Written Answers Nos. 81-100
81. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science the current and planned apprenticeship training to meet the targets of the new national retrofitting scheme; and if he will make a statement on the matter. [12770/22]
View answer407. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science if there are sufficient numbers of new apprenticeships to meet the targets of the new national home retrofitting scheme; and if he will make a statement on the matter. [12492/22]
View answerI propose to take Questions Nos. 81 and 407 together.
Education and training related to retrofitting and broader construction sector skills is delivered across the full remit of Further and Higher Education (through apprenticeship; non-apprenticeship further education and training (FET) and Higher Education (HE)) and through mainstream education and training as well as through specific programmes such as Springboard, the Human Capital Initiative and Skillnet Ireland.
Among the 62 apprenticeships currently available, 25 are craft-related. More specifically, they include housing and retrofitting related programmes such as electrical, plumbing, carpentry and joinery, plastering, painting and decorating and the recently launched scaffolding apprenticeship. Curricula in existing apprenticeships are updated on an ongoing basis to keep pace with changes in industry practices and regulations.
In relation to a retrofit apprenticeship programme, it is worth noting that modelling in the EGFSN report ‘Skills for a Zero Carbon Economy’ regarding retrofit breaks down the labour and skills demand by retrofit job type. Insulation and airtightness works are the largest category, followed by cosmetic and repair works, such as plastering, painting, and replacing flooring, whilst other significant jobs include lighting and electrics, heating, and engineering and support services. Recognising the diversity of skills required for retrofit, it is considered that the current training options available offer a more agile way of meeting labour and skills needs, with several relevant apprenticeship programmes available in this regard.
General provision in areas such as green skills and sustainability, which includes retrofit and Near Zero Energy Building (NZEB), is ongoing across the FET sector, with some 50+ programmes already running across the sector. NZEB skills training comprising one to four days of training is largely targeted to existing construction professionals. Ongoing innovation in delivery includes a move to a blended model of training in addition to the development of a pilot VR programme which is expected to be operational by year end.
At non-craft operative level there is a Skills to Advance programme in Thermal Insulation Installation. Follow-on modules in Ventilation and Air Tightness will be offered to all participants of the Thermal Insulation Programme.
SOLAS’s Green Skills for FET Roadmap 2021-2030 will build on this progress when it is launched 23rd March. It will set out the FET requirements to meet the Climate Action Plan 2021, Skills for Zero Carbon 2021, and similar government policies/plans. It incorporates the National Recovery and Resilience Plan Green Skills Action Programme which began in 2021. The NRRP has committed €29M to NZEB & Retrofit upskilling and reskilling programmes and €10M to Green Skills Modules. Under the Plan, 4,550 retrofit and NZEB standard places and 60,000 green skills places are to be provided by the end of 2022.
In the Higher Education sector, supplementing core education delivery, funding is provided under Springboard and the Human Capital Initiative to incentivise the delivery of programmes which support the development of professionals in areas such as building analysis and climate adaptation; sustainable building technology and retrofit, conservation and sustainability.
82. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made by his Department and SOLAS regarding a new capital development for a college (details supplied); and if he will make a statement on the matter. [12868/22]
View answerThe National Development Plan (NDP) provides for a step up in capital funding and a significantly more ambitious phase of capital investment in the FET sector. My Department has worked closely with SOLAS in building up the governance, strategic framework and delivery capability required to underpin and support this major programme of FET investment.
In February this year, I launched two new programmes of funding for the FET sector - a FET College of the Future Major Projects Fund and a Strategic Infrastructure Upgrade Fund. Both of these funding programmes will provide Education and Training Boards (ETBs) with a process to put forward new projects that will both upgrade and enhance FET infrastructure and that will advance the priorities of the Future FET Strategy – building skills, fostering inclusion and facilitating pathways.
The FET College of the Future Major Projects Fund will support projects that can help drive reform of the FET Sector, including consolidation, integration, realisation of centres of excellence and unified tertiary planning. The Strategic Infrastructure Upgrade Fund will support smaller-scale investments in existing FET infrastructure, ensuring that works are progressed within the context of an overall strategic plan for the building and aligned with the FET College of the Future principles.
Details of how to put forward proposals for funding have been communicated to all ETBs by SOLAS. Mayo Sligo Leitrim ETB may wish to consider submitting a proposal as part of this process.
83. Deputy Kieran O'Donnell asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprenticeship courses available both nationally and in Limerick city and county in 2022; and the work ongoing to support older persons or persons changing careers in accessing apprenticeships. [12708/22]
View answerThe Action Plan for Apprenticeship 2021-2025 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. This shows the high degree of interest in this career option amongst both employers and potential apprentices.
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. Several other programmes are close to launch including Wind Turbine Maintenance, 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.
The Limerick and Clare Education and Training Board (LCETB), deliver training for phase 2 in Wood Manufacturing & Finishing, Electrical Instrumentation, Metal Fabrication, Plumbing, M.A.MF., Refrigeration and Air Conditioning, Toolmaking, Carpentry & Joinery, Motor Mechanics, Electrical, Aircraft Mechanics.
The Technological University of the Shannon – Moylish Campus Limerick delivers training for phases 4 and 6 in M.A.MF, Carpentry & Joinery, Motor Mechanics, Electrical.
Details of consortia-led apprenticeships delivered in Limerick along with further details of all apprenticeship programmes available as of Oct 2021 can be found in the attached document.
The Action Plan also sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners.
The Plan will address the clear need to broaden the awareness of apprenticeship as a work-based route to internationally recognised qualifications and experience for people of all ages, be they progressing in their career, school leavers, career changers, or the unemployed. Growing that message is a key feature of planning for apprenticeship in the coming years.
