cork, a masters in physiotherapy is offered in University College Cork. My department is engaging across government on workforce planning and will respond accordingly to any issues arising around skills needs and places available within our higher and further education institutions nationwide.
99. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students who availed of the Erasmus programme for the 2021-2022 academic year; the number of students in Ireland who availed of the programme; the countries that they studied in; the number of students who came to Ireland on the Erasmus programme; the countries they came from; and if he will make a statement on the matter. [6391/22]
View answerAs the National Agency with responsibility for higher education Erasmus mobilities, the Higher Education Authority have advised that 2,807 outbound mobilities have taken place in the 2021 calendar year. Students travelled to the following countries; Austria; Belgium, Bulgaria, Czech Republic, Germany, Denmark, Estonia, Spain, Greece, Finland, France, Hungary, Croatia, Italy, Lithuania, Latvia, The Netherlands, Norway, Poland, Portugal, Romania, Slovenia, Slovakia, Turkey and the UK. The majority of outbound mobilities go to France, Germany and Spain.
During the same period, there were 3,989 inbound mobilities to Ireland. The students originated from the following countries; Austria; Belgium, Bulgaria, Czech Republic, Germany, Denmark, Estonia, Spain, Greece, Finland, France, Hungary, Croatia, Italy, Lithuania, Latvia, The Netherlands, Norway, Poland, Portugal, Romania, Slovenia, Slovakia, Turkey and the UK. The majority of inbound mobilities originate from France, Germany and Spain.
100. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that will be implemented to intensify cross-Border co-operation in the provision of further education; and if he will make a statement on the matter. [6436/22]
View answerI am very committed to the development of stronger North-South links in the Further Education and Training and this continues to be a major focus for my Department under its Statement of Strategy.
There is good co-operation which currently exists between Education and Training Boards, and the Regional Colleges in Northern Ireland, of which my Department and the Department of the Economy in Northern Ireland are very supportive. The North West Strategic Growth Partnership is an example of this, where Donegal ETB and the North West Regional College in Northern Ireland ensure their programme complement, rather than compete with each other to align their provision with the FET needs of that region.
It is also important to note the important work which Aontas, the adult learning organisation, have been doing to support collaboration among community education practitioners in Northern Ireland.
Mindful of the framework for cross-border collaboration under the forthcoming PEACE PLUS programme, I am confident that there is more potential for strengthened collaboration in FET, and I do hope to meet with representatives from the Regional Colleges in Northern Ireland in the near future to explore further opportunities.
101. Deputy John Paul Phelan asked the Minister for Further and Higher Education, Research, Innovation and Science if additional support is being provided for the establishment of technological universities and the transition that institutes of technology undergo to form the new technological university. [6090/22]
View answerSince 2013 Government has provided over €90 million under firstly the Higher Education Landscape Fund, and since 2020 under the TU Transformation Fund to consortia of Institutes of Technology. This funding has the objective of advancing consortia proposals for TU establishment and assists newly established TUs in the post-establishment transition period when these TUs are seeking to embed regionally and deliver on their various legislative functions. A further €30 million allocation will be provided under the Transformation Fund this year.
In addition, Government has secured €40 million under the National Recovery and Resilience Plan in the period to 2024 for a TU education and training reform programme and is also seeking to secure over €80 million for a TU regional research development and innovation integration (RRDII) programme under the ERDF Co-Funded Regional Programmes 2021-2027.
A number of TU development consortia and established TUs are also receiving support for new or refurbishment related capital programmes with the assistance of my Department and the Higher Education Authority. There will also be further opportunity for TUs to submit capital proposals in the near future.
102. Deputy Kieran O'Donnell asked the Minister for Further and Higher Education, Research, Innovation and Science the level of support provided under the Mitigating Against Educational Disadvantage Fund over the past two years. [6431/22]
View answerThe Mitigating Against Educational Disadvantage Fund (MAEDF) aims to provide funding to support educationally disadvantaged learners in accessing and participating in community education. The MAEDF was first made available in 2020 when €5.8 million was awarded to 507 community education projects funded through the 16 Education and Training Boards. The projects funded varied from projects to help support online learning, connect communities and providing social supports to the most disadvantaged.
