Written Answers Nos. 111-130
111. Deputy John Paul Phelan asked the Minister for Further and Higher Education, Research, Innovation and Science the way that he plans to tackle educational disadvantage in terms of accessing further and higher education institutions in 2022. [6091/22]
View answerEquity of Access to Further and Higher Education continues to be a national priority for the Government and the Department of Further and Higher Education, Research, Innovation and Science. Inclusion is a key goal in my Department's Statement of Strategy. The Programme for Government also reflects the importance of supporting learners at risk of educational disadvantage and learners with special education needs in higher education. My Department is committed to the continued roll-out of supports and targeted initiatives in 2022 to tackle educational disadvantage and support equity of access, participation and success in both further and higher education.
The development of the new Strategic Action Plan for Equity, Participation and Success in Higher Education is at an advanced stage. The plan is being developed collaboratively between my Department and the Higher Education Authority. The plan has involved significant consultation with interested stakeholders, including higher education institutions, students, individuals and representatives of priority groups. There was a strong response to the consultation process and a total of 122 submissions were received from a wide range of stakeholders. This approach of the Plan will be rooted strongly in partnership approaches, across Government, institutions and communities. It will focus on improving the learning experience and success of learners and seek to enhance support for people who are under-represented in the learner population in higher education. We hope to have a more student centred plan that drives our strategic goal of inclusion which is a cornerstone of my Department priorities. I secured an additional €5m in budget 2022 to bring forward targeted measures to support the implementation of this plan when it is published.
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.
I am also 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. 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 objectives of the National Access Plan are supported by a range of interventions and programmes:
The Programme for Access to Higher Education (PATH) comprises dedicated funding to support access to higher education and consists of three strands focussed on increasing the participation of under-represented groups in higher education. The PATH fund has a current investment envelope of €42 million over the period 2016 to 2022, across the three strands which are currently supporting access to initial teacher education, enabling the award of bursaries to the most socio economically disadvantaged students and through the Higher Education Access Fund is supporting institutional capacity in developing regional and community partnership strategies for increasing access to higher education.
Students in higher education institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). The annual Fund of €9.1m provides financial support to students who are experiencing financial difficulties while attending college. Students can apply for SAF to help with either temporary or ongoing financial difficulties and can be assisted towards their rent, childcare costs, transport costs, medical costs and books/class materials. It is open to both full and part-time registered students on courses of not less than one year's duration leading to an undergraduate or postgraduate qualification. It is recognised that COVID19 has had a major impact on the financial situation of students and their families. As part of my Department’s response to the issues affecting students arising from the pandemic, I have allocated significantly higher amounts to the Fund over the past two academic years. In total, €18.2 million was allocated for the 2020/2021 academic year. Last week, I announced the allocation of an additional €1.3 million for this year as once off further funding , which brings the allocation for the 2021/22 academic year to €18.5 million. In addition €1.9 million has also been allocated in Covid-19 funding to a contingency fund for access services
I am pleased to confirm that €450,000 has been secured in 2022 through the Dormant Accounts Fund for targeted supports to address the implications of COVID-19 on Traveller participation in higher education.
The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. €9.6m is allocated to the Fund annually for both Further and Higher Education. In January 2021, I approved a number of strategic projects under the Fund for Students with Disabilities (FSD) aimed at supporting students with disabilities to access and engage with higher education.
Persons in the protection process (asylum and subsidiary protection) or leave to remain process are not eligible to access the statutory based SUSI grant scheme. However, the administratively based Student Support Scheme provides supports along similar lines to the SUSI grant scheme and is available to persons in the asylum, subsidiary protection or leave to remain process.