By the end of 2021 31% of the overall apprenticeship population were over 25 years of age. In a number of recently developed apprenticeships such as CGI Technical Assistant, Equipment Systems Engineer, and Principal Engineer, the over 25 cohort rises to 100%. Across all of the 37 more recently developed apprenticeships the average age of apprentices is 27.
A new National Apprenticeship Office (NAO) will make accessing information on, and engagement with, apprenticeship more straightforward for both learners of all ages and employers. In 2022 the public service will set out a roadmap for the recruitment of apprentices and a new Apprenticeship Employer Grant of €2,000 per annum has been launched for employers of consortia-led apprenticeships. This will encourage more employers to engage with a wider range of apprenticeships and apprentices and help to encourage the development of new programmes. It also means that, for the first time, all employers will receive a level of support towards the cost of apprentice training.
Under the Action Plan the impacts of, and outcomes from, existing access to apprenticeship and pre-apprenticeship programmes as well as other interventions across the sector will be examined to provide an evidence base for best practice and future interventions to deliver an apprentice population which better reflects the general population. Enhanced cooperation with the State's Public Employment Service as set out in the Plan will also increase visibility of apprenticeship to employers and career changers.
Skills for a New Generation is a 2022 online showcase of inspiring apprenticeship experiences, with information on all national apprenticeships. The showcase, which includes 10 individual short videos, includes advice from apprentices of all ages and backgrounds, former apprentices, tutors, and industry leaders can be accessed on www.apprenticeship.ie.
These measures and the implementation process for the Action Plan for Apprenticeship overall will have a significant impact in ensuring greater diversity in the apprenticeship population as a whole.
84. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made under the SUSI grant review; and if he will make a statement on the matter. [12766/22]
View answerI recognise that cost can be major factor for many people in accessing higher education, and I am committed to delivering on the Programme for Government’s commitments regarding SUSI. In addition to commissioning a major review of the scheme, I have also prioritised expansion and reform of the scheme in budgetary allocations.
I commissioned a major review of the Student Grant Scheme, which has been conducted by Indecon Economic Consultants under the direction of a steering group chaired by my Department and comprising a number of stakeholders.
It is my intention to bring the final report to Government shortly. It is my strong view that cost and access issues must be considered in tandem with the issues of system funding and reform. If we want the best outcomes, we need a well funded system which is accessible to people regardless of their background. Reform of the student support system can also be a critical enabler of other strategic outcomes across the tertiary system, including enhanced lifelong learning and stronger diversity among the postgraduate community.
Given these interconnections, it is my intention to bring the Student grant review to Cabinet alongside the report on funding and reform of higher education.
I have already initiated improvements to the Student Grant Scheme in the past two Budgets. These have been targeted at alleviating cost of living pressures for students and their families, supporting students who have to travel longer distances to their institution, recognising the need to reflect changes in income levels and expanding supports for postgraduates.
The changes I made in Budget 2022, will mean that from the next academic year:
- All student grant maintenance payments, including the special rate of grant, will increase by €200 per year.
- The income thresholds to qualify for the standard rate of student grant will increase 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.
I have prioritised these changes for the 2022/23 academic year and they will benefit thousands of students, building on the improvements that have already been made for postgraduate students through this year’s student grant scheme.
85. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he is satisfied that sufficient spaces are available in SOLAS training centres to progress current electrical apprenticeships waitlisted for phase 2 of their training; and if he will make a statement on the matter. [12462/22]
View answerCraft apprenticeships account for 25 of the 62 existing available apprenticeship programmes. Given the practical nature of off-the-job training for craft apprentices, the COVID-related shutdown of on-site learning activity significantly impacted their ability to access off-the-job training.
In response, capital funding of €20m was provided in 2020 to extend and upgrade craft apprenticeship facilities across further and higher education institutions. Additional funding of €17m was provided under Budget 2022 to further facilitate the SOLAS and HEA’s response to the backlogs. This included a significant recruitment campaign to increase the number of trainers.
At the end of February 7,796 craft apprentices were waiting for access to phase 2, 4 or 6 off-the-job training. This is down from nearly 12,000 apprentices who were waiting last August.
2022 will see an increase of over 3,100 off-the-job training places being made available across craft apprenticeship phases 2, 4 and 6 over 2021 scheduled numbers (pre-COVID expected provision).
This additional capacity has already begun to come on-stream from September 2021 and is being delivered under a three-step response plan agreed by SOLAS, HEA and education and training providers. The immediate focus is on the three craft apprenticeships with the longest waiting lists, namely Electrical, Plumbing and Carpentry & Joinery.
For Phase 2, which is delivered in ETBs, a focused, time-limited response will increase the number of intakes per year from two to three. Planning is also underway for further expansion of workshops to facilitate additional classes in 2022. Phase 2 off-the-job training capacity is expected to increase to 5,390 places, with in the region of 8,800 off-the-job training places across phases 4 and 6 in 2022.
All of these measures combined put us in a good position to respond to the backlog and enable apprentices affected to continue with their training in as timely a manner as possible.
86. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science his Department's plans to increase higher and further education capacity to train students in facets of ecosystem restoration as a key underpinning element of climate resilient development in view of the Intergovernmental Panel on Climate Change report; and if he will make a statement on the matter. [12704/22]
View answerThe Department of Further and Higher Education, Research, Innovation and Science is committed to playing its part in moving towards a more sustainable economy, particularly as articulated in the Climate Action Plan 2021, National Retrofit Plan and the EGFSN report Skills for a Zero Carbon Economy and drawing on international developments such as the work of the Intergovernmental Panel on Climate Change.
