Skip to main content
Normal View

Tuesday, 22 Feb 2022

Written Answers Nos. 591-610

Third Level Costs

Questions (591, 596)

Rose Conway-Walsh

Question:

591. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the anticipated cost by year, by student, of a paramedic science degree course for the higher education institute and the Exchequer; and if he will make a statement on the matter. [9130/22]

View answer

Rose Conway-Walsh

Question:

596. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the average cost, per year and per student, of a pharmacy place for the higher education institute and the Exchequer; and if he will make a statement on the matter. [9157/22]

View answer

Written answers

I propose to take Questions Nos. 591 and 596 together.

The Higher Education Authority (HEA) provided the following information to assist the Deputy with her query. 

Cost to the Exchequer

The HEA has a Recurrent Grant Allocation Model (RGAM) which allocates core recurrent funding to institutions. The allocation of the core grant is determined on a formula basis – based on a standard per capita amount in respect of weighted EU student numbers (and non-EU research) in broad subject price groups. Student numbers are weighted to reflect the relative cost of the subject groups. The standard per capita amount depends on the total level of funding received each year. Total available funding divided by total weighted student numbers equals the standard per capita amount. The model also takes account of research and access metrics.

The core grant is allocated as a block grant to cover core teaching and research activities within institutions. The internal allocation of funds as between teaching and research and across faculties and departments etc is a matter for each institution.

Students on pharmacy and science programmes are included and counted for funding purposes in the RGAM. In 2022 such students attracted c.€2,670 per student through the RGAM.  In addition,  eligible undergraduate students have their fees paid by the Exchequer, exclusive of the student contribution, under the Free Fees Scheme. The HEA pays c. €4,400 per eligible undergraduate pharmacy/science degree student in the university sector.

As referenced above, students are liable for the student contribution of €3,000. Eligible students may have the student contribution fully or partially paid on their behalf under SUSI.

Cost of provision

The estimated cost per student per year is as follows.

Pharmacy : c.€11,000 - €13,000 per student per year

Science: c €10,000 - €12,000 per student per year

Question No. 592 answered with Question No. 590.

Qualifications Recognition

Questions (593)

Rose Conway-Walsh

Question:

593. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the NFQ level assigned to the diploma in emergency medical science provided to trainee paramedics; and if he will make a statement on the matter. [9132/22]

View answer

Written answers

There are a range of qualifications offered in the field of emergency medical science across a number of different levels of the National Framework of Qualifications (NFQ).  These qualifications can be found on the Irish Register of Qualifications (IRQ) which is an online resource maintained by Quality and Qualifications Ireland (QQI) that provides a comprehensive and authoritative list of all quality-assured education and training qualifications on the NFQ. The IRQ can be accessed here: irq.ie/.

The professions of Paramedic, Advanced Paramedic and Emergency Medical Technician are regulated professions which, alongside various level of Responder, fall under the remit of the Pre-Hospital Emergency Care Council (PHECC). PHECC is an independent statutory body, established by the Minister for Health, which sets the standards of education and training across these professions for the purposes of pre-hospital emergency care in Ireland. PHECC also holds responsibility for conducting examinations leading to the award of the National Qualification in Emergency Medical Technology (NQEMT). Where appropriate, education providers will develop their programme offerings to meet the accreditation standards set by PHECC.  Further details on PHECC’s educational and training standards alongside information on approved training institutions and courses can be found on its website (www.phecit.ie/). The Minister for Further and Higher Education, Research, Innovation and Science does not have a role in determining these educational standards.

Third Level Admissions

Questions (594, 595)

Rose Conway-Walsh

Question:

594. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of pharmacy entrants and graduates in each year since 2011; and if he will make a statement on the matter. [9155/22]

View answer

Rose Conway-Walsh

Question:

595. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he has engaged with the Minister for Health in order to establish a target, optimum number of pharmacy places in order to meet the needs of society; and if he will make a statement on the matter. [9156/22]

View answer

Written answers

I propose to take Questions Nos. 594 and 595 together.