Efforts will be advanced this year to examine widening the apprenticeship population so that it better resembles the national population. Under the Action Plan for Apprenticeship 2021-2025 , an Equity of Access sub-committee will be established under the National Apprenticeship Alliance. The sub-committee will look at ways of reaching under-represented groups, such as those at risk of socio-economic disadvantage, women, single parents, people with disabilities and Travellers. The Alliance is expected to hold its first meeting in early March, and other actions under the Alliance, including the Equity of Access sub-committee will then follow.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training (FET) Strategy 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals. FET provision is largely free or heavily subsidised, and a number of financial supports may be available to learners to facilitate the participation of individuals who would not otherwise be in a position to take up training. I would encourage people to make an appointment with their local Adult Education Guidance Service (AEGS), available in each Education and Training Boards (ETB) across the country free of charge, to discuss what supports may be available to them.
113. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the disproportional number of places offered on QQI level 5 pre-nursing courses and the places dedicated to students coming from these routes on level 8 nursing degrees; his plans to rectify the imbalance; and if he will make a statement on the matter. [6385/22]
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 entitled to determine the number of places offered in a course under any particular entry route, including places for PLC students and it is not within my remit to determine how many such places are offered. The number of places reserved for students applying on the basis of a PLC qualification is published on the CAO website at the following link: http://www2.cao.ie/fetac/FETACNursingQuota.pdf
My Department, the HEA and the higher education institutions are committed to supporting the provision of graduates for the health service through undergraduate and postgraduate provision. In this regard, my Department continues engaging with the Department of Health in relation to health workforce planning to ensure the effective delivery of skilled personnel into the future.
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 Department and I will continue to engage 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.
114. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the initiatives that he has facilitated to encourage the recruitment of mature apprentices; if he is considering additional measures; and if he will make a statement on the matter. [6121/22]
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 Plan seeks to deliver on a target of 10,000 annual apprenticeship registrations by 2025.
The Plan will address the clear need to broaden the awareness of apprenticeship as a work-based route to internationally recognised qualifications and experience for people of all ages, be they progressing in their career, school leavers, career changers or the unemployed. Growing that message is a key feature of planning for apprenticeship in the coming years.
By the end of 2021 31% of the overall apprenticeship population were over 25 years of age. In a number of recently developed apprenticeships such as CGI Technical Assistant, Equipment Systems Engineer and Principal Engineer, the over 25 cohort rises to 100%. Across all of the 37 more recently developed apprenticeships the average age of apprentices is 27.
A new National Apprenticeship Office will make accessing information on, and engagement with, apprenticeship more straightforward for both learners of all ages and employers. In 2022 the public service will set out a roadmap for the recruitment of apprentices and we have launched a new Apprenticeship Employer Grant of €2,000 per annum for employers of consortia-led apprenticeships. This will encourage more employers to engage with a wider range of apprenticeships and apprentices and help to encourage the development of new programmes. It also means that, for the first time, all employers will receive a level of support towards the cost of apprentice training.
Under the Action Plan the impacts of, and outcomes from, existing access to apprenticeship and pre-apprenticeship programmes as well as other interventions across the sector will be examined to provide an evidence base for best practice and future interventions to deliver an apprentice population which better reflects the general population. Enhanced cooperation with the State's Public Employment Service as set out in the Plan will also increase visibility of apprenticeship to employers and career changers.
I am satisfied that these measures and the implementation process for the Action Plan for Apprenticeship overall will have a significant impact in ensuring greater diversity in the apprenticeship population as a whole.
115. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department is engaged with the fields of science and research with a view to meeting the current and future requirements of the workplace in terms of suitably qualified personnel; and if he will make a statement on the matter. [6350/22]
View answerEconomic development, job creation and national prosperity are, and will be, highly dependent on a strong research, development and innovation base with a regular output of new discoveries and inventions, innovative products and services, and a pipeline of highly educated and trained people.
A key objective of my Department is that all students and learners are provided with the opportunities to acquire and develop the skills that allow them reach their potential in a way that meets the very broad and rapidly changing needs of our labour force, the economy and society. My objective is, therefore, to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level.
Additionally, postgraduate education delivered by higher education institutions is critical to Ireland’s research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research skills that can be applied in a range of environments, in academia, in public service or industry, at home or abroad.