General provision in areas such as green skills and sustainability is ongoing across the FET sector. The Green Skills for FET Roadmap 2021-2030 will be launched 23rd March and sets out (in high-level) the FET requirements to meet the Climate Action Plan 2021, Skills for Zero Carbon 2021, and similar government policies/plans. It incorporates the National Recovery and Resilience Plan Green Skills Action Programme which began in 2021. Under the Programme, 60,000 green skills places and 4,550 retrofit and NZEB training places across a total of five centres of excellence are to be provided by the end of 2022.
The expansion of Technological Universities will also develop expertise and provide opportunities for Ireland’s future green economy.
In higher education, the Human Capital Initiative (HCI) has provided significant funding for courses that include a focus on the environment, climate change and sustainability. Across HCI Pillars 1 and 2, 16 courses with a specific focus on environment/energy/sustainability/circular economy were approved, providing almost 1000 course places for learners. A number of HCI pillar 3 projects with notable components addressing climate action, environment and sustainability were awarded funding and will have wide-reaching impacts, given the multi-partner collaborative approach adopted in many instances. A number of Springboard+ courses also have a focus on environment and sustainability matters.
In April, Minister Foley and I announced a public consultation on the development of the second National Strategy on Education for Sustainable Development (ESD). The strategy will be aligned with UNESCO’s Framework to 2030 and SDG 4.7, which aims that:
“By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”.
Further embedding ESD in curricula and programmes at all levels will be a key focus area in the strategy to support this. It is expected that the new strategy for ESD to 2030 will be published later in Spring 2022.
87. Deputy Patrick Costello asked the Minister for Further and Higher Education, Research, Innovation and Science if he will meet with an organisation (details supplied) to discuss workers' rights for PHD students studying in Ireland to bring them in line with countries such as Belgium, Sweden and the Netherlands. [12783/22]
View answerOfficials in my Department have been undertaking am examination of the issues in relation to academic support activities of PhD students. This has been done in collaboration with the Irish Universities Association and Technological Higher Education Association and the National Advisory Forum for Ireland’s Framework for Doctoral Education.
This work includes looking at international practice and gathering information on the institutions’ expectations of PhD students to undertake academic support activities across the higher education system.
Building on this initial work, I wrote to the Presidents of the HEIs requesting that they undertake a sectoral exercise to agree a set of high-level principles to which all institutions can work towards. As part of this I am proposing that they undertake a gap analysis to determine the next steps in progressing towards greater consistency and transparency in arrangements for postgraduate researchers, in advance of the next academic year. I have also written to the sector’s representative bodies, the IUA and THEA, requesting that they work in close partnership to ensure that the pathways scoped out allow for convergence of approaches across the entire higher education sector.
I will be seeking regular updates on progress with this work at meetings of the National Advisory Forum for Ireland’s Framework for Doctoral Education.
I would be happy to hear from the Postgraduate Workers Alliance and receive a submission from them on these matters.
88. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he plans to move to a unitary funding model that provides equal funding to the university and technological sector as part of a sustainable funding model for third-level education; and if he will make a statement on the matter. [12745/22]
View answerI am committed to resolving the issue of the funding model for higher education as a matter of priority. This is essential in ensuring that our higher education institutions can effectively meet high standards of quality and achieve critical outcomes for our economy and society.
The Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions. Funding is distributed via the Recurrent Grant Allocation Model (RGAM) which utilises a 'two pot' system.
In 2016, the Higher Education Authority (HEA) appointed an independent Expert Panel to review the current allocation model for funding higher education and to make recommendations on the most appropriate funding model for the future. The completed review recommends reforms to the HEA funding distribution model. A key recommendation was that (in principle) the future funding model should adopt a universal approach to supporting all higher education institutions facilitated by the development of a Costing Model applied consistently across Higher Education Institutes.
The implementation of a reformed allocation model is dependent on implementation of a sustainable funding model.
I will be bringing forward a proposal on a funding model to Government, which will be implemented as part of forthcoming Budgets. Implementation will entail the sector delivering strengthened performance and enhanced outcomes, based on a robust reform agenda.
This approach will be informed by the comprehensive economic evaluation of funding options which has been carried out under the auspices of the European Commission's Structural Reform Support Programme.
I brought this matter to the Cabinet Committee on Economic Recovery shortly before Christmas. This allowed the key issues to be explored. It was agreed that both I and my Department would engage with Minister McGrath and the Department of Public Expenditure and Reform to inform Government's consideration, in particular undertaking technical work to update costings reflecting relevant funding decisions in Budget 2022 and other issues, which is nearing finalisation. This work has sought to robustly assess the assumptions underpinning the economic evaluation and to take account of the significant levels of State funding which have been invested in higher education and student support in recent years.
It’s my intention to bring final proposals for funding and reform of higher education arising from this work to Government very shortly. I am very clear that, from a policy perspective, addressing the sustainability of the higher education system must proceed in tandem with measures which address the costs of education as a barrier to accessing higher education. We need to focus on both if we want a system that can be accessed by everyone and that can deliver the talent and skills that our country needs. With that in mind, I will also be bringing the review of the Student Grant Scheme to Government at the same time.
The new funding and reform framework will be provided to the Oireachtas Committee on Education, Further and Higher Education, Research, Innovation and Science, following Cabinet consideration and will be published along with the DG Reform sponsored economic assessment report on sustainability of higher education and the SUSI review.
There have been many reports on Higher Education Funding over the last number of years, and my goal is not simply to publish the economic assessment but for Government to make big decisions that will allow for a multi-annual, inclusive process implementation process to commence. The implementation process will allow for important input from stakeholders and provide much needed momentum on the implementation of key decisions that will guide funding and reform of the Higher Education sector in the years ahead.
89. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department have identified particular requirements in terms of apprenticeships or higher qualifications in education throughout the country to meet such requirements in the short-term; and if he will make a statement on the matter. [12729/22]
View answerThe 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.
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.
