Written Answers Nos. 41-80
50. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the impact of the inclusion of all post-school options in the CAO system; the number of additional applicants there were in 2022 due to this expansion; and if he will make a statement on the matter. [12713/22]
View answerA key goal for my Department is to enhance the profile and visibility of further education and training (FET) and apprenticeship options. The developments introduced to the CAO website allow school leavers explore all options across the third level system. It is very important to help and encourage students to identify what education and training options best meet their career and life goals in light of the broad range of opportunities available across the whole tertiary education system.
My Department is continuing to assess the impact of the changes made to the CAO website to this end given as the Deputy is aware the this year's CAO process is at an early stage. There were 78,162 higher education course applicants registered by 1st February compared to 79,303 last year. However, the 1st February normal application deadline does not apply to FET courses. The CAO FET Portal developed for the 720 PLC courses included in the 2022 application process, is being managed through FETCH/PLSS, the centralised course application system for 16 Education and Training Boards. This Portal will operate until 1st July and applicants applying after that date will be redirected to make direct entry via fetchcourses.ie.
For apprenticeship options, where students can be hired by approved employers throughout the year, the CAO website links to apprenticeship.ie, a one-stop-shop website for information and guidance on apprenticeships. There were a record 8,607 new apprentice registrations last year.
My Department is in receipt of information on website traffic from cao.ie/options since the launch last November. The results are encouraging with 14,276 site visits to fetchcourses.ie and 26,439 site visits to apprenticeship.ie by 1st March.
We will continue to monitor the project with a view to further developing and expanding CAO FET offers building on the experience of the 2022 application process.
Also, in line with the strategic objective of building a well-functioning unified knowledge and skills system across further and higher education, research and innovation, my Department is identifying an initial set of actions to realise that objective and promote unity across the various sectors. I intend to bring greater detail on the development of this policy to Government in the coming weeks.
51. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the universities that he has visited since he assumed office. [12781/22]
View answerSince the safe-reopening of the third level sector, I have been delighted to visit almost all of the Universities, including two Universities in Northern Ireland. The list of universities visited is presented in tabular format below.
|
Date Visited |
University |
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2022 |
|
|
|
|
|
02.03.22 |
Trinity College Dublin |
|
|
|
|
2021 |
|
|
|
|
|
06.12.21 |
Ulster University |
|
06.12.21 |
Queen's University Belfast |
|
29.11.21 |
Maynooth University |
|
17.11.21 |
Dublin City University |
|
8.11.21 |
Munster Technological University |
|
8.11.21 |
University College Cork |
|
20.10.21 |
Trinity College, Dublin |
|
20.09.21 |
Munster Technological University |
|
16.09.21 |
Technological University Dublin |
|
26.08.21 |
Trinity College Dublin |
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23.08.21 |
Technological University of the Shannon: Midlands Midwest Site Visit (Designated date 1st of October 2021) |
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23.08.21 |
Technological University of the Shannon: Midlands Midwest Site Visit, Kickham Barracks (Designated date 1st of October 2021) |
|
29.07.21 |
Trinity College Dublin |
|
19.07.21 |
National University of Ireland Galway |
|
14.06.21 |
University College Dublin |
|
27.05.21 |
Trinity College Dublin |
|
|
|
|
2020 |
|
|
|
|
|
21.12.20 |
Technological University Dublin |
I have also as Minister made an extensive series of visits to Third Level College and FET Facilities as well as Youthreach and Training Centres. These are presented in tabular format below:
Third Level Colleges
|
Date Visited |
|
|
2022 |
|
|
21.02.2022 |
Waterford Institute of Technology |
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14.02.2022 |
GMIT Galway Campus |
|
24.01.2022 |
Mary Immaculate College (Vigil Mass) |
|
2021 |
|
|
10.11.2021 |
Marino Institute of Education |
|
15.11.2021 |
Carlow College, St Patrick’s College |
|
15.11.2021 |
Institute of Technology Carlow |
|
23.08.2021 |
Mary Immaculate College |
|
25.08.2021 |
St Angela's College Sligo |
|
25.08.2021 |
IT Sligo |
|
19.07.2021 |
GMIT Mayo Campus |
FET, Youthreach and Training Centres
|
Date Visited |
|
|
2022 |
|
|
7.03.2022 |
Louth Meath ETB |
|
21.02.2022 |
Waterford Wexford ETB Training Centre |
|
20.12.2022 |
Dunboyne College of Further Education |
|
2021 |
|
|
29.11.2021 |
Newbridge Youth Training & Development Centre |
|
29.11.2021 |
Celbridge Further Education and Training Centre |
|
15.11.2021 |
Kilkenny and Carlow ETB |
|
15.11.2021 |
Kilkenny Adult Learning Centre |
|
08.11.2021 |
ETB Cork Training Centre |
|
20.09.2021 |
Tralee Youthreach |
|
20.09.2021 |
Kerry College of Further Education, Monavalley |
|
20.09.2021 |
Kerry College, Tralee |
|
08.09.2021 |
Liberties College |
|
06.09.2021 |
Cavan Institute |
|
06.09.2021 |
Monaghan Education Campus |
|
06.09.2021 |
Kingscourt Community Centre |
|
02.09.2021 |
CDETB Adult Education Centre/Ballymun Youthreach |
|
25.08.2021 |
Sligo College of Further Education |
|
25.08.2021 |
MS ETB Training Centre, Manorhamilton |
|
23.08.2021 |
Borrisokane Further Education and Training Centre |
|
19.07.2021 |
MSL ETB, Castlebar |
|
12.07.2021 |
Louth Regional Skills & Training Centre |
|
09.06.2021 |
Arbour Hill Prison Education Centre |
|
07.12.2020 |
D8 Community Education Centre, Dublin |
59. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta an bhfuil sé ar an eolas faoin togra atá molta i mBéal Feirste chun foras breisoideachais agus ardoideachais lán-Ghaelach a bhunú i bhfoirgneamh Montague, atá anois faoi rialú Chultúrlann McAdam Ó Fiaich; an bhfuil sé i gceist aige obair i dtreo foras nó forais oideachais lán-Ghaelach mar é a bhunú ó dheas, chun deis a thabhairt do na mílte daltaí a fhreastalaíonn ar oideachas dara leibhéal trí mheán na Gaeilge leanúint ar aghaidh i dtimpeallacht lán-Ghaelach tar éis na hArdteistiméireachta agus staidéar a dhéanamh ar réimse leathan ábhar, lena n-áirítear ceirdeanna; agus an ndéanfaidh sé ráiteas ina thaobh. [12488/22]
View answerGeallaim go gcomhlíonfaidh an córas breisoideachais agus ardoideachais an t-éileamh atá ann le soláthar a dhéanamh trí mheán na Gaeilge. Ní feasach dom pleananna a bheith ann faoi láthair chun foras a bhunú de réir mar atá molta ag an Teachta.