Figures from the Higher Education Authority (HEA) show that first year enrolments of postgraduate researchers (that is Research Masters and PhD students) have increased by 828 from 2,765 in the 2019/20 academic year to 3,142 in the 2020/21 academic year. This means that we have exceeded the Innovation 2020 targeted increase of 500 enrolments from the 2013/14 baseline.
Overall, the number of postgraduate students enrolled in our Higher Education Institutions has increased by 17% in both STEM and AHSS since 2014/15. As a result, we can expect a higher number of graduates in the coming years.
It is imperative that we continue to develop a pipeline of research talent if Ireland is to realise its ambitions under the new Programme for Government and the National Development Plan, and my officials are exploring this as part of the development of the next National Research and Innovation Strategy currently underway at my department.
Last summer, as part of its development, a public consultation was held which yielded over 115 submissions from across the R&I system. This was complemented by an online stakeholder engagement event, which had over 130 attendees discussing the issues raised in the consultation paper to inform the strategy.
The high level of engagement and ambition shows the commitment the research community has in fostering an open and collaborative system, and demonstrates the importance attached to the role that Research & Innovation can play in supporting progress for many sectors of our economy and society.
116. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the discussions that have taken place between his Department and the Department of Tourism, Arts, Culture, Sport, Gaeltacht and the Media to ensure that there will be a sufficient supply of graduates with a competency in Irish across a broad range of disciplines in order that the Official Languages Act (Amendment) 2021 can be fully implemented; and if he will make a statement on the matter. [6329/22]
View answerThe Department for Further and Higher Education, Research, Innovation and Science is committed to the implementation of the Official Languages Act and provision of Irish-language services, and the Bille na dTeangacha Oifigiúla (Leasú) is of high importance to Ireland and the life of the language in this country. It will ensure that Irish speakers can interact with the Government and access public services through a high standard of Irish. Further information on this bill can be found in the following link www.gov.ie/en/press-release/a8eef-official-languages-bill-amendment-2019-before-the-dail/.
The Department will be represented on a new Steering Group being established by the Department of Education to support the development of a Policy on Irish-medium education outside of the Gaeltacht. The Department is also open to engaging directly with the Department of Tourism, Arts, Culture, Sport, Gaeltacht and the Media with regard to the supply of graduates with a competency in Irish.
There is already a broad range of courses available in Irish in higher education institutions that will meet future demand.
The objective of the Advanced Irish Language Skills Initiative, funded by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, is to ensure the availability of qualified persons with Irish language skills to meet recruitment needs in Ireland and the EU. Under this scheme the Department of Culture, Heritage and the Gaeltacht provides funding for a range of specialised third level Irish language courses in areas such as translation, interpretation and law. Further information on this Initiative can be found in the following link www.gov.ie/en/publication/7c05c-third-level-education/.
Under the Advanced Irish Language Strategic Initiative there are 8 courses available in 5 different institutions. There were 73 students enrolled in these courses in 2019/2020 and 84 students enrolled in 2020/2021.
As of 2020/21, there were 67 courses in Higher Education delivering Irish language tuition or delivered through the medium of Irish, a total of 1,674 students (6,283 since 2016/17). This includes courses in Teacher Training colleges, but excludes courses in Irish Studies, Irish history, folklore, music/dance and the likes. A further 1,021 students are recorded as taking Irish language as a subject as part of a further 37 courses (5,618 students since 2016/17).
The Department distributes recurrent funding to the Higher Education Authority (HEA) for disbursement directly to the HEA's designated higher education institutions. The HEA distributes this funding as a block grant to the institutions. As autonomous bodies, payment of this funding, including any expenditure on Irish-language education initiatives, falls to the individual institution.
In addition, specific support is provided for the development of Acadamh na hOllscolaíochta Gaeilge in NUIG. The Department has agreed to provide an allocation of €900,000 for the 2019/20 and 2020/21 academic years.
The Acadamh is a research and educational institution which is intended to promote and develop Irish-medium education. It is headquartered in NUIG’s main Galway City campus, but also has campuses in the Ceathrú Rua and Carna in Connemara, and in the Doirí Beaga in Gaoth Dobhair, Donegal.