The information requested by the Deputy on pharmacy entrants and graduates is in the table below.

Year

1st Year Enrolments

Graduates

2010/2011

173

160

2011/2012

191

161

2012/2013

186

140

2013/2014

184

151

2014/2015

193

166

2015/2016

200

169

2016/2017

192

145

2017/2018

200

182

2018/2019

201

168

2019/2020

210

164

2020/2021

221

 

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 longer 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.

Question No. 595 answered with Question No. 594.
Question No. 596 answered with Question No. 591.

Third Level Fees

Questions (597, 598)

Rose Conway-Walsh

Question:

597. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he is considering steps to reduce the cost of final year for pharmacy students; and if he will make a statement on the matter. [9158/22]

View answer

Rose Conway-Walsh

Question:

598. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost to the Exchequer of extending the free fees initiative to the final year of pharmacy in the same form as it is currently applied to all undergraduate courses; and if he will make a statement on the matter. [9159/22]

View answer

Written answers

I propose to take Questions Nos. 597 and 598 together.

The Pharmacy Act 2007 conferred responsibility on the Pharmaceutical Society of Ireland (PSI), the pharmacy regulator, with respect to pharmacy education and training. The PSI is an independent statutory body and is responsible for defining and ensuring the standards of education and training for pharmacists qualifying in Ireland. This includes developing standards, policies and carrying out accreditation of pharmacy degree programmes.

In August 2014, the Minister for Health approved changes to the education and training of pharmacists. This change in Pharmacy education has come about because the regulatory body, the PSI, now requires graduates to have completed a Masters degree before entering the PSI Register and practicing as a Pharmacist.

For those students that commenced their pharmacy course from September 2015, the structure of the pharmacist qualification changed from a four-year Bachelor degree programme followed by a one-year Internship Programme (which resulted in the award of a Level 9 degree) to a five-year fully integrated pharmacy degree programme.

Under the Department's Free Fees Initiative (FFI), the Exchequer pays tuition fees on behalf of eligible first time undergraduate students attending approved full-time undergraduate courses. In order to qualify for funding under the Department’s Free Fees Initiative, students must meet the criteria of the scheme.

As referenced above, funding under the FFI is available for undergraduate awards only (up to and including level 8).  In practice, this means that only the undergraduate portion of an integrated masters programme would be eligible for free fees funding. A full tuition fee is payable by all students for any postgraduate/Level 9 award portion of the course of study.

Separately, SUSI grant support is available for those students who meet the qualifying criteria such as means, residency, nationality and progression. Different supports are available to undergraduate and postgraduate students. Qualifying students attending integrated/intercalated courses, will be initially assessed in respect of the undergraduate portion of the course. A separate application will be required in respect of the portion of the course deemed to be the postgraduate element.

Higher Education Institutions are autonomous bodies and are responsible for their own day-to-day management and operational affairs, including the management of academic affairs. They retain the right to determine their own policies and procedures. The total level of fees to be charged for the postgraduate element of an integrated masters course are therefore solely a matter for the relevant institution to determine in line with its own criteria.

My Department currently has no plans to provide free fees funding for postgraduate years under the FFI therefore the cost of supporting such courses have not been estimated.

Notwithstanding the above, I am very conscious of the difficulties that students, like so many others in society, face as a result of the increased costs of living.  For students and their families this includes not just costs such as accommodation and food but also education-specific costs such as postgraduate tuition fees. 

I have already taken significant steps to support learners and their families.  Effective from the start of the next academic year the rate of grant will be increased by €200 for all SUSI recipients, I have widened the thresholds to allow more people to apply for student grants and I have changed the distance thresholds to reflect the increased costs for those who live further away from their colleges. 

I have also put significant additional resources into the Student Assistance Fund, including an additional €1.3 million announced last week, which brings the fund to €18.5m for the current academic year.