San earnáil Breisoideachais agus Oiliúna, tá soláthar trí mheán na Gaeilge á chur ar fáil laistigh de na réimsí oideachais phobail agus litearthachta d’aosaigh. Tá na Boird Oideachais agus Oiliúna freagrach as struchtúr a chur ar a soláthar ó thaobh éileamh agus riachtanas na bhfoghlaimeoirí, i gcomhréir le tosaíochtaí scileanna áitiúla agus náisiúnta. Cuirtear é seo i gcrích i gcomhar leis na Comhaontuithe Feidhmíochta Straitéisí atá i bhfeidhm idir SOLAS agus gach ceann den 16 BOO.
Tá traidisiún láidir freisin maidir le soláthar ardoideachais trí mheán na Gaeilge i líon institiúidí, Ollscoil na hÉireann, Gaillimh, Coláiste Mhuire gan Smál, Luimneach agus Ollscoil Chathair Bhaile Átha Cliath san áireamh. Ó bhí 2020/21 ann, bhí 67 cúrsa san ardoideachas agus teagasc as Gaeilge á chur ar fáil nó á gcur ar fáil trí mheán na Gaeilge, ag freastal ar 1,674 mac léinn san iomlán.
Tá deiseanna ar fáil freisin do dhaoine ar mian leo tabhairt faoin nGaeilge agus feabhas a chur ar a gcumas. Mar shampla, an cúrsa saor in aisce ‘Labhair Gaeilge Liom (Speak Irish With Me)’, a chuirtear ar fáil ar an ardán ar líne, eCollege, atá á bhainstiú ag SOLAS.
61. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science the guarantees that can be provided to a college (details supplied) in regard to essential capital funding; if the funding committed by his Department will be processed under the same terms and conditions as capital funding promised but not realised in 2015; and if he will make a statement on the matter. [11864/22]
View answerLast November, I was delighted to approve in principle the incorporation of St Angela’s College into the new Atlantic Technological University, which will be designated on 1 April this year. While incorporation will ultimately be a matter for the new TU’s governing body upon establishment, the plans represent a very significant and positive development for the students and staff of St Angela’s College, and indeed for the North West region.
I am aware of the current campus development needs of St Angela’s College. My Department is fully committed to working with St Angela’s College and IT Sligo – and in due course with the new Atlantic TU – to address their infrastructure development needs. The planned incorporation of St Angela’s College into the Atlantic TU provides a very different strategic context to that which existed a number of years ago and this will need to be fully reflected in the investment approach.
In February this year, I announced the beginning of an ambitious new phase of capital investment in the higher education sector. This includes the establishment of a Technological Sector Strategic Projects Fund. I am committed to ensuring that, subject to meeting the necessary requirements at each of the Public Spending Code Decision Gates, capital funding will be provided under this Fund to address the infrastructure deficits currently impacting St Angela’s College. This approach reflects the pre-existing commitment to St Angela’s College, while also taking account of its expected future as part of the Atlantic TU.
As a first step, a Strategic Assessment Report has been requested from St Angela’s College and IT Sligo. Detailed engagement will then take place between my Department, the Higher Education Authority, St Angela’s College and the Atlantic TU to explore campus development options and the parameters of Exchequer investment.
62. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to plans to develop a college campus on the northside of Cork city. [12727/22]
View answerI have not been made aware of any plans to develop a campus on the north side of Cork city. However, my Department is willing to work collaboratively with higher education institutions on the development of capital projects in line with their established masterplans.
It is a priority for my Department to support higher education institutions and Education and Training Boards - including University College Cork (UCC), Munster Technological University (MTU), and Cork Education and Training Board - in their critical role as drivers of social and economic development in their regions. Funding for capital works is generally distributed through SOLAS to ETBs and through the HEA to higher education institutions in the form of project-specific grants or devolved grant type funding.
My Department is currently supporting a number of major capital projects in Cork city, including a new Learning Resource Centre on the MTU Cork Campus, which is part of the Higher Education Public Private Partnership Programme, and a major upgrade project to the 1970s Building on the MTU Cork Campus Bishopstown.
UCC is also approved in principle for funding of €25 million under the first phase of the Higher Education Strategic Infrastructure Fund to co-fund a custom built Business School building in Cork city centre.
Existing Further Education and Training provision on the north side of Cork city includes a range of programmes delivered by Cork ETB at levels 2-4 through what was previously referred to as “City North campus”, part of Terrence MacSweeney Community College. Additional courses are delivered in partnership with Northside Community Enterprise and other community providers on the north side of Cork city.
63. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the proposals there are to have further engagement with the Department in Northern Ireland in relation to further co-operation in further education on a cross-Border and all Ireland basis; and if he will make a statement on the matter. [12865/22]
View answerI am committed to the promotion and enhancement of a collaboration on a North-South basis, which allows Further Education and Training Providers to strengthen relationships in areas of mutual interest.
Officials in my Department are working very closely with their counterparts in Department of the Economy in Northern Ireland on the development of a proposal to address skills on a cross-border and cross-community as part of the forthcoming PEACE PLUS programme. The collaborative way in which this proposal has been developed is very welcome and a recognition of the important role which education and skills can play in cross-border economic development.
The inclusion of this proposal within the programme has been approved by the North-South Ministerial Council and the Special EU Programmes Body (SEUPB) is submitting its draft programme to the EU Commission.
If this proposal is agreed it will provide a strong framework for cross-border and cross-community engagement between education and training organisations to work together on development of innovative responses in the area of skills, including re-skilling.
64. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science the number of current and planned apprenticeships; the take-up in the construction sector; and if he will make a statement on the matter. [12771/22]
View answerA key objective of the Action Plan for Apprenticeship 2021-2025 is to ensure that the apprenticeship system will increase its contribution to meeting Ireland’s skills and human capital requirements by delivering on a target of 10,000 apprenticeship registrations per annum by 2025
There are currently 62 apprenticeship programmes on offer ranging from levels 5-10 on the National Framework of Qualifications: 25 craft programmes and 37 programmes introduced since 2016. These range in duration from 2-4 years. They comprise both on-the-job and off-the-job phases. The off-the-job training is delivered in Training Centres, Institutes of Technology, Technological Universities and other higher education institutions, depending on the programme in question.
A further 17 additional programmes are being developed across agriculture, construction, engineering, equine, finance, horticulture, hospitality and food, ICT and logistics. A number of other potential apprenticeships are at an exploratory stage, in sectors such as health, beauty, environmental, engineering, ICT and finance.
Among the 62 apprenticeships, construction related programmes include electrical, plumbing, carpentry and joinery, plastering, painting and decorating and the recently launched scaffolding apprenticeship. Apprenticeships are also in development in roofing and cladding (L5) and advanced quantity surveyor (L9).
In recent years, annual intake in construction related apprenticeships has steadily been increasing, from a low of 650 in 2010 rising to 3,499 in 2019. In 2021, a record 8,607 new apprentices were registered. This was an almost 40% increase on the figures from 2019, the last “normal” pre-pandemic year. 6,955 of these registrations were in craft apprenticeships, and of these, 5,181 were in construction and electrical apprenticeships. As of January 2022 (the latest full month figures available), there have been 524 apprenticeship registrations, with 376 of these on construction-related programmes.
65. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science the involvement of Irish third-level institutions on joint research projects with their Ukrainian-based counterparts; the impact that the Russian invasion of Ukraine has had on such projects; and if he will make a statement on the matter. [12707/22]
View answerI want to start by reiterating the Government’s utter condemnation of Russia’s actions in Ukraine as illegal and immoral. Across Government we are examining the actions that need to be taken to support people affected by this aggression, including students and researchers.
I discussed these issues, including the overall EU response, when I met Commissioner Gabriel in Dublin last week. I have also engaged, together with the Minister for Justice, with the Union of Students in Ireland on issues affecting students. I also had the opportunity to meet, along with the Taoiseach, a number of Ukrainian students In Trinity College to hear first hand of their concerns.
With respect to the impact on research, my Department does not maintain a central register of research projects, given that autonomous higher education institutions drive their own research agenda and international collaborations. In terms of funding agencies under my Department’s aegis, Science Foundation Ireland is aware of four academic collaborations involving Ukraine, but there is no assessment yet on what the impact of the conflict is on this work. The Irish Research Council funds individual researchers and does not have information on institutional-level collaborations between Irish and Ukrainian higher education institutions.
My Department is continuing to engage closely with our agencies and stakeholders including the IUA and THEA to monitor developments and work through any issues as they arise .
66. Deputy John McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science the mechanism that is in place to deal with human resources legacy issues arising from the amalgamation of the institutes of technology to the new technology universities; and if he will make a statement on the matter. [12779/22]
View answerThe TU Act sets out that employees shall be subject to the same terms and conditions of service, including terms and conditions as they were subject to immediately before the amalgamation of an Institute of Technology into a new Technological University.
Any human resource legacy issues that were relevant to an Institute of Technology or new human resource issues arising after the amalgamation to a new Technological University, are dealt with through the established HR/IR channels.
Higher Education Institutions are required to have policies in place to address employee human resource issues and those particular policies have been negotiated and agreed with both employer and staff representative bodies, so as to ensure fair and equitable procedures are in place to protect the rights of staff and employers. Where disputes exist, there are a number of industrial relation mechanisms and supports available to assist employees in seeking resolution, such as staff fora, conciliation and mediation.
While it is important that I recognise the autonomy of Technological Universities, higher education institutions are obliged to comply with all relevant employment legislation and adhere to practices that are set out in statue. I’d encourage both sides when resolving disputes, to use the supports that are available in the sector and the wider labour relations machinery to reach a positive outcome.
67. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the investment made in public and private higher education as a proportion of national income, GDP and GNI; the way that this compares to other countries in the European Union; and if he will make a statement on the matter. [12785/22]
View answerThere are no officially published statistics for 2022 which provide the full information covering public and private expenditure on higher education as a proportion of national income of the type requested by the Deputy. It is also difficult to compare these proportions across different EU Member States given that education systems are structured and funded in different ways.