Ultimately, however, Higher Education Institutions (HEI) are autonomous, and determine themselves which Irish-language courses will be offered. While my Department will continue to be committed to the implementation of the Official Languages Act, it is not within my remit to direct a HEI as to the courses they offer.
117. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science his strategy to support students impacted by domestic violence including access to SUSI supports; and if he will make a statement on the matter. [6372/22]
View answerThe main support available to students is the Student Grant Scheme managed by SUSI. The scheme provides maintenance and fee grant support for qualifying students who meet the criteria regarding means, nationality, residency and progression. In 2020/21 over 101,000 students applied for grant support with almost 80,000 students assessed as eligible for support.
The decision on eligibility for student grant assistance is a matter, in the first instance, for the centralised student grant awarding authority SUSI to determine.
The overall arrangements implemented by SUSI for the administration of student grants seek to accommodate sensitively difficult circumstances affecting applicants which include but are not confined to family estrangement, differing marital circumstances of dependent applicants’ parents, state and foster care, orphanhood, unaccompanied minor immigrants and exceptional circumstances impacting on a student’s attendance on their course. Many of these circumstances are explicitly recognised in the governing legislation and SUSI also recognises them throughout its processes, including from the point of application and has established specific procedures for their sensitive handling throughout. In assessing the evidence presented, SUSI will have regard to the particular circumstances in each case and the corroborative nature of the evidence available to support the student’s grant application.
If an individual applicant considers that she/he has been unjustly refused a student grant, she/he may appeal, in the first instance, to the awarding authority. Where an individual applicant has had an appeal turned down, in writing, by the SUSI Appeals Officer they can then, submit an appeal to the independent Student Grants Appeals Board.
In terms of other supports available to students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. The SAF is available to assist students who are unable to meet costs associated with day-to-day participation in higher education, including:
- books and other class material that are required to enable students to continue and participate in teaching and learning and/or complete examinations
- rent, heating and lighting bills and other utility bills e.g., mobile phone data plans, that are required to enable students to continue and participate in teaching and learning and/or complete examinations
- food
- essential travel
- childcare costs
- medical costs
- family difficulties e.g., bereavement
The above list is not exhaustive, eligible costs are decided on a case by case basis by the access office in line with the scheme guidelines. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis. The Access Officers work with students to see how they can be supported financially through the Student Assistance Fund in meeting the costs associated with day-to-day participation in higher education. 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.
In addition in 2021, a further €5 million was allocated to the higher education institutions to support student mental health and wellbeing. This funding allocated by the Higher Education Authority (HEA) included €2m delivered through the Recurrent Grant Model to Higher Education Institutions 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 advised to make provision for the sustainability of any supports funded under this allocation, as it was for the 2021-2022 academic year only.
Details of the allocations to each higher education institution in 2021 are available at:www.gov.ie/en/press-release/e297d-financial-and-mental-health-wellbeing-supports-to-students-worth-22-million-announced-by-minister-harris/
118. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to assess medical, nursing and other healthcare profession places in higher education institutions to ensure sufficient graduates in these fields; and if he will make a statement on the matter. [5549/22]
View answerI recognise the critical importance of having a strong pipeline of healthcare graduates, and my Department is strongly committed to supporting the health of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce, and support a range of clinical teams in our health services.
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 on determining the current and long term skills needs of the healthcare services, and the role which the further and higher education sector can play in meeting those skills needs. I will ensure that there is continued engagement with all stakeholders to ensure that we deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector.
119. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to ensure that persons with disabilities and with low incomes can attend higher and further education. [6324/22]
View answerInclusion is one of the core strategic goals for my Department. My ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of persons on low income and those with special and additional needs.
A range of supports and measures are in place for students attending higher education including for learners with low income and with disabilities; some of these supports are targeted while others are available to the general student population.
The main support available to students is the statutory based Student Grant Scheme. Under the terms of the Student Grant Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding including those which relate to nationality, residency, previous academic attainment and means.
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.
I am also 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. 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.