There are currently 62 apprenticeship programmes on offer: 25 craft programmes and 37 programmes introduced since 2016. Despite the pandemic, eight new programmes were launched over 2020 and 2021: Arboriculture, Equipment Systems Engineer, Healthcare Assistant, Principal Engineer – Professional Doctorate, Recruitment Executive, Sales, Scaffolding, and Supply Chain Associate.
A further three programmes progressed during this time and are close to launch: Wind Turbine Maintenance, Bar Manager, Transport Operations and Commercial Driving.
Currently, 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.
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.
Meeting these targets requires an apprenticeship system that is flexible and responsive, provides a strong value proposition for employers and potential apprentices, is attractive and easy to engage with, and which delivers high standards and sought after qualifications.
We have made important progress to date. Last year saw a record 8,607 registrations- up from 6,177 for 2019, the last pre-COVID full year, and the highest annual figure since 2006, which saw 8,306 registrations. This is a strong foundation on which to build as we advance delivery of the Action Plan, in order to embedding apprenticeship as a preferred route to skills development.
90. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science if he will establish a science and technology policy fellowship within the civil service to provide opportunities to scientists and engineers to learn first-hand about policymaking and contribute their knowledge and analytical skills in policy development; and if he will make a statement on the matter. [11290/22]
View answerThe Deputy will be aware that my Department’s agencies, the Irish Research Council and Science Foundation Ireland, currently have initiatives in place to bring researchers closer to the work of the Oireachtas and to connect elected representatives with the world leading research that is happening in Ireland.
In July 2018 the Irish Research Council launched its Oireachtas Shadowing Scheme. The scheme has seen some of Ireland’s most prominent researchers ‘shadowing’ members of the Oireachtas for the day in Leinster House. The scheme was developed by the Irish Research Council to bridge the divide between policy-making and research and to ensure that elected representatives are supported to avail of and engage with publicly funded research.
The Oireachtas Shadowing Scheme pairs an Irish Research Council-funded researcher with a member of the Oireachtas. Typically, the researcher will be matched with a TD or Senator from his or her local constituency or who has expertise in an area of interest. The researcher accompanies the TD or Senator to Leinster House on the agreed date, observes proceedings and shadows their work for the day. The scheme is an excellent opportunity for researchers to deepen their understanding of political engagement and the policy-making system – and for members of the Oireachtas to engage directly with publicly-funded researchers. Members are welcome to do a return visit to the researcher’s institution, if they wish.
The scheme was due to run again in 2020 but was paused as a result of the COVID-19 pandemic. The Irish Research Council is looking into future pairing as social distancing measures ease. The next pairings will expand to include Irish members of the European Parliament and initial contacts have already taken place with selected MEPs.
In 2019 Science Foundation Ireland (SFI) launched a pilot programme which is designed to attain the objectives referenced by the Deputy.
This programme offers researchers a unique opportunity to be temporarily seconded to Government Departments and Agencies to work on specific projects where they can add value resulting in mutually beneficial outcomes. The programme recognises the importance of connecting the Irish research community with public sector organisations to help inform new policy and improve the services that they deliver and contribute to solving national societal challenges. This initiative will contribute to the Government’s objective of promoting a culture of innovation through collaboration, knowledge exchange and the development and implementation of data-driven and evidence-based approaches, as outlined in Our Public Service 2020.
Following the Public Service Fellowship programme pilot, SFI is exploring options to re-launch this important initiative, subject to budget availability.
A total of 12 Public Service Fellowships were awarded with placements in a number of hosts: Houses of the Oireachtas Library and Research Services (6 Fellows), the Department of Children, Disability, Equality and Integration (1 Fellow), Food Safety Authority of Ireland (2 Fellows), The Department of Public Expenditure and Reform (2 Fellows) and the Department of Further and Higher Education, Research, Innovation and Science (1 Fellow). Of the 12 Fellowships, 7 were due to end their placement in 2021. The remaining Fellows will carry out their placements until 2023.
It has become very clear the essential input, expertise and service that the academic research community can provide to bolster colleagues in Government Departments and agencies.
Equally, placements within Government Departments and agencies will expose academic researchers to the mechanics of public service and policy making which will contribute greatly to their career development. The secondment model will also provide an opportunity for further dissemination of knowledge and learnings to a broader academic cohort on return of the Fellow to their academic institution. Thus, the SFI Public Service Fellowship pilot programme will help in increasing the linkages between the research and civil service systems.
In addition my Department initiated the Creating our Future campaign - our national conversation on the role research can and should play in addressing opportunities, challenges and hopes for the future. I am pleased to say that over eighteen thousand submissions were received.
I also recently announced plans to decouple the Chief Science Advisor role from the role of the Director General of Science Foundation Ireland in the medium term. In August, my Department initiated informal discussions with stakeholders on the provision of science advice. My Department will present a formal consultation document and commence a public consultation, in Q2 2022, on the provision of science advice to identify the best model for Ireland. The Department will work together with other Departments and also take advice from the European Commission, OECD and other international experts in formulating detailed proposals.
91. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the way supports for students with disabilities in further and higher education aligns with the United Nations Convention on the Rights of Persons with Disabilities; and if he will make a statement on the matter. [12759/22]
View answerThe Deputy will be aware that Government formally ratified the UN Convention on the Rights of Persons with Disabilities in 2018 and it entered into force on 19 April 2018. The Convention seeks to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.
Inclusion is one of the core strategic goals for my Department, and my ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of vulnerable learners, people who are most marginalised and people with special and additional needs.
The National Disability Inclusion Strategy (NDIS) and the Comprehensive Employment Strategy for People with Disabilities are the two key policy leavers operating across Government. My department is represented on the steering committees of both strategies to ensure that the rights of people with disabilities in Ireland are progressively realised.