For International comparisons I can advise that the OECD, as part of its Education at a Glance publication, provides an assessment of expenditure on tertiary education as a proportion of GDP. In Ireland this includes further and higher education. Expenditure covers not just government expenditure but also expenditure by households; and expenditure from international and private sources. For Ireland, the most recent OECD report based on financial data for 2018 suggests tertiary education expenditure represented 0.9% of GDP, compared to an OECD average of 1.4%. However, in reality this comparison is not meaningful, given that GDP is not a good measure of the size of the domestic economy in Ireland. This is borne out by the fact that average figures for expenditure per student at tertiary level were slightly above the OECD average.
In terms of a more meaningful and recent comparison it is possible to give a general approximation of GDP, GNI and modified GNI proportions for the publicly funded Higher Education system, comprising funding investment by my Department towards grant funding and student support expenditure.
Based on the Central Statistics Office's assessment of the size of the economy in 2020 and expenditure on higher education via my Department for that year, the proportion of national income on higher education and student support was in the order of:
- Around 0.6% as a proportion of GDP;
- Around 0.8% as a proportion of GNI.
- Around 1.1% as a proportion of modified GNI, which is the measure which most accurately represents the size of the Irish economy.
It is also important to say that public investment in higher education through my Departments allocation is on an upward trend, and now stands at €2.4 billion. Annual current expenditure has increased by 40% since 2015.
I am committed to continuing the process of investing in our higher education system and to the development and implementation of a sustainable funding, reform and performance model for the sector.
68. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science if he has considered expanding those approved colleges that receive grants in relation to the student hardship fund to include agricultural colleges on the same basis as those colleges already supported; and if he will make a statement on the matter. [12501/22]
View answerMy Department provides funding by way of the Students Assistance Fund to students attending eligible Higher Education Institutions who are experiencing financial difficulties while attending third level. In general, the Fund has a dual focus. It is designed to support students from socio-economically disadvantaged backgrounds who have ongoing needs for financial support and also provide emergency financial assistance for other students. The total allocation for the Fund in the current academic year, including additional Covid support, is € 18.5 million.
Students can be assisted towards costs such as food, rent, heating and lighting bills and other utility bills, books and class materials and costs associated with childcare, transport and medical.
Applications for the Fund can be made by students registered on higher education courses of not less than one year in duration who attend eligible institutions, including students who attend Agricultural Courses within these eligible institutions.
Universities, Technological Universities and Institutes of Technology are approved institutions for the receipt of funding through the Student Assistance Fund. A number of other Higher Education colleges that receive recurrent grants type funding from my Department are also approved institutions for the Student Assistance Fund. Agricultural Colleges operate under the remit of the Department of Agriculture, Food and the Marine and are not funded by my Department. Given limited resources it is not possible to extend funding to additional institutions without impacting on thoese learners who currently depend on the Fund.
69. Deputy Brian Leddin asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to support third-level institutions to develop courses to support the quickly growing offshore wind sector and to support the development of a green hydrogen economy; and if he will make a statement on the matter. [12863/22]
View answerThe growth of the renewable energy sector is critical to meeting our Climate Action targets, with wind energy at the heart of our ambition to cut CO2 emissions in the electricity sector. The Government is committed to ensuring that the education and training system is appropriately positioned to support the growth and development of the skills required to support the sector into the future.
The Expert Group on Future Skills Needs report entitled Skills for the Zero Carbon Economy, published last November, sets out the demand for skilled workers required to support the growth of renewable energy generation over the coming 10 year period. Engineers, electrical and electronics technicians, ecology and environmental experts among others will be required to support the development of this vital element of Ireland's move to a Zero Carbon Economy.
The national skills infrastructure provides a robust framework to support industry to meet skills needs. While a structured response to the specific skills identified in the newly published report will be delivered over the coming period, the education and training sector is already working collaboratively with the wind industry to deliver on required skills needs across both further and higher education institutions. These include programmes such as the “Wind Turbine Maintenance Technician Traineeship” which leads to a Level 3 Diploma in Electrical Power Engineering and a new Apprenticeship being developed in the same area, leading to a Level 6 Advanced Certificate in Industrial Wind Turbine Engineering. There are also renewable energy programmes funded under the Human Capital Initiative and Springboard+.
As part of Budget 2022, a total investment of €78 million for reskilling and upskilling was provided, including a €22 million Green Skills Action programme, together with continued investment in supporting businesses. Courses relating to renewable energy are highlighted as a priority in last December’s call for the next set of Springboard+ proposals, which are currently under assessment.
70. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the process and timeline for the appointment of the remaining members of the governing authority of the South East Technological University; the process and timeline for the appointment of the president of the university; the capital plans pertaining to the establishment of the new technological university; if the project remains on course to reach the 1 May 2022 designation date; and if he will make a statement on the matter. [12705/22]
View answerOn 21 February 2022, I announced the appointment of the chairperson and two ordinary members of the first governing body of the new TU, following an open competition. I have appointed Dr Patrick Prendergast, former Provost of Trinity College Dublin, as chairperson. Mr Jim Bergin, CEO of Glanbia, and Ms Ruth Beadle, who holds a key leadership role at Sanofi, are the two ordinary members appointed. In addition, a nomination has been sought from the three relevant regional Education and Training Boards to complete the first governing body.
Upon the establishment of the TU, the first governing body then has six months in accordance with the provisions of the Technological Universities Act 2018 in which to fill the entirety of the governing body by undertaking the relevant elections and appointments processes.
With regard to the appointment of the first President, I have requested the Chairs of Institute of Technology, Carlow and Waterford Institute of Technology to undertake an open public competition to identify a suitable candidate to present to me for designation as first president. It is the governing body of the established TU that subsequently formally appoints the designated candidate.
Capital investment in support of the new TU includes the following:
- A new Engineering, Computing and General Teaching building at Waterford IT Campus,
- A new Science and Health Building is planned at IT Carlow,
The Waterford Institute of Technology project is the largest in the current Higher Education PPP Programme. Construction on both projects is anticipated to commence in Q1 2023 and to be completed by Q2 2025.