It is important to state the National Plan for Equity of Access to Higher Education 2015-2021 (NAP) set targets to increase participation in higher education by people with disabilities. Specific targets have been set to increase participation in higher education by students with physical or sensory disabilities. The original (8%) and revised target (12%) under the National Access Plan of new entrants to higher education with disabilities has now been exceeded, with 12.2% of new entrants to higher education in 2019/20 declaring a disability.However, we acknowledge more needs to be done. Work on the development of the next National Access Plan (NAP) 2022 - 2026 is currently underway. One-to-one stakeholder meetings around the specific target groups to be supported for the period of the next NAP have almost concluded. Colleagues in my Department are working closely with the HEA on the development of the new Plan with the intention of publishing the plan in early 2022. An additional €5million has been set aside for this plan.
The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. €9.6m is allocated to the Fund annually for both Further and Higher Education. In 2019/2020, circa 16,000 students were supported through the fund.
In January 2021, I approved a number of strategic projects under the Fund for Students with Disabilities (FSD) aimed at supporting students with disabilities to access and engage with higher education. The initiatives, which involve 24 higher education institutions (HEI) and €5.8m in expenditure, are broad and are aimed at improving access to higher education for people with a disability, to improving college campuses and to assist staff with training and development. Among the projects are a number of projects for students with autism including the establishment of autism friendly rooms across nine different campuses, the development of assistive technology including for students with disabilities, an app to help students with visual or hearing impairment navigate their way around campus and specialist assistance for students who are deaf.
My Department will continue to keep existing provision and initiatives under review. We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). The Student Assistance Fund is a critical support which is allocated by my Department to higher education institutions. The fund has a dual focus. It is designed to support students from socio-economically disadvantaged backgrounds with ongoing needs for financial support. It also to provide emergency financial assistance for other students. Students can apply for supports from this fund through their Access Office.
The funding for the Student Assistance Fund pre-Covid was €9.1 million per annum. This includes €1 million which was added to the fund in 2017 for part-time students who are lone parents or members of the other access target groups under the National Access Plan. Prior to that the fund supported full-time students only. From the start of the pandemic, I have listened to the perspectives of students and their families who have told me of the significant impact which the pandemic has had on the financial situation of many learners.That is why, as part of my Department’s response to the issues affecting students arising from the pandemic, I have allocated significantly higher amounts to the Fund over the past two academic years. In total, €18.2 million was allocated for the 2020/2021 academic year. Last week, I announced the allocation of an additional €1.3 million once off further funding for this year, which brings the allocation for the 2021/22 academic year to €18.5 million. In addition €1.9 million has also been allocated in Covid-19 funding to a contingency fund for access services.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training (FET) Strategy 2020-2024 is built. The FET sector has progressed a series of actions to support the goal of Fostering Inclusion through the development and roll-out of a series of good practice guidelines to promote inclusion throughout FET, including for learners with a disability. This includes the development of a conceptual framework for Universal Design for Learning (UDL) for the FET Sector, which aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities, and the publication of the report on ‘Guidelines on Inclusion of People with Intellectual Disabilities in Adult Literacy Service’.
Further Education and Training (FET) is fully committed to building inclusive teaching and learning environments. It offers every individual, regardless of any previous level of education, a pathway to take them as far as they want to go, including third level. FET is reaching diverse communities and providing inclusive education and training and continuously strives to be as accessible as possible for all, whereby each individual is given the best opportunity to succeed.
The Mitigating Against Educational Disadvantage Fund (MAEDF) aims to provide funding to support educationally disadvantage learners in accessing and participating in community education. The fund was first made available in 2020 with €5.8m granted comprising over 500 community education projects funded through the 16 Education and Training Boards. 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 €6.85 million was granted under this Fund again in 2021, comprising over 1,000 initiatives. The projects funded varied from projects to help support online learning, connect communities and providing social supports to the most disadvantaged.
120. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the work to increase the number of female apprentices as part of the national Action Plan on Apprenticeship; and if he will make a statement on the matter. [6073/22]
View answer506. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is pursing specific strategies to increase the number of women undertaking apprenticeship courses; and if he will make a statement on the matter. [6107/22]
View answerI propose to take Questions Nos. 120 and 506 together.