In light of the great successes of the MAEDF in 2020, and in recognition of the continuing challenges in relation to the ongoing Covid-19 restrictions, a further €6.8 million was granted under MAEDF again in 2021. Just under €6.6 million was made available through the ETBs for 629 projects, following two calls for proposals issued by SOLAS in July and October. In addition, funding of almost €0.25 million was awarded in response to 8 applications for initiatives in the Voluntary Secondary and Community and Comprehensive Schools.
The MAEDF places a strong focus on community education as a mechanism to continue to support and engage with disadvantaged learners. In addition, there is a focus on enabling the investment in building the digital infrastructure of providers and their capability to ensure that online learning/blended learning can be delivered in a way that meets the complex needs of learners.
The four categories eligible for consideration under the 2021 MAEDF included:
1) Digital technologies - Supply of devices where deemed to be a barrier to learning
2) Learner assistance fund – to help where appropriate with costs
3) Out-reach and/or Mentoring - to assist with re-engagement with learners
4) COVID-19 Recovery Exceptional Circumstances
Details in relation to the overall funding for the MAEDF for 2020 and 2021 is attached for the Deputy's information.
|
Education and Training Board |
Total Funding Approved for 2021 MAEDF |
Total Funding Approved for 2020 MAEDF |
Total |
|
Cavan and Monaghan ETB |
€641,182 |
€520,462 |
€1,161,644 |
|
City of Dublin ETB |
€1,273,594 |
€925,141 |
€2,198,735 |
|
Cork ETB |
€543,517 |
€946,669 |
€1,490,186 |
|
Donegal ETB |
€307,489 |
€282,892 |
€590,381 |
|
Dublin and Dun Laoghaire ETB |
€231,884 |
€134,509 |
€366,393 |
|
Galway and Roscommon ETB |
€319,066 |
€220,951 |
€540,017 |
|
Kerry ETB |
€56,525 |
€37,278 |
€93,803 |
|
Kildare and Wicklow ETB |
€159,657 |
€14,536 |
€174,193 |
|
Kilkenny and Carlow ETB |
€223,271 |
€27,320 |
€250,591 |
|
Laois and Offaly ETB |
€321,410 |
€447,801 |
€769,211 |
|
Limerick and Clare ETB |
€488,200 |
€505,750 |
€993,950 |
|
Longford and Westmeath ETB |
€223,472 |
€173,638 |
€397,110 |
|
Louth and Meath ETB |
€640,116 |
€385,777 |
€1,025,893 |
|
Mayo, Sligo and Leitrim ETB |
€450,737 |
€274,838 |
€725,575 |
|
Tipperary ETB |
€112,300 |
€150,446 |
€262,746 |
|
Waterford and Wexford ETB |
€564,037 |
€788,739 |
€1,352,776 |
|
Total for ETBs |
€6,556,457 |
€5,836,747 |
€12,393,204 |
103. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to alleviate the economic pressures on students in higher education and in particular his plans to provide affordable student accommodation; and if he will make a statement on the matter. [6440/22]
View answerI am very aware of the impact the cost of living and in particular the cost of accommodation has on students and the challenges students are facing.
The Government has taken action to address affordability in Student Accommodation. Rent increases in student accommodation is capped under the Rent Pressure Zones. As of this academic year, students cannot be made to pay more than two months’ rent up front when commencing a tenancy, ending the practice wherein students had to pay several thousand euro up front to secure accommodation.
There are a number of supports available to students facing financial barriers to attending higher education, the principal one being the Student Grant Scheme, which assists more than 70,000 students annually to access third level education.
The Student Grant Scheme includes a "non-adjacent" rate of grant which is a higher rate of grant that takes into consideration the additional costs which may be associated with living further away from college, such as accommodation costs. From September 2022 the distance for the “non-adjacent rate” will be reduced from 45km to 30km, meaning that more students will qualify for this higher grant rate.
Students experiencing exceptional financial need can apply for support under the Student Assistance Fund. The allocation to the Student Assistance Fund for the 2021 academic year is €17.2 million, which includes an additional €8.1m of the COVID-19 return to education funding.
However, fundamentally the accommodation 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.
Housing For All contains a commitment to support technological universities to develop purpose-built student accommodation where such a requirement exists, through access to appropriate financing.