All parties are continuing to work towards TU establishment on 1 May 2022 and my officials are currently working with colleagues in the Office of the Parliamentary Counsel and the Houses of the Oireachtas to prepare the necessary legislative and administrative processes in that context.
71. Deputy Ivana Bacik asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the proposed use of the cost rental model for student accommodation. [12711/22]
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 on these issues.
Fundamentally the underlying issue is one of supply and there is a need to increase the supply of all types of accommodation including student accommodation. That is why Government launched Housing for All led by the Minister for Housing, Local Government and Heritage which sets out a series of actions which will be delivered to address the housing crisis backed by a transformative budget of €20 billion.
In their ambition to deliver student accommodation, the third level sector is facing the same issues which are affecting construction developments globally, including disrupted supply chains and other constraints. Very significant progress is being made in Government's overall housing policy with both housing completions and commencements showing significant acceleration and the construction workforce back to pre-pandemic levels. Notwithstanding positive recent trends, construction costs and other constraints are acting as a deterrent to institutions in proceeding with new developments. My Department and the Department of Housing, Local Government and Heritage are continuing to consider whether there are options that may be open to us to support increased supply within affordable rental levels.
With this in mind, I am working with my officials to consider immediate options and those initiatives which can be achieved in the more medium term.
I have recently written to all universities, technological universities and institutes of technology asking them to identify any potential local solutions which could contribute to increased supply ahead of the next academic year. This may involve the repurposing of existing buildings.
My Department is working with the Department of Housing, Local Government and Heritage to examine how student accommodation can be incorporated into other developments aimed at boosting housing supply such as the Land Development Agency's plans in Limerick. In my view student accommodation should form part of the overall residential mix.
On affordability, restrictions have also been put in place to limit 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. The total amount that anyone is required to pay to a landlord by way of a deposit or an advance rent payment to secure a tenancy to no more than the equivalent of 2 months’ rent- that is one month’s rent, and one month’s deposit. In addition, student accommodation is subject to Rent Pressure Zone caps.
I will bring a policy paper on student accommodation to the Housing Cabinet Committee at the beginning of April.
72. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on his plans in relation to third-level and post-graduate fees; if these fees will be abolished; and if he will make a statement on the matter. [12872/22]
View answerI 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 tuition fees and the student contribution.
I have regular meetings with the USI and engagement with students across the country and I hear stories of how these costs affect people.
The Government as a whole is committed to addressing issues related to the cost of living.
I have already taken significant steps to support learners and their families. Effective from the start of the next academic year the rate of grant will be increased by €200 for all SUSI recipients, I have widened the thresholds to allow more people to apply for student grants and I have changed the distance thresholds to reflect the increased costs for those who live further away from their colleges.
I have also put significant additional resources into the Student Assistance Fund, including an additional €1.3 million announced last week, which brings the fund to €18.5m for the current academic year.
It is also important to say that over 65,000 students either pay no tuition fees or a significantly reduced rate of fee. These costs are covered by my Department through the SUSI scheme, and last year €190 million was allocated for this purpose.
However, the SUSI scheme clearly does not cover everybody, and there are many families who must pay out significant amounts of money each year to continue in third level education.
There are different options to address the costs of education, including adjusting the student contribution or increasing SUSI thresholds, but fundamentally these are decisions which must be made in the context of the annual Estimates process.
As I look towards the next budgetary cycle, I will be examining all the levers I have to address the issue in a way that has impact for students and families and that applies broadly across society.
73. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made regarding the integration of Carlow College, St. Patrick's, into the higher education system; and if he will make a statement on the matter. [12758/22]
View answerCarlow College, St. Patrick's is a privately run education institution operating outside the publicly funded higher education system.
The institution plays a key role in the provision of third level education in the Carlow region. I have been delighted to meet with representatives of the college to discuss future plans and to visit Carlow College myself to meet learners and staff.
In April last year the college provided a copy of an independent governance and financial review, which it had commissioned, to my Department seeking views and advice in relation to potential integration within the higher education landscape of the South East.
Following engagement between the college and my Department, I met the college principals at their request in August 2021 and I expressed the view to the college that in order to best position itself for engagement with any future technological university (TU) emerging in the region, the college should consider undertaking a further analysis of its educational provision, resources and student population that could form the basis for an engagement with TU leadership post-establishment.
The subsequently commissioned analysis undertaken by Professor Tom Collins on behalf of the college was forwarded to the Department last month and officials have been engaging with the college president on various aspects of same in the interim and that engagement is continuing.
I would again underline that the engagement undertaken to date does not presume any particular outcome with respect to any role, responsibility or obligation of the future South East Technological University upon establishment as it would be a matter for the TU to determine its own potential role, if any, in respect of a final strategic outcome for Carlow College, St. Patrick's.
Nor does the engagement to date infer or confer any specific role, responsibility or obligation on the Department in terms of any wider value proposition that might be made or considered in respect of the college going forward.
74. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students in third-level institutions by institution and reason applying for support under the student assistance fund, in tabular form; and if he will make a statement on the matter. [12765/22]
View answerThe Student Assistance Fund (SAF) provides financial assistance to students experiencing financial difficulties while attending third level. In general, the SAF has a dual focus, it is designed to support students from socio-economically disadvantaged backgrounds with ongoing needs for financial support and provide emergency financial assistance for other students.
The core funding allocation for the Student Assistance Fund is €9.1m. This includes €1 million of ring-fenced core funding allocated in 2017 for the support of part-time students who are lone parents or members of the other access target groups identified in the National Plan for Equity of Access to
Higher Education 2015-2021. 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.
Also in 2021 an additional €1.3m was allocated to the Fund to meet the additional demands identified by the Higher Education Institutions arising from COVID19.