However, the SUSI scheme clearly does not cover everybody, and there are many families who must pay out significant amounts of money each year to continue in third level education. There are different options to address the costs of education and fundamentally these are decisions which must be made in the context of the annual Estimates process.  As I look towards the next budgetary cycle, I will be examining all the levers I have to address higher education costs for students in a way that has impact for students and families and that applies broadly across society. 

 

Question No. 598 answered with Question No. 597.

Covid-19 Tests

Questions (599, 600)

Jim O'Callaghan

Question:

599. Deputy Jim O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science the amount of funding that has been allocated to the Technological University of Dublin for the purpose of enabling it to protect students and staff from Covid-19; and if he will make a statement on the matter. [9236/22]

View answer

Jim O'Callaghan

Question:

600. Deputy Jim O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science the value of antigen tests made available to the Technological University of Dublin; if such tests are available to staff at the university; and if he will make a statement on the matter. [9237/22]

View answer

Written answers

I propose to take Questions Nos. 599 and 600 together.

In 2020 and 2021 the Government provided additional funding to mitigate against the direct impacts of Covid-19 and support the return of students to further and higher education for the academic years 20/21 and 2021/22.

For Technological University Dublin (TUD) additional funding from within these financial supports was provided via the Higher Education Authority.

Out of the amounts allocated to TU Dublin a combined total of c.€3.78million was reported to the HEA as having been used for purposes which supported the protection of students and staff from Covid-19.

The final amount provided to institutions from within the 2021 allocation 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 addition, as part of the 2021 allocation, following public health advice to the sector from the Expert Advisory Group on Rapid Testing (advice which is published and available on the Department’s website) a once-off fund of €9m to provide rapid antigen testing kits to students in further and higher education was introduced in 2021. 

The purpose of the funding was to encourage the use of antigen testing amongst students, providing funding to institutions via the relevant funding agencies to make a small number of antigen tests available free to students. TU Dublin received a provisional €600,750 in support of the provision of antigen testing to students and this allocation was paid in December 2021 (via the HEA).  This fund is subject to final report and reconcilation to the HEA at the end of this academic year.

Question No. 600 answered with Question No. 599.

Apprenticeship Programmes

Questions (601)

Martin Browne

Question:

601. Deputy Martin Browne asked the Minister for Further and Higher Education, Research, Innovation and Science the number of carpentry apprenticeships run by individual education and training boards across the country; his plans to include this skill in the education and training boards that do not currently run carpentry apprenticeships; and if he will make a statement on the matter. [9240/22]

View answer

Written answers

Apprenticeships are employer led demand driven educational and training programmes, which aim to develop the skills of an apprentice in order to meet the needs of industry and the labour market.  As apprentices are employees, the demand for and number of apprentices is primarily dictated by the employers in any area or sector. 

The Action Plan for Apprenticeship 2021 – 2025 requires that apprenticeship intake will grow to 10,000 annual registrations by 2025.

Apprenticeship registrations in 2021 were the highest they have been since 2007, with 8,607 apprentices employed on 62 programmes. The current apprentice population is over 24,000, the highest it has been since 2009. Of last year’s registrations, 6,955 were in craft apprenticeship programmes, with over 60% of these in the Electrical, Plumbing and Carpentry and Joinery crafts.

Phase 2 off-the-job training for carpentry and joinery is delivered by Education and Training Boards in the 13 locations nationwide including 3 locations in Dublin.  Attached is a table with all the current locations.

Ballyfermot

Carpentry apprenticeships Training Locations

Tallaght

Tralee

Cork

Letterkenny

Limerick

Dundalk

Waterford

Kilcohan, Waterford

Finglas

Galway

Athlone

Sligo

Also the deputy should note that there has been a substantial increase in provision in the area of 40% in Carpentry and Joinery over the past year. Expansion of the apprenticeship system is continuing in 2022, to include investment in workshops and staff.