The development of PBSA by technological universities would lead to an increased supply of student accommodation and improve technological universities offering to prospective students. My officials are working with colleagues in the Department of Housing, Local Government and Heritage and Department of Public Expenditure and Reform to progress this commitment.
104. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if he has met either of the universities located in Cork city with regard to opening a campus on the northside of the city. [6361/22]
View answerI have not met with either UCC or MTU to discuss a new campus on the northside of Cork city and my Department have not been made aware of any plans by either institution in that regard.
However, my Department continues to work collaboratively with higher education institutions on the development of capital projects in line with their established masterplans.
I am sure the Deputy is aware that there are a number of higher education building projects in Cork currently being supported by my Department. These include the planned new Learning Resource building at MTU's Bishopstown campus, which will be delivered as part of the Higher Education PPP Programme; a major upgrade of the main 1970s building at MTU's Bishopstown campus; the planned new building for Cork University Business School, which will be delivered as a co-funded project with UCC; and the decarbonisation of the heating system in UCC’s O’Rahilly Building, one of eight energy efficiency and decarbonisation pathfinder projects being supported in the sector.
105. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science the details of his discussions to date to secure the continued operation of the Science Gallery, Trinity College, Dublin; and if he will make a statement on the matter. [5508/22]
View answer112. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science the efforts being made to retain the Science Gallery in Trinity College Dublin given its cultural importance; and if he will make a statement on the matter. [6359/22]
View answer126. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement to date to secure the continued operation of the Science Gallery, Trinity College, Dublin; and if he will make a statement on the matter. [5509/22]
View answer131. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement his Department had on the future of the Science Gallery at Trinity College Dublin; and if he will make a statement on the matter. [6072/22]
View answerI propose to take Questions Nos. 105, 112, 126 and 131 together.
Since it opened in 2008, the Science Gallery has been a popular visitor attraction and strengthened the appreciation of science especially among young people. My Department and the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media remain in contact with the Provost and management at Trinity College Dublin (TCD) since TCD’s initial announcement regarding the Science Gallery.
TCD has made it clear that the current model for the gallery is financially unsustainable due to changes in the philanthropic funding environment, which if left unaddressed, would have left the College exposed to significant ongoing financial liabilities. In a recent statement, the Provost of TCD noted that the gallery's current operational model had run its course, there is a need for the gallery to be totally reimagined, and that time is required to build a sustainable way forward.
My Department will continue to engage with TCD as they move into a new phase of planning for the gallery.
As I have said before, public funding continues to be available to support a sustainable model for public promotion of science. The Government has indicated that it is willing to engage with TCD, including in relation to funding on the basis of any proposals it brings forward.
106. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address the under-investment in apprenticeships; and the way that his Department will manage the current waiting lists for apprentices waiting for assignment to off-the-job training. [6484/22]
View answerThe Action Plan for Apprenticeship 2021-2025 sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The actions set out in the Plan seek to deliver on a target of 10,000 annual apprenticeship registrations by 2025.
The Government is committed under the Action Plan to working with employers to promote, enable and support the recruitment and training of apprentices. There is a very substantial allocation of resources to apprenticeships drawing on the resources provided by employers through the Training Levy into the National Training Fund. The budget allocation for 2022 is €206m.
In response to the COVID-related backlogs in off-the-job training for craft apprentices, capital funding of €20m was provided in 2020 to extend and upgrade craft apprenticeship facilities across further and higher education institutions. Additional funding of €17m was provided under Budget 2022 to further facilitate the SOLAS and HEA’s response to the backlogs. This included a significant recruitment campaign to increase the number of trainers.
In addition to this investment, a number of agreed reform measures are being implemented to help clear the lists. These include changed delivery structures for Phase 2 off-the-job training which is facilitating a third intake of apprentices per annum and an opt-in rapid employer assessment which is being piloted at Phase 7 (on-the-job) for apprentices who have completed Phase 6 and spent more than four years in their apprenticeship.
At the end of January 9,570 craft apprentices were waiting for access to phase 2, 4 or 6 off-the-job training. This is down from nearly 12,000 apprentices who were waiting last August. Registrations to craft apprenticeships remain strong with 6,955 craft apprentices registered by the end of December last year, and these apprentices must also be accommodated.