It was recognised that COVID-19 had a major impact on the financial situation of students and their families. Therefore, the SAF was used to support students who found themselves in need of financial support due to COVID-19. An additional €8.1 million was provided in 2020/21 and an additional €9.4m in 2021/22 to assist these students.
In 2019/2020, 14,330 students were supported through the SAF. This increased to 20,669 in 2020/2021.
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 attached file details the number of students in third-level institutions, broken down by higher education institution, who were supported through the SAF in 2020/2021.
75. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the measures that have been taken to support students of DEIS schools to access further and higher education; and if he will make a statement on the matter. [12762/22]
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 vulnerable learners, the most marginalised and those with special and additional needs.
The Education and Training Boards Ireland (ETBI) Supporting DEIS Learners Transition to FET Steering Group was established in 2018 at policy?development?level under ETBI structures to support collaboration amongst ETBs, continually improve practice and, develop draft proposals, policies, procedures, information and resources in areas of supporting DEIS learners transition to FET. Since 2018, the Group has supported the establishment of local networks providing information and clear pathways for DEIS learners transition to FET, mapped existing local initiatives to support the Transition of DEIS Learners to FET and shared best practice, developed a community of shared practice, facilitating learning and development and enhancing capacity within the membership and has established a communication channel facilitating the exchange of information between ETBI, ETBs, JMB and ACCS.
Work on the development of the new National Access Plan (NAP) 2022 - 2026 is at an advanced stage and I will be bringing the new Plan to Government shortly.
The vision of the Third National Plan for Equity of Access to Higher Education 2015-2021 (NAP) is that the student body entering, participating in, and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. The plan set out five goals and more than thirty actions, developed following widespread consultation with stakeholders, with the aim of supporting increased access and participation in higher education by six main target groups. Those groups include entrants from socio-economic groups that have low participation in higher education; first-time mature students, students with disabilities, part-time/flexible learners, further education and training award holders; and Irish Travellers. The plan also indicated subgroups that require support, including lone parents, teen parents and ethnic minorities. Improving equity of access to higher education is an ongoing objective. The NAP identified a number of indicators that help to inform progress on NAP implementation and the delivery of increased equity of access. These include entry to higher education from students who have attended DEIS schools, students in receipt of the special rate of grant and data based on postcodes.
At the commencement of the NAP there were 3,959 new entrants to higher education from DEIS schools. This data is recorded through the HEA Student Record System (SRS). As we develop the new National Access Plan 2022-2026, which is currently underway, and continue to gather data on this particular group, a notable increase is evident in 2020/21, with 5,320 new entrants from DEIS schools attending higher education. This finding is in line with a Department of Education & Skills (2021) report which noted an increase in the transition rates of those attending DEIS schools to higher education in 2020. We will continue to measure entry to higher education for those attending DEIS schools over the lifetime of the new Plan.
DEIS (Delivering Equality of Opportunity in Schools) Initiative is the most significant national (and centrally funded) initiative that targets support at disadvantaged communities, particularly those located in urban areas, the Departments work collaboratively to support successful educational transitions to further and higher education. Early intervention and early educational experiences are crucial – Access to further and higher education starts early, and earlier inclusive experiences of students in education is crucial influencing factor.
Engagement with DEIS schools also features in Strand 3 of the Programme for Access to Higher Education (PATH). PATH 3 supports HEI capacity in developing regional and community partnership strategies (including with DEIS schools) for increasing access to higher education by specified groups. A number of projects approved under PATH 3, including under the recent extension of a funding for another three years, include engagement with local DEIS schools.
Similarly, a number of projects supported under Strand 1 of PATH, which is committed to increasing the diversity of initial teacher education for new entrants, involve engagement with DEIS schools. For example, several Centres collaborate with DEIS schools in mentoring programmes to improve the reach of access to higher education and in particular, access to initial teacher education.
In addition, the PATH 2 bursaries now with three tiers of support take a wider range of indicators into consideration and students from DEIS schools can feature among the recipients.
My Department also provides funding to seven Special Disadvantage Initiatives located in areas of socio-economic disadvantage in Dublin and Limerick cities. These projects specifically target children and young people in primary and post primary DEIS schools who are generally at risk of not reaching their full academic potential. They also seek to direct further targeted activities at children and young people who demonstrate high academic potential but may be at risk of not progressing to further or higher education for a variety of reasons.
76. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made under apprenticeship commitments in Budget 2022; and if he will make a statement on the matter. [12768/22]
View answerThe 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. Expansion to date has widened the impact of apprenticeship to areas of skills shortage such as engineering, technology skills, logistics and fintech.
We are building on this existing progress to advance towards the overall goal, as set out in the Action Plan of creating a single unified apprenticeship system which presents a valued proposition for apprentices and employers alike.
There are currently 62 apprenticeship programmes on offer: 25 craft programmes and 37 programmes introduced since 2016. Eight new programmes were launched over 2020 and 2021, despite the pandemic: Arboriculture, Equipment Systems Engineer, Healthcare Assistant, Principal Engineer – Professional Doctorate, Recruitment Executive, Sales, Scaffolding, Supply Chain Associate. A further three programmes are close to launch: Wind Turbine Maintenance, Bar Manager, Transport Operations and Commercial Driving.
There are 17 additional programmes being developed across agriculture, construction, engineering, equine, finance, horticulture, hospitality and food, ICT and logistics. A number of other potential apprenticeships are at an exploratory stage, in sectors such as health, beauty, environmental, engineering, ICT and finance.
A total of €34 million was provided in Budget 2022 to expand apprenticeship, including the development of new programmes noted above. The funding was also allocated to address the Covid-related backlogs on off-the-job training placements for craft apprentices, to establish the National Apprenticeship Office which will operationalise the new system, and funding to introduce a new employer grant. This grant of €2,000 per eligible apprentice is designed to encourage more employers to engage with a wider range of apprenticeships and to help 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.