Departmental Staff

Questions (602)

Carol Nolan

Question:

602. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the total number of officials who were transferred from the Department of Education to his Department since its establishment; the total number of officials currently assigned to his Department; and if he will make a statement on the matter. [9253/22]

View answer

Written answers

Following the establishment of the Department of Further and Higher Education, Research, Innovation and Science in August 2020, 122 officials transferred on foot of the transfer of further and higher education functions from the Department of Education. There are currently 200 officials in total assigned to this Department.  This figure includes staff transferred from other Departments including the Department of Enterprise, Trade and Employment on foot of the transfer of research functions from that Department.

Education and Training Provision

Questions (603)

Ruairí Ó Murchú

Question:

603. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the steps being taken to create more roadmaps for persons to access critical skills training and long-term employment; and if he will make a statement on the matter. [9404/22]

View answer

Written answers

A key goal of my Department is to ensure individuals are equipped with the knowledge and skills to access sustainable, quality employment.  There are a wide range of steps being taken in pursuit of this goal.

The SOLAS Skills to Advance initiative is supporting employees with the skills to progress in their current job, or to take advantage of new job opportunities while supporting SMEs who need assistance to invest in and develop their workforces.  Over 10,000 employees benefitted from training provided by their local ETB in 2021.  

My Department also funds Skillnet Ireland to provide subsidised training to business.    Through their 73 Skillnet Business Networks, it supports over 21,000 businesses and 80,000 trainees annually. Its Climate Ready initiative equips businesses with the practical skills and knowledge to manage the challenges that transitioning to a low-carbon economy presents while a new additional €11m allocation from the Brexit Adjustment Reserve will allow their Business Networks help SMEs plan for success in key areas including digitalisation, sustainability and innovation.

The Skills to Compete initiative delivered through ETBs, working in tandem with INTREO offices, Regional Skills Fora, and Enterprise Ireland, supports those who have lost their jobs as a result of COVID-19, to re-enter the workforce.  Courses offered are built around three key priorities: delivering the essential skills required for modern workplaces; building strong digital skills; and developing the specific vocational skills to secure opportunities in growing sectors and occupations.  An estimated 21,000 people have benefitted to date. 

The Action Plan for Apprenticeship 2021-2025 sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship more accessible to employers and learners, to achieve a target of 10,000 annual registrations across a wide range of programmes by 2025. Expanding apprenticeship across all sectors of the economy has widened its impact in areas of skills shortage such as Engineering, Technology Skills, Logistics and FinTech. Under the Plan there will be an increase in online visibility of apprenticeship engagement and apprenticeship development processes for employers/sectors who wish to assess the potential for new apprenticeship development.

The development of new apprenticeships is employer-led, with consortia comprising employer groups and educational providers coming together to identify a skills need and appropriate apprenticeship responses in their sector. It is open to any industry that wishes to explore such options to bring forward a proposal. Applications for new apprenticeship development are open on an ongoing basis, allowing all employers to progress the development of programmes in response to emerging skills needs on an as-needed basis.

Springboard+ provides free and subsidised upskilling and reskilling higher education opportunities in areas of identified skills need. The Springboard+ 2022 call for proposals was launched in December 2021 and is expected to launch in Q2 of 2022.  The Human Capital Initiative (HCI) forms a key part of the strategic response to a changing world of work and the challenges the economy will face in the period ahead. With a strong focus on innovation and agility, the programmes being supported will ensure that graduates and the education system as a whole, are in a position to respond positively to the challenges and opportunities ahead. Full details on Springboard+ and HCI courses can be found at  www.springboardcourses.ie.

Funding of €15m provided 11,597 places on 538 Modular courses in 32 higher education institutions in 2020/21.  Following the success of the 2020 July Stimulus programme a further 4,119 places are being provided on Modular Skills Provision courses during the current academic year.  All courses are shorter and more focused and are offered in a flexible manner, allowing people to gain important skills without taking a considerable period away from the labour market. They represent a new route into lifelong learning, and provide upskilling and reskilling opportunities for those who need it, while ensuring that they remain close to the labour market.