My department has recently published a number of policy documents which articulate policy responses for key groups, including persons with disabilities. The Further Education and Training Strategy 2020-2024 includes plans to target priority groups who have diverse needs, such as people with disabilities. The 10 year Adult Literacy for Life Strategy (2021-30), which was launched last September, outlines a cross-Government approach to reduce the number of adults in Ireland who have unmet literacy, numeracy and digital skills needs. People with a disability are one of the key target groups within the strategy.
The Action Plan for Apprenticeship (2021-25) was launched in April 2021. One of the five unambiguous objectives in the plan is ‘Apprenticeship for all’, meaning that the profile of the apprenticeship population will more closely reflect the profile of the general population. The explicit ‘deliverables’ underpinning this include an apprenticeship structure that is inclusive in terms of access and delivery.
I intend to publish the Strategic Action Plan for Equity, Participation and Success in Higher Education (2022-2026) in the coming weeks. The new plan will include specific supports for persons with disabilities, including those with intellectual disabilities.
I believe that my Department can play a leading role in terms of improving opportunities for people with disabilities. My Department will continue to play its part in improving opportunities for persons with disabilities to engage in education, undertake apprenticeships and gain meaningful employment.
92. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that are being taken to educate and inform students across the third-level sector on the damage domestic violence and harassment can cause within further and higher education institutions and in wider society; and if he will make a statement on the matter. [12674/22]
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 NWCI in conjunction with USI.
My Department is partnering with the Department of Justice and the NUIG Active Consent programme to support the development of an online hub that will provide, for the first time, an integrated, publicly available resource on sexual consent awareness and learning, which will be an important resource for our further and higher education institutions and the wider community.
The IUA has published guidelines entitled 'Guidelines for Universities on How to Respond to Alleged Staff or Student of University Related Sexual Misconduct', which are available to assist HEIs in this area.
THEA launched their PROPEL Report (Promoting Consent and Preventing Sexual Violence), in March 2021, with funding from my Department. The PROPEL report details key components and options for inclusion in institutional action plans, outline of best practice and guidelines for emerging policies and procedures in this area and a series of conclusions and recommendations.
With regard to the recently published surveys of student and staff experiences of sexual violence and harassment in higher education, I want to take this opportunity to thank students and staff across the country who took the time to engage with this survey and share their experiences with us. A total of 11,417 responses were analysed (7,901 students and 3,516 staff) and inform the findings.
The survey findings point to some positive developments in the higher education institutions that can be built upon in areas such as awareness raising and education. But there are also some deeply troubling findings, such as the levels of sexual harassment experienced by staff and students that responded to the survey and particularly the female students that reported that they had experienced sexual violence.
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.
93. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science the detail of his discussions to date to secure the continued operation of the Science Gallery at Trinity College, Dublin; and if he will make a statement on the matter. [11291/22]
View answerSince it opened in 2008, the Science Gallery has been a popular visitor attraction and strengthened the appreciation of science especially among young people. My Department and the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media remain in contact with the Provost and management at Trinity College Dublin (TCD) since TCD’s initial announcement regarding the Science Gallery.
TCD has made it clear that the current model for the gallery is financially unsustainable due to changes in the philanthropic funding environment, which if left unaddressed, would have left the College exposed to significant ongoing financial liabilities. In a recent statement, the Provost of TCD noted that the gallery's current operational model had run its course, there is a need for the gallery to be totally reimagined, and that time is required to build a sustainable way forward.
My Department will continue to engage with TCD as they move into a new phase of planning for the gallery.
As I have said before, public funding continues to be available to support a sustainable model for public promotion of science. The Government has indicated that it is willing to engage with TCD, including in relation to funding on the basis of any proposals it brings forward.
94. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had with third-level education institutions regarding Ukrainian students enrolled in Ireland given the crisis in Ukraine; and if he will make a statement on the matter. [12749/22]
View answerIn the first instance I wish to re-iterate the Government position that Russia’s war is illegal, immoral and unjustified. Ireland’s support for Ukraine’s sovereignty and territorial integrity is unwavering.
However, we also recognize that the actions of the Russian state are no reflection on its people. I am determined that Russian and Ukrainian students studying in Ireland, as well as Irish students studying at third level institutions in Russia and Ukraine, are supported in these difficult times. From my own engagement, along with that of my Department's, we have been reassured that this is the case.
Futhermore, there are Irish students on mobilities under the Erasmus programme in Moscow State University, and should any of these students wish to return to Ireland, the EU Commission have indicated that additional costs may be met under its 'force majeure' clauses.
I am also aware of a group of over 30 Irish students who were studying Medicine and Dentistry in Ukraine whose studies have been disrupted as a result of the invasion. My Department is in contact with them with a view to, in the first instance, ascertaining their safety, and to see how they can be supported in continuing with their studies. A key element of this is to align the students’ programme with the Irish system of medical/ dentistry education. In this regard my Department is currently engaged with the Irish Universities Association (IUA).
I recently met with Commissioner Mariya Gabriel, who has responsibility for innovation, research, culture, education and youth when inter alia we discussed the situation in Ukraine. We agreed that it is essential that access to education is maintained, and I confirmed to the Commissioner that Ireland is ready to support any actions proposed by the Commission to make sure that remains the case.
95. Deputy Thomas Pringle asked the Minister for Further and Higher Education, Research, Innovation and Science when he will publish the independent review of the student grant scheme; and if he will make a statement on the matter. [12368/22]
View answerI recognise that cost can be major factor for many people in accessing higher education, and I am committed to delivering on the Programme for Government’s commitments regarding SUSI. In addition to commissioning a major review of the scheme, I have also prioritised expansion and reform of the scheme in budgetary allocations.
I commissioned a major review of the Student Grant Scheme, which has been conducted by Indecon Economic Consultants under the direction of a steering group chaired by my Department and comprising a number of stakeholders.