The Action Plan sets a target of 10,000 annual apprentice registrations by 2025. In 2021 there were a record 8,607 registrations- up from 6,177 for 2019, the last pre-COVID full year, and the highest annual registrations since the 2006 figure of 8,306, showing the high degree of interest in this career option amongst both employers and potential apprentices. At the end of 2021, the overall apprentice population was 24,212.
The increase in registrations, despite the pandemic, provides us with a solid pipeline of new talent coming through the apprenticeship system and highlights the huge interest in this area of training. The measures I have outlined above, combined with other deliverables in the Action Plan, mean that the funding allocated n Budget 2022 will support further progress towards achieving the vision articulated in the Plan.
77. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta cé na leasuithe atá beartaithe aige ar Bhille an Údaráis um Ard-Oideachas chun a chinntiú go ndéanfar soláthar do chúrsaí ardleibhéil sa leigheas, sa dlí, san innealtóireacht, san eolaíocht agus san altranas trí mheán na Gaeilge as seo amach, rud nach bhfuil ar fáil faoi láthair, agus chun a chinntiú go mbeidh go leor daoine ann a bheidh cáilithe agus a mbeidh Gaeilge acu chun go mbainfear amach an sprioc maidir le 20% d’earcaigh nua sa státseirbhís a bheith inniúil sa Ghaeilge faoi 2030, de réir Acht na dTeangacha Oifigiúla (Leasú), 2021; agus an ndéanfaidh sé ráiteas ina thaobh. [12489/22]
View answerGlactar le samhail na comhrialála sa reachtaíocht agus dá réir sin foráiltear go bhfuil gach institiúid ardoideachais freagrach go príomha as a cuid rialachais féin taobh istigh de chreat foriomlán feidhmíochta agus rialála don earnáil. Neartaíonn an tsamhail sin neamhspleáchas na n-institiúidí agus ceadaíonn sí do na hinstitiúidí a gcuid beartas agus a gcuid straitéisí féin a fhorbairt maidir le ceisteanna tábhachtacha amhail an Ghaeilge.
Bhí mé i mbun plé le Conradh na Gaeilge le déanaí faoin ábhar seo i gcomhthéacs Bhille an Údaráis um Ard-Oideachas, 2022. Tá deich gcinn de leasuithe beartaithe maidir le cur chun cinn agus forbairt na Gaeilge molta don Bhille, lena n-áirítear leasuithe ar Alt 33, ‘Straitéis don oideachas treasach’ agus Alt 34 ‘Pleanáil don soláthar ardoideachais’. Tugann siad sin aghaidh ar neartú na Gaeilge trí bheartas agus sa straitéis d’earnáil an oideachais threasaigh.
In 2020/21, bhí 57 cúrsa san Ard-Oideachais a bhí ag soláthar teagaisc sa Ghaeilge nó trí mheán na Gaeilge, agus 1,674 mac léinn orthu (6,283 ó 2016/17). San áireamh iontu sin tá cúrsaí i gcoláistí Oiliúna Múinteoirí, ach níl cúrsaí sa Léann Éireannach, i stair na hÉireann, sa bhéaloideas, agus sa cheol/damhsa san áireamh iontu. Tá 1,021 mac léinn eile ar cláraíodh go raibh an Ghaeilge á déanamh acu mar ábhar i 37 cúrsa eile (5,618 mac léinn ó 2016/17).
Tá na hinstitiúidí Ard-Oideachais neamhspleách, agus cinneann gach ceann acu cé acu cúrsaí Gaeilge a bheidh á dtairiscint acu. Cé go mbeidh mo Roinnse tiomanta d'fheidhmiú Acht na dTeangacha Oifigiúla i gcónaí, níl sé mar shainchúram orm treoir a thabhairt d’institiúid ardoideachais i dtaca leis na cúrsaí a bheidh á gcur ar fáil aici.
78. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the work to reduce the student contribution charge; his views on the current level of the charge; and if he will make a statement on the matter. [12702/22]
View answerI am very conscious of the difficulties that students, like so many others in society, face as a result of the increased costs of living. For students and their families this includes not just costs such as accommodation and food but also education-specific costs such as the student contribution.
I have regular meetings with the USI and engagement with students across the country and I hear stories of how these costs affect people.
The Government as a whole is committed to addressing issues related to the cost of living.
I have already taken significant steps to support learners and their families. Effective from the start of the next academic year the rate of grant will be increased by €200 for all SUSI recipients, I have widened the thresholds to allow more people to apply for student grants and I have changed the distance thresholds to reflect the increased costs for those who live further away from their colleges.
I have also put significant additional resources into the Student Assistance Fund, including an additional €1.3 million announced last week, which brings the fund to €18.5m for the current academic year.
It is also important to say that over 65,000 students either pay no tuition fees or a significantly reduced rate of fee. These costs are covered by my Department through the SUSI scheme, and last year €190 million was allocated for this purpose.
However, the SUSI scheme clearly does not cover everybody, and there are many families who must pay out significant amounts of money each year to continue in third level education.
There are different options to address the costs of education, including lowering student contributions, but fundamentally these are decisions which must be made in the context of the annual Estimates process.
As I look towards the next budgetary cycle, I will be examining all the levers I have to address the issue in a way that has impact for students and families and that applies broadly across society.
79. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science his strategy to end sexual violence and harassment in third-level education; the funding allocated by institution for this issue in tabular form; and if he will make a statement on the matter. [12764/22]
View answerI thank the Deputy for his question on this important matter. Our higher education institutions have a duty of care to their students and staff, and a responsibility to foster a campus culture that is clear in the condemnation of unwanted and unacceptable behaviours, which act as barriers to their safety and their active participation in college life.