The Right Course, my Department’s one stop shop for businesses, employees and unemployed people, outlines the range of third level options available at www.gov.ie/therightcourse.

Departmental Contracts

Questions (604)

Bríd Smith

Question:

604. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if a company (details supplied) was awarded the contract for provision of SafePass online for SOLAS; when the newly awarded contractor for online SafePass provision will begin online renewals for SafePass; if the same consumer cost savings available in the UK, currently £36, will be passed on to workers requiring online SafePass renewals here which currently cost €200; and if he will make a statement on the matter. [9437/22]

View answer

Written answers

Under the Safety, Health and Welfare at Work (Construction) Regulations 2013, craft and general construction workers, persons undertaking on-site security work and persons or classes of persons as may be prescribed by the relevant Minister are required to hold a safety awareness registration card (Safe Pass card). 

SafePass training and assessment delivery has mirrored construction sector activity during the COVID-19 period and has now fully recommenced. Given the ongoing COVID-19 pandemic, the running of face to face programmes is subject to adherence with the SOLAS Standard Operational Pandemic Containment Guidelines.  These Guidelines included a reduction in the maximum numbers of learners who may physically attend a course.  In a number of cases this has led to a temporary increase in course costs for individual learners.

SafePass training is delivered by SOLAS Approved Training Organisations and tutors. These are private providers and neither the Department nor SOLAS have a role in the setting of fees or in influencing pricing structure within the market place. There is a €32 fee payable to SOLAS for the processing, manufacturing and distribution of SafePass cards which is unchanged and is generally included in the overall price for attending a course.

SOLAS is actively pursuing the activation of an online assessment option for the renewal of Safe Pass cards. In keeping with procurement procedures and government guidelines SOLAS went to tender for this service in June 2021. Following a competitive procurement process, SOLAS has identified a preferred vendor. Final arrangements are being made for the roll out of the new system and additional information, including the go live date, will be notified to the sector as soon as possible.

Education and Training Provision

Questions (605)

Rose Conway-Walsh

Question:

605. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the total number of places in medicine in each institution by undergraduate and graduate entry medicine for students from Ireland, Northern Ireland, Britain, other European Union and non-European Union international for 2021, in tabular form; and if he will make a statement on the matter. [9557/22]

View answer

Written answers

The data requested by the Deputy is not yet available for the 2021/22 academic year. My Department's key source of enrolment statistics is the HEA's Student Records System (SRS). The census date for the collection of the Student Record System data is the 1st of March of the academic year, and therefore the enrolment statistics for 21/22 have not not been collected. The data for the 2021/22 academic year will be published later this year.

First year enrolments by domicile and HEI for the 2020 academic year, the latest available, are available at the link.

Medicine Enrolments

Education and Training Provision

Questions (606)

Rose Conway-Walsh

Question:

606. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of medical places combined across undergraduate and graduate entry medical allocated to European Union students including Britain and Northern Ireland in each year since 2011; and if he will make a statement on the matter. [9558/22]

View answer

Written answers

For the years in question, the Fottrell Report provided the basis on which the level of provision in medical schools is determined. It specifies that an intake of between 700 and 740 EU students per annum is required to move towards national self-sufficiency. This target marked a more than doubling of the number of EU students who were accepted in to medical schools at the time the report was published.

The number of first year enrolments in medicine courses, by domicile, is available in the table below for the years 2012 to 2020. The data is as reported on the HEA's Student Records System (SRS). It should be noted that there are some reliability issues for domicile data collected in earlier years.