It is my intention to bring the final report to Government shortly. It is my strong view that cost and access issues must be considered in tandem with the issues of system funding and reform. If we want the best outcomes, we need a well funded system which is accessible to people regardless of their background. Reform of the student support system can also be a critical enabler of other strategic outcomes across the tertiary system, including enhanced lifelong learning and stronger diversity among the postgraduate community.
Given these interconnections, it is my intention to bring the Student grant review to Cabinet alongside the report on funding and reform of higher education.
I have already initiated improvements to the Student Grant Scheme in the past two Budgets. These have been targeted at alleviating cost of living pressures for students and their families, supporting students who have to travel longer distances to their institution, recognising the need to reflect changes in income levels and expanding supports for postgraduates.
The changes I made in Budget 2022, will mean that from the next academic year:
- All student grant maintenance payments, including the special rate of grant, will increase by €200 per year.
- The income thresholds to qualify for the standard rates of student grant will increase 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.
I have prioritised these changes for the 2022/23 academic year and they will benefit thousands of students, building on the improvements that have already been made for postgraduate students through this year’s student grant scheme.
96. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the progress of delivery of technical university status; the details of same in relation to Dundalk Institute of Technology; and if he will make a statement on the matter. [12801/22]
View answer102. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on the advice and support services that the Higher Education Authority is providing to Dundalk Institute of Technology in order to progress technological university status designation; and if he will make a statement on the matter. [12675/22]
View answerI propose to take Questions Nos. 96 and 102 together.
Progress of Dundalk Institute of Technology
Dundalk Institute of Technology has indicated in its strategic plan and in engagements with the Higher Education Authority (HEA), its objective to attain TU status in due course.
I am supportive of the Institute’s ambitions in this regard and both my Department and the HEA continue to support the Institute on its trajectory to achieve TU status through Exchequer funding under the Transformation Fund and the deployment of a special advisor to assist the Institute.
With regard to the HEA special advisor, Dr. Ruaidhri Neavyn, he has to date engaged with the Institute in the development of a plan to progress towards meeting the TU eligibility criteria stipulated under the Technological Universities Act 2018 and which plan is being funded from the Transformation Fund.
Dr. Neavyn has assisted the Institute in imagining its future vision and contribution to a TU which has been used to engage stakeholders and any potential partner TU and he has assisted the Institute in engaging such stakeholders and contributed to its approach to engaging with TUs.
Dr. Neavyn has in the course of providing assistance to Dundalk Institute of Technology met with appropriate groupings and stakeholders on an ongoing basis and participated in the Institute’s TU related meetings including TU steering group meetings, governing body or relevant sub-committee meetings and leadership team meetings.
Given that Dundalk Institute of Technology will need to demonstrate an ability to achieve the TU eligibility criteria metrics in order to achieve its ambition, and given the network of TUs established and in view, it is more likely the Institute’s ambition to be part of a multi-campus TU will de facto require to be considered under section 38 of the 2018 TU Act which provides for the merger of an Institute of Technology with an existing TU.
The Department and HEA will continue to support as appropriate the Institute in seeking to achieve TU status.
Progress of Delivery of Technological University Status
Considerable progress has been made in this area, since the passage of the Technological Universities Act 2018, with the following institutional; consolidations and mergers:
- On 01 January 2019, Dublin Institute of Technology, Institute of Technology, Blanchardstown, and Institute of Technology, Tallaght, consolidated into Technological University Dublin;
- On 01 January 2021, Cork Institute of Technology and Institute of Technology. Tralee, consolidated into Munster Technological University;
- On 01 October 2021, Athlone Institute of Technology and Limerick Institute of Technology consolidated into Technological University of the Shannon: Midlands Midwest;
- On 01 April 2022, it is planned that Galway-Mayo, Sligo and Letterkenny Institutes of Technology will be dissolved and consolidated into Atlantic Technological University; and
- On 01 May 2022, it is planned that Waterford Institute of Technology and Institute of Technology, Carlow will be dissolved and consolidated into South East Technological University
Since 2013 Government has provided over €90 million under firstly the Higher Education Landscape Fund, and since 2020 under the TU Transformation Fund to consortia of Institutes of Technology. This funding has the objective of advancing consortia proposals for TU establishment and assists newly established TUs in the post-establishment transition period when these TUs are seeking to embed regionally and deliver on their various legislative functions. A further €30 million allocation will be provided under the Transformation Fund this year.
In addition, Government has secured €40 million under the National Recovery and Resilience Plan in the period to 2024 for a TU education and training reform programme and is also seeking to secure over €80 million for a TU regional research development and innovation integration (RRDII) programme under the ERDF Co-Funded Regional Programmes 2021-2027.
A number of TU development consortia and established TUs are also receiving support for new or refurbishment related capital programmes with the assistance of my Department and the Higher Education Authority. There will also be further opportunity for TUs to submit capital proposals in the near future.
97. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if students who are heading one-parent families are a priority group for supports into further and higher education at all levels of education; if his attention has been drawn to the fact that there is a systemic disadvantage for one-parent family recipients who wish to pursue a PhD; and if he will make a statement on the matter. [12850/22]
View answerEquity of Access to Further and Higher Education continues to be a national priority for the Government and the Department of Further and Higher Education, Research, Innovation and Science. Inclusion is a key goal in my Department's Statement of Strategy. The Programme for Government also reflects the importance of supporting learners at risk of educational disadvantage and learners with special education needs in higher education. My Department is committed to the continued roll-out of supports and targeted initiatives in 2022 to tackle educational disadvantage and support equity of access, participation and success in both further and higher education.
The main support available to assist postgraduate students with the cost of attending higher education is the Student Grant Scheme. 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.