One of the five overarching objectives of the Action Plan for Apprenticeship 2021-2025 is "Apprenticeship for All". In other words, ensuring that the profile of the apprenticeship population more closely reflects the profile of the general population. By December 2021, there were a total of 1,535 female apprentices, up from 60 in 2016 and only 665 at the end of 2019.
This increase is mainly due to the expansion of apprenticeship into new areas. Many of these new programmes are in occupations that have greater gender balance in the workplace such as financial services where 52% of participants are female across the four apprenticeships in the sector. Women also feature more strongly in the new apprenticeships in the hospitality, healthcare, property, sales, biopharma and ICT sectors. However, it is also important to note that female representation in craft apprenticeship has doubled in the last two and a half years.
The Action Plan contains a number of key deliverables designed to secure significantly greater diversity by:-
- including the voice of under-represented cohorts in apprenticeship;
- putting in place an inclusive apprenticeship access and delivery structure; and
- monitoring and assessing targets and developing appropriate interventions.
A bursary of €2,666 is paid by SOLAS to employers of female apprentices in one of the 25 craft apprenticeships to encourage them to employ female apprentices. This bursary is being extended to all apprenticeship programmes with greater than 80% representation of a single gender. The bursary is being finalised and details of this scheme will be released in the near future.
Information on apprenticeship was included on the CAO website for the first time for CAO 2022. This is expected to make a significant contribution to showing the range of learning and qualification options for school leavers. As part of this landmark change, a freephone helpline has been introduced for learners, parents and guidance counsellors to provide information on apprenticeship, including how to find an employer. The helpline supplements the existing guidance counsellor service at post-primary and further education and training levels.
There has also been a specific focus on female participation as part of the Generation Apprenticeship national promotional campaign. SOLAS ran a media campaign over three weeks in January 2021 promoting the apprenticeship route and celebrating diversity and the 1,000th female apprentice.
An all-female Software Developer Associate Apprenticeship programme commenced in November 2019 in conjunction with Fastrack into IT (FIT). It is a 2 year course offered at level 6 of the National Framework of Qualifications. The off the job training is being delivered by Liberties College which is under the remit of the City of Dublin Education and Training Board. A high level of interest has been reported in this programme to date.
The general push towards women in STEM roles under the STEM Education Strategy and the ICT Skills Action Plan should feed through to the apprenticeship intakes.
Under the Action Plan for Apprenticeship 2021-2025 , targets and interventions for specific groups will be detailed through an Equity of Access subcommittee of the National Apprenticeship Alliance. This will ensure that the voice of under-represented groups is integral to the development of the apprenticeship system.
I am satisfied that these measures and the implementation process for the Apprenticeship Action Plan overall will have a significant impact in ensuring greater diversity in the apprenticeship population as a whole.
121. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding the Adult Literacy for Life, 10-year adult literacy strategy particularly in relation to the implementation phase; and if he will make a statement on the matter. [6444/22]
View answerThe Adult Literacy for Life (ALL) Strategy sets out a cross-government, cross-economy and cross-society approach to achieve the vision of an Ireland where every adult has the necessary literacy, numeracy and digital literacy to engage in society and realise their potential.
During development and going forward, the ALL strategy closely references complementary initiatives across relevant national strategies and policies. For example, we have created synergies between the ALL Strategy and the recently published National Digital Strategy in the area of meeting basic digital skills needs. This approach will enhance impact and help ensure that Government departments, communities, education practitioners and all involved in adult literacy work effectively together.
A number of important commitments under the Strategy have already been delivered, including the establishment of a one-stop-shop, adultliteracy.ie, which provides over 210 local contacts points and access to a national Freephone for anyone who wishes to avail of one of the 100,000 places currently available through further education and training providers across the country.