Row Labels

Ireland

Northern Ireland

Great Britain

(Other) EU

Non-EU

Total

2012/2013

671

10

37

12

418

1148

2013/2014

673

14

45

11

462

1205

2014/2015

718

13

49

10

468

1258

2015/2016

675

16

63

8

524

1286

2016/2017

672

11

34

16

510

1243

2017/2018

665

9

30

14

577

1295

2018/2019

664

7

37

13

598

1319

2019/2020

692

8

18

14

619

1351

2020/2021

721

8

12

13

649

1403

Education and Training Provision

Questions (607)

Rose Conway-Walsh

Question:

607. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the anticipated increase in Irish and European Union student places in both undergraduate and graduate entry medicine in the academic year 2022 and 2023; and if he will make a statement on the matter. [9559/22]

View answer

Written answers

I 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. One element of this engagement centres on increasing the number of places available in medicine for Irish and EU students, and discussion between my Department, the Department of Health and the medical schools are ongoing.

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. 

Departmental Advertising

Questions (608, 615)

Michael Ring

Question:

608. Deputy Michael Ring asked the Minister for Further and Higher Education, Research, Innovation and Science the amount his Department has paid for advertising, features and so on in a magazine (details supplied). [9576/22]

View answer

Michael Ring

Question:

615. Deputy Michael Ring asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has won any award from a publication (details supplied); if so, when this award was won; and if he will make a statement on the matter. [9834/22]

View answer

Written answers

I propose to take Questions Nos. 608 and 615 together.

The Department has not received any awards from this publication.

Grant Payments

Questions (609)

Robert Troy

Question:

609. Deputy Robert Troy asked the Minister for Further and Higher Education, Research, Innovation and Science if an application for SUSI support by a person (details supplied) which is currently under appeal will be approved. [9613/22]

View answer

Written answers

The main support available to students is the statutory based Student Grant Scheme where students are studying for the first time or are progressing to study at a higher level. The decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.

With regard to the specific application, I have been advised by my officials that there has been ongoing communication between the applicant and SUSI in relation to her application since early December 2021.  The application proceeded through the assessment process and SUSI determined that the applicant had submitted insufficient documentation to prove independent residence. The student then proceeded through the SUSI appeals process. The documentation was requested from the applicant and submitted and this was reviewed by the Appeals Officer, The SUSI appeal was finalised and a determination was notified directly to the student. 

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

As part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (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. If the enquiries may be emailed direct to SUSI oireachtas@susi.ie. Staff in SUSI are responding to email queries within a matter of days.

Education and Training Provision

Questions (610)

James Lawless

Question:

610. Deputy James Lawless asked the Minister for Further and Higher Education, Research, Innovation and Science if the situation of a person (details supplied) will be examined; and if he will make a statement on the matter. [9655/22]

View answer

Written answers

Universities and institutes of technology are academically independent and have the right to determine the procedures and criteria for the selection and admission of students. The CAO process applications for undergraduate, and some postgraduate, courses on behalf of the higher education institutions. Neither I nor my Department have a role in the operation of the CAO, and it is not within my remit to intervene in the admissions process.

Admissions under the alternative routes and schemes, including places for applications under further to higher education access routes are also regulated by the institutions themselves and not by my Department. Each higher education institution determines its own admission policy, the number of places they reserve for these routes and the allocation of those places. Further information for applicants presenting QQI FET/FETAC awards for higher education entry purposes, and information on the places available in nursing in particular, can be found on the CAO’s website at the following link: www.cao.ie/index.php?page=scoring&s=fetac

In both 2020 and 2021, additional places were made available on a range of higher education courses, including around 200 additional places on nursing and midwifery courses in 2021. My officials are currently engaging with the Higher Education Authority and representatives from the higher education sector on the provision of additional places for the coming academic year. It is the intention that there will be a focus on areas such as healthcare where there is a need for more skilled graduates, including in nursing. 

In the longer term, 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 longer term skills needs of the healthcare services, and the role which the further and higher education sector can play in meeting those skills needs. 

Top
Share