Under the Student Grant Scheme 2021, a student in receipt of a postgraduate research award where the stipend portion of the award does not exceed €18,500 may apply to the centralised student grant awarding authority SUSI (Student Universal Support Ireland) for financial assistance.
Postgraduate students who meet all of the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible for a maintenance grant of up to €5,915 in 2021/22. The income threshold for this grant for the 2021/22 academic year is €24,500 with a qualifying social welfare payment. Qualifying postgraduate students may also be eligible to have their tuition fees paid up to a maximum fee limit of €6,270. One Parent Family Payment is a qualifying payment for the special rate of grant under the Student Grant Scheme. One Parent Family Payments (Means Tested) (where paid to the applicant) is also listed as an income disregard under the Scheme i.e. not counted as reckonable income for the student grant means test.
Alternatively a postgraduate student may qualify to have a €3,500 contribution made towards the cost of his/her fees. The income threshold for this payment is up to €54,240 for the 2021/22 academic year, increasing relative to the number of family dependents.
Budget 2021 provided for enhanced postgraduate supports for the academic year 2021/22 including the fee grant amount rising from €2,000 to €3,500 and the income threshold for eligibility for these grants to increase from €31,500, now €54,240. This was an initial step in meeting part of the Government’s commitments regarding SUSI grant support.
In addition to this measure in Budget 2022 I secured €15m to enhance student supports which includes the special rate of grant payment being increased by €200 (along with all other maintenance grant rates) for the 2022/23 academic year. The special rate of grant will be payable at the non-adjacent rate of €6,115 or the adjacent rate of €2,575, depending on the distance from ordinary residence to the college attended.
Students can determine their eligibility at https://susi.ie/eligibility/income/. The student may also wish to discuss his eligibility for SUSI assistance by calling the SUSI Support Desk on 0818 888 777.
The vision of the Third National Plan for Equity of Access to Higher Education 2015-2021 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.
Lone parents are a sub-group of the target groups within National Access Plan (NAP), 2015-2021. Since 2017, following an independent review of the barriers facing lone parents in accessing higher education and other reviews of the Student Assistance Fund (SAF) and Fund for Students with Disabilities (FSD), the Government has invested €3 million from 2017 to 2019 which enabled the extension of the SAF to part-time students who are lone parents or other members of National Access Plan target groups.
It is a condition that at least 20% of the PATH 2 1916 Bursaries should be allocated to Lone Parents. I can say that over the four years this fund is in existence this target has been achieved, and actually exceeded. In 2020/2021 25% of bursaries went to Lone Parents.
In 2018/19 830 students who are lone parents received funding under the SAF (725 full-time) and 105 (part-time).
My Department is committed to the continued the roll-out of supports for students and targeted initiatives to support delivery of the vision and targets within the National Access Plan.
Work on developing the new National Access Plan 2022 – 2026 is underway. Colleagues in my Department are working closely with the Higher Education Authority in developing up priority actions and new target groups for the next National Access Plan. I am looking forward to publishing this new and exciting Plan this year. We hope to have a more student centred plan that drives our strategic goal of inclusion which is a cornerstone of my Department priorities. Our new plan which is at an advanced stage of preparation will have an increased focus on student success.
I secured an additional €5m in budget 2022 to bring forward targeted measures to support the implementation of this plan when it is published.
As part of 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 (as a result of underspends in SUSI) to meet the additional demands identified by the Higher Education Institutions arising from COVID19.
The SAF assists students in a sensitive and compassionate manner who might otherwise be unable to continue their third level studies due to their financial circumstances. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation. Details of this fund are available from the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education, including approved undergraduate and postgraduate courses. Further information on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training (FET) Strategy 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including for those heading one-parent families. FET provision is largely free or heavily subsidised, and a number of financial supports may be available to learners to facilitate the participation of individuals who would not otherwise be in a position to take up training. I would encourage people to make an appointment with their local Adult Education Guidance Service (AEGS), available in each Education and Training Boards (ETB) across the country free of charge, to discuss what supports may be available to them.
98. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on new plans for training and apprenticeship places in all trades that are needed to ramp up the supply of housing across the country; the role that local authorities might play in this; and if he will make a statement on the matter. [12871/22]
View answerAmong the 62 apprenticeships currently available at levels 5-10 of the National Framework of Qualifications, 25 are craft-related. More specifically, they include housing-related programmes such as electrical, plumbing, carpentry and joinery, plastering, painting and decorating and the recently launched scaffolding apprenticeship.
In recent years, annual intake in construction-related apprenticeships has been steadily increasing, from a low of 650 in 2010. 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.
A number of local authorities throughout the country employ apprentices, with in the region of 50 apprentices currently employed by these bodies. The majority of the apprentices are employed in craft trades such as plumbing, carpentry and joinery, and electrical.
A key commitment of the Action Plan for Apprenticeship 2021-2025 is to grow the number of apprenticeship registrations across the public service, including local authorities, to reach 750 annual registrations by 2025.
Department officials have undertaken a numbers of actions in order to make progress towards achieving this commitment:
A number of general and sector-focussed information sessions on apprenticeship were held, including one for local authorities.
A Working Group has been established, representing Government Departments and local authorities, to develop a Public Service Apprenticeship Recruitment Plan by summer 2022.
More specifically, there has been extensive bilateral engagement with the LGMA, to assist with surveying local authorities in relation to their skills needs.
A public service wide skills survey is currently underway through the auspices of the Working Group. The survey results will inform the development of the Public Service Apprenticeship Recruitment Plan, with the content, level, and duration of public service apprenticeships determined by these identified skills needs.
99. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the factors that influence the availability of college places; the weight that he is giving to the needs of industry, for example, the hospitality sector; and if he will make a statement on the matter. [12463/22]
View answerHigher education institutions are autonomous within the meaning of the Universities Act 1997, the Institutes of Technology Acts 1992 to 2006 and the Technological Universities Act 2018. As such they are independent in relation to their administrative and academic affairs, and the courses offered by any institution are a matter for the individual institutions to determine.