Actions taken by SOLAS, the HEA and education and training providers, along with the measures announced in the Budget will mean that 40% of those waiting will have accessed their off-the-job training in 2021. The current plan sees waiting lists clearing and the craft apprenticeship system well placed to meet the expected growth in construction related apprentices over the coming period.
107. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made regarding a new campus for Cavan Institute at Cathedral Road, Drumalee, Cavan; and if he will make a statement on the matter. [6369/22]
View answer142. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the new capital build for Cavan Institute including the site location and timeline; and if he will make a statement on the matter. [6368/22]
View answer515. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if the provision of additional accommodation for a college (details supplied) can be progressed at an early date; and if he will make a statement on the matter. [6433/22]
View answerI propose to take Questions Nos. 107, 142 and 515 together.
The 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 process 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.
A project for permanent accommodation for Cavan Institute will be considered as part of this next investment phase, noting that the project was previously part of the school building programme, prior to the establishment of my Department. Cavan Monaghan ETB will be required to submit a proposal in line with the framework established for FET major capital projects and in accordance with the requirements of the Public Spending Code. This process will allow options to be considered in relation to the potential campus location and other relevant project parameters.
108. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the implementation of the Cassells report; and if he will make a statement on the matter. [6382/22]
View answer138. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science when the economic evaluation on the Cassells report will be published; and if he will make a statement on the matter. [6089/22]
View answer514. Deputy Cormac Devlin asked the Minister for Further and Higher Education, Research, Innovation and Science the progress being made on the Cassell report from 2016; and if he will make a statement on the matter. [6284/22]
View answer522. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science when he will publish the economic evaluation of the Cassell’s report; and if he will make a statement on the matter. [6536/22]
View answerI propose to take Questions Nos. 108, 138, 514 and 522 together.
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.
The report referred to in the Deputy's question, 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 in November 2019. The final report deliverable was agreed between the Commission (DG Reform) and it's consultants in 2021.
My Department has commenced its examination of the report's analysis, findings, conclusions and recommendations as part of developing proposals to present to Government to seek it’s support to a sustainable future funding model and transformed FET and HE sector as contained in the Statement of Strategy. Once this examination is concluded the report will be submitted to Government for consideration in advance of its publication.
I have also been engaging with Government colleagues in relation to future funding for this sector as we work towards Government consideration of the report and decision on the key issues.
In terms of funding, in advance of and since the publication of the 2016 it is important to note that significant programme of re-investment in higher education has been implemented. Since 2015 annual expenditure allocated to higher education has increased by more than 40%. In 2022 this allocation will be in excess of €2billion.
This significant allocation of public resources is a clear demonstration of the Government's commitment to meeting the funding needs of the higher education sector.
109. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to support colleges to deliver online options for students; and if he will make a statement on the matter. [6485/22]
View answerSince March 2020, higher education has experienced one of the most disruptive phases in its recent history. Overnight there was a need to begin emergency remote teaching, learning and assessing.
€70m Covid-19 support funding was provided to institutions in 2020 to support Frontline Response, Return to Education and Transition to Online learning. €35.1m was specifically provided in 2020 to support Transition to Online learning. Further COVID support funding and Safe Return to Campus funding was provided in 2021, including funding towards Transition to Online. The final amount provided towards Transition to Online from the 2021 support funding will not be finalised until all relevant claim forms have been received and the review and analysis of the final claim forms are completed.
In November 2021, I launched the report of the Next Steps for Teaching and Learning Project, funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education, which brought together 15 project partners to capture the learning from the Covid-19 period and identify future steps to support colleges in their Teaching and Learning practices. This will inform future work across the sector, including in relation to online and blended learning.
On 21st January 2022, the Government announced the lifting of a number of restrictions previously in place to curb the rate of infection and transmission of Covid-19. On that basis, planning for the opening up of society, including the further education, higher education and research sector commenced. The Safe Return Plan 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.
I will shortly be announcing a new phase of capital investment in the further and higher education sector. Further and higher education providers will be encouraged to put forward proposals that embed digital transformation, including in support of online and blended learning.
110. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science when the SUSI review will be published; and if he will make a statement on the matter. [6088/22]
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.