Significant progress has been made regarding the Framework for Consent in Higher Education, since it was first launched in 2019. The Framework aims to ensure the creation of an institutional campus culture which is safe, respectful and supportive.
In August 2020, I wrote to all the Presidents of the publicly funded higher education institutions, with a view to strengthening institutional action in the area of consent. Institutions were requested to produce individual action plans on tackling sexual violence and harassment and to submit these to the HEA Centre of Excellence for Gender Equality, whose responsibilities have been expanded to cover all areas of equality, diversity and inclusion, as well as oversight of the implementation of the Framework for Consent in HEIs.
As part of monitoring requirements moving forward, the HEA requires that institutions, in respect of both staff and students, report progress annually on implementation of the Framework for Consent.
My Department has provided support for a number of consent awareness raising and training initiatives in the HEIs, including the:
- NUIG Active Consent Programme
- UCC Bystander Training
- Speak Out report and support online platform
- The ESHTE Toolkit and It Stops Now Campaign led by the NWC in conjunction with USI.
My Department is partnering with the Department of Justice and the NUIG Active Consent programme to support the an online hub that will provide, for the first time, an integrated, publicly available resource on sexual consent awareness and learning, which is an important resource for our further and higher education institutions and the wider community.
The IUA has published guidelines entitled 'Guidelines for Universities on How to Respond to Alleged Staff or Student of University Related Sexual Misconduct', which are available to assist HEIs in this area.
THEA launched their PROPEL Report (Promoting Consent and Preventing Sexual Violence), in March 2021, with funding from my Department. The PROPEL report details key components and options for inclusion in institutional action plans, outline of best practice and guidelines for emerging policies and procedures in this area and a series of conclusions and recommendations.
With regard to the recently published surveys of student and staff experiences of sexual violence and harassment in higher education, I want to take this opportunity to thank students and staff across the country who took the time to engage with this survey and share their experiences with us. A total of 11,417 responses were analysed (7,901 students and 3,516 staff) and inform the findings.
The survey findings point to some positive developments in the higher education institutions that can be built upon in areas such as awareness raising and education. But there are also some deeply troubling findings, such as the levels of sexual harassment experienced by staff and students that responded to the survey and particularly the female students that reported that they had experienced sexual violence.
An Expert Advisory Group chaired by the HEA is currently reviewing the survey reports and will be submitting proposed actions shortly which will complement the work already underway on the Consent Framework in the higher education sector.
I will continue to lead the way on institutional change, championing the changes required to achieve a cultural norm where bullying and sexual harassment are not tolerated.
Since 2019, around €1m has been allocated to support projects in this area.
Funding is provided to the Higher Education Authority (HEA) - Centre of Equality, Diversity and Inclusion, for oversight of work in this area, as part of the HEA grant allocation. My Department has also collaborated with the Department of Justice on a dormant accounts funded project for the NUIG Active Consent programme in 2022. The Department of Justice has secured €189,000 in dormant accounts funding for this project in 2022.
In Budget 2022, €300,000 additional funding was secured to support sectoral sexual consent related initiatives. This will be allocated by the HEA.
80. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether it makes sense to maintain financial or other barriers to accessing all levels of further and higher education and that all such barriers should be removed including the leaving certificate given the significant skills shortages in a range of areas such as health, mental health, construction, education and others; and if he will make a statement on the matter. [12873/22]
View answerMy objective as Minister for Further and Higher Education, Research, Innovation and Science, is to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level. Access to higher education in Ireland is very open by international standards, with our population of 25-34 year-olds having the highest level of higher education qualifications in Europe.
While I aim to ensure that learners are given the opportunity to access the courses that interest them, there are real, material limits on the number of students that can be accommodated in some courses. In particular, courses with significant practical or laboratory elements, courses which require work placements and courses which must satisfy specific requirements from professional bodies all face specific challenges when it comes to any increase in intake. Expansion of higher education must also take into account issues around sufficient classroom space and the staff to student ratio, as well as the importance of maintaining a balance within third level between further education, higher education and apprenticeship.
In light of the limits on the number of places, admissions criteria are necessary. Many students currently enter on the basis of CAO points calculated based on the Leaving Certificate or other post-primary qualifications. However there are a range of other pathways into higher education such as mature entry, further to higher education pathways, and access programmes. Admissions criteria for higher education are determined by the higher education institutions, in line with their autonomy.
It is important to emphasise that while the Leaving Certificate is used by some students as the basis of a CAO application, it is not an entrance examination for higher education. The primary function of the Leaving Certificate is as the terminal exam of post-primary education, and it can be used to pursue other options such as training, apprenticeships and employment.
There is a diverse range of pathways in further and higher education that meet both individual and wider educational and skills needs. In my role as Minister for Further and Higher Education, it has, therefore, been a priority for me to highlight and communicate the need for a balanced tertiary education system. To progress this key goal, from this year, school leavers will be able to explore options across the third level system, whether in higher education, further education or apprenticeship options, from the CAO website.
My Department already contributes significantly towards the fees for undergraduate degrees. Under my Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate higher education students. All students eligible for the scheme receive state support whereby the Exchequer pays the cost of tuition fees exclusive of the student contribution (€3,000). The Exchequer pays the student contribution (in full or part) on behalf of students who qualify under the student grant scheme for approximately 45% of Free Fee Eligible students. The fee payable by a student can vary depending on a variety factors including the type of course and the student's access route including previous education.
Where students do not qualify for free fees funding, they must pay the appropriate fee as determined by each higher education institution.
I am highly conscious of the challenges posed by the increased cost of living. 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. This will mean:
- An increase to all student grant maintenance payments, including the special rate of grant, of €200 per year which will benefit allstudents 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.