Over the last few months, I also welcomed the publication of a suite of resources addressing literacy, numeracy, and language assessment, as well as inclusion, in the Adult Literacy service which aim to ensure the continued improvement of this service for the learners. These include guidelines in relation to good practice in integrated and standalone numeracy provision at Levels 1-3; the inclusion of learners with an intellectual disability in the Adult Literacy service, initial and ongoing assessment for migrant learners in FET and assessing literacy and numeracy at Levels 4-6 in the ETBs.
In 2022, we plan to build on and accelerate the implementation of the Strategy. As set out in the Strategy, a cross government and stakeholder structure, the ALL Strategy Implementation Group, has been established to enable the collaboration and partnership needed to drive the implementation of the Strategy and progress literacy reforms. I chaired the first meeting of the group, which took place on Thursday 13th January 2022, and it is expected to meet on a quarterly basis.
This year €3 million will be allocated for the implementation of the ALL Strategy in Budget 2022 which will enable the establishment of partnership structures to initiate focused coordination supports which are critical to delivering on the targets set for adult literacy, numeracy and digital literacy. This will include the recruitment of regional literacy co-ordinators, a national programme office, the establishment of a new collaboration and innovation fund and the continued roll out of the Adult Literacy Awareness campaign.
The ALL Strategy will build on the abundance of very impressive work going on nationwide in relation to literacy supports, and aims to increase awareness about these supports, make these supports more accessible, and encourage people to access that support and assistance.
122. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if there has been a noticeable difference in CAO applications given that the new format includes all options available to school leavers; and if he will make a statement on the matter. [6116/22]
View answerA key goal for my Department is to enhance the visibility of further education and training (FET) and apprenticeship options for school leavers. To facilitate this, information has been included on the CAO website regarding further education and apprenticeships. However the application processes for higher education, further education and apprenticeships remain separate.
Applications for higher education are processed directly by the CAO, as in previous years. As of February 1st , 78,162 applicants had submitted an application. This is down slightly on the figure from the 79,303 at this time last year.
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 Education and Training Boards throughout the country).? 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. There is a link to a dedicated page on the apprenticeship website which provides information on how to find an apprenticeship and links to available apprenticeship employment opportunities. There is also a freephone number available - 1800 794 487 for guidance on apprenticeships which is open 12pm-6pm Monday-Friday.
I am delighted to confirm that since the 5th November 2021, there have been 7,923 site visits from the CAO website to fetchcourses.ie, and 14,184 site visits from the CAO website to apprenticeship.ie.
123. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who applied for a SUSI grant in each of the past ten years by county in tabular form. [6314/22]
View answerThe principal support provided by my Department in financial terms is the Student Grant Scheme, which provides grant assistance to students attending an approved course in an approved institution who meet the prescribed eligibility criteria, including those relating to nationality, residency, previous academic attainment and means.
Student Universal Support Ireland (SUSI) is the single grant awarding authority for student grants and began processing grants for new first year applicants for the 2012/2013 Academic Year while renewal applications remained the responsibility of the local awarding authorities until these students completed their studies. The first year that SUSI processed all applications was for the 2015/2016 Academic year.
This is a demand led scheme. As the Deputy will see from the table the number of grant applications fluctuate from year to year, for example in 2020/21 applications increased by circa 5,000. This is likely to be explained due to the financial impact of COVID.
The changes I announced in Budget 2022, to increase certain income threshold eligibility criteria for those applying for a SUSI grant is expected to result in an increased number of grant applications from the 2022/23 academic year onwards.
The information in the table I am providing relates to students who have applied for a grant from SUSI , in each of the past ten years, broken down by County, is as follows.
Applications to SUSI by Home Address County for years since 2012, data as 28/01/2022
* These years do NOT include all students as SUSI only began to receive new applications during this period.
124. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science the way that a SUSI applicant who that was abandoned by one parent after a history of domestic violence can be expected to provide documents from the absent parent in order to be eligible for the grant; and if he will make a statement on the matter. [6358/22]
View answerThe decision on eligibility for student grant assistance is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
SUSI is mindful of the difficult circumstances affecting individuals applying for a student grant and implements arrangements to sensitively accommodate circumstances including but not confined to family estrangement, differing marital circumstances of dependent applicants’ parents and exceptional circumstances impacting on a student’s attendance on their course.
As part of a comprehensive customer service and communications strategy provided by SUSI, to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
The Deputy will appreciate that in the absence of all of the relevant details that would be contained in an individual's application it is not possible to comment any further, however SUSI is happy to investigate this application and share a response with the Deputy. Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. Staff in SUSI are responding to email queries within a matter of days.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe. Such appeals can be made by the appellant on line via www.studentgrantappeals.ie
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
125. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the supports that are available for mature students that wish to study part-time on a course that is not covered by Springboard+; and if he will make a statement on the matter. [6451/22]
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 recently announced an additional once off allocation of funding of €1.3 million for the Student Assistance Fund to deal with the impact of Covid 19. 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.
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.
127. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science when the consultation process will open for the new international education strategy; if he will report on the progress of the international education mark; and if he will make a statement on the matter. [6366/22]
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.
The legislative provisions necessary to facilitate the introduction of the International Education Mark (IEM) are contained in the Qualifications and Quality Assurance (Education and Training) (Amendment) Act 2019. While this legislation is now in place, a considerable amount of preparatory work is required to facilitate the full implementation of the IEM.
My Department is working closely with QQI to develop and implement the key precursor measures that are necessary to facilitate the introduction of the IEM including the development of specific Ministerial Regulations for corporate fitness assessments and the establishment of a new national scheme for the Protection of Enrolled Learners. It is expected that these measures will be commenced on a phased basis over the course of this year.
Preparatory work is also underway to develop the Codes of Practice which will underpin the IEM. These will be informed by learnings from the impact of the Covid-19 pandemic on the international education sector.
128. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that will be put in place to ensure students are not disadvantaged by grade inflation; and if he will make a statement on the matter. [6389/22]
View answerOn 1st February 2022 the Minister for Education announced that the Leaving Certificate examinations would be proceeding with no corresponding Accredited Grades process, but with adjustments to the examinations which take into account the disruption faced by students due to the COVID-19 pandemic. The Department of Education and the State Examinations Commission have made a commitment that overall the grades awarded in 2022 will not be less than those awarded in 2021.
While Leaving Certificate grades don’t impact the number of higher education places in and of themselves, high grades drive up CAO points requirements and I know that this can make students feel under pressure. However CAO applications appear to be down slightly in comparison to last year, and as CAO points are determined by the demand for courses, as well as the grades received by applicants, it is likely that this years CAO points will remain at a similar level to last year's.
I have asked my officials to work in collaboration with the Higher Education Authority and with the higher education sector to examine where targeted additional places can and should be provided in the higher education system for the next academic year. This engagement is underway.
However increasing places in higher education is just one element of our response, and It is just as important to ensure that all learners have access to the right courses for them, across the spectrum of provision.
There is additional capacity being created in apprenticeships, with new programmes starting each year. 2021 saw our highest number of new apprenticeship registrations yet, and I am committed to building on this progress through continued implementation of the Apprenticeship Action Plan.
I would encourage any Leaving Certificate students who are feeling worried or uncertain about their future educational journey to go to the CAO's website at cao.ie/options, where they will find information on the wide range of opportunities available to them in further education, higher education and apprenticeships. There are many pathways in the education system, and I encourage any potential learners to consider them all.
129. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that have been taken to tackle the student accommodation crisis; and if he will make a statement on the matter. [6388/22]
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.
An important element of this is ensuring that higher education institutions have access to low-cost financing. Since 2017, the Housing Finance Agency has approved a total of €157 million in loans, to support the provision of more than 1,400 new student bed spaces across three universities.
Last Summer, together with Minister Donohoe and Minister O’Brien, I announced that €75 million of financing had been successfully sourced for the Council of Europe Bank for the building of student accommodation in universities.
The Government has also 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.
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.
130. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the findings of the survey of experiences of sexual violence and harassment in higher education; and if he will make a statement on the matter. [6378/22]
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.