Irish HEIs have strong links with industry and enterprise, and will often develop courses in response to the needs of local industries, or in response to changes in the overall skills needed in the workforce. My Department incentivises the creation of courses and places in ideas of identified skills need through initiative such as Springboard+ and the Human Capital Initiative (HCI). In the 2021/22 academic year there were 13,444 places provided under Springboard+ and the HCI in a range of key skills areas including hospitality and tourism.
My officials are currently working with the Higher Education Authority and with the higher education sector to examine where additional undergraduate places can and should be provided in the higher education system for the next academic year. Any additional places created this year will be targeted at areas of acute skills need as identified through our national skills architecture. The introduction of additional places should also be sustainable and aligned with medium term planning. There are challenges in expanding the facilities, lecturing expertise and clinical and other placements associated with particular courses and, to the extent that these can be overcome, sustainable approaches are required.
100. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the funding and progress that has been made under the fund for students with disabilities for the delivery of key services and supports for students with disabilities; and if he will make a statement on the matter. [12772/22]
View answerThe Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. The purpose of the FSD is to provide resources to further and higher education institutions for the delivery of key services and supports for students with disabilities on full-time and part-time courses. The FSD aims to support the personal, educational and professional development of the participating student and contribute to the achievement of their full potential. The FSD operates within the context of the wider education policy landscape in Ireland, which emphasises the importance of the system being one in which students of all backgrounds can succeed within the mainstream, including those with disabilities. The FSD is designed to complement, rather than substitute for, the core system.
The annual allocation to the fund is €9.6m for both Further and Higher Education. In 2019/2020, circa 16,500 students were supported through the fund.
Funding can be used to provide supports and accommodations in any of the following broad categories:
- assistive technology equipment and software (including student training)
- non-medical helpers (e.g. personal assistants, notetakers)
- academic/learning support
- deaf supports (e.g. sign language interpreters, SpeedText)
- transport support
The funding allocation for the Higher Education sector amounts to €7.658m annually.
The number of students in receipt of supports funded under FSD in Higher Education by Disability Category has increased significantly over the period 2017/18, 2018/19 and 2019/20. The table below shows that the total number of students supported between 2017/2018 and 2019/2020 increased from 11,773 to 14,358. This represents an increase of 2,585 students or 22%.
The table below refers to primary disability only. Some students may report more than one disability.
|
Disability Category |
2017-18 |
2018-19 |
2019-20 |
|||
|
N |
% |
N |
% |
N |
% |
|
|
ADD/ADHD |
549 |
5% |
630 |
5% |
701 |
5% |
|
Autistic Spectrum Disorder |
812 |
7% |
1,023 |
8% |
1,190 |
8% |
|
Blind/Visual Impairment |
218 |
2% |
221 |
2% |
234 |
2% |
|
Deaf/Hard of Hearing |
314 |
3% |
358 |
3% |
364 |
3% |
|
Developmental Co-ordination Disorder (Dyspraxia/Dysgraphia) |
726 |
6% |
785 |
6% |
1,016 |
7% |
|
Mental Health |
1,600 |
14% |
1,963 |
15% |
2,199 |
15% |
|
Other |
3 |
0% |
0 |
0% |
0 |
0% |
|
Physical Disability/Mobility Impairment |
741 |
6% |
827 |
6% |
867 |
6% |
|
Significant Ongoing Illness |
1,345 |
11% |
1,586 |
12% |
1,650 |
11% |
|
Specific Learning Difficulties |
4,857 |
41% |
5,192 |
39% |
5,479 |
38% |
|
Speech, Language and Communication Disorder* |
n/a |
n/a |
133 |
1% |
n/a |
n/a |
|
Neurological Condition |
608 |
5% |
480 |
4% |
658 |
5% |
|
Total |
11,773 |
100% |
13,198 |
100% |
14,358 |
100% |
In January 2021, I approved a number of strategic projects under the Fund for Students with Disabilities (FSD) aimed at supporting students with disabilities to access and engage with higher education. The initiatives, which involved 24 higher education institutions (HEI) and €5.8m in expenditure, are broad and are aimed at improving access to higher education for people with a disability, to improving college campuses and to assist staff with training and development.
The following is an overview of the range of projects approved:
- Commitment to the embedding of Universal Design for Learning (UDL) and mainstreaming principles in HEI teaching and learning practices through e.g. recruitment of staff, staff training, technological supports and other student supports
- Enhancement of online teaching and learning experience and supports for students with disabilities e.g. captioning, virtual learning environments, alignment with EU Web Accessibility Directive
- Enhancement of campus experience for students with disabilities e.g. wayfinding apps, sensory assistance reporting
- Expansion and upgrading of Assistive Technology (AT) equipment and supports
- Improvements in physical access and refurbishments of spaces, e.g. autism-friendly rooms and spaces, tactile wayfinding maps, loop systems for deaf and hard-of-hearing students
- Projects that support better transitions to higher education for students with disabilities
- Developing and delivering initiatives to promote positive mental health and well-being
- Commitment to research and data analysis to establish best practice guidelines for access and disability services
- Conducting campus accessibility audits which will inform accessibility guidelines and policies
With effect from the 2020/21 academic year, responsibility for the Further Education portion of the FSD [€1.942m] transferred to SOLAS, who assumed responsibility for the management of the FSD for the further education and training sector including the drafting and issuing of guidelines.
In relation to the numbers supported in the Further Education Sector I can confirm that in 2017/2018, 1,715 students were supported, in 2018/2019, 1,678 students were supported and in 2019/2020, 1,966 students were supported through the FSD.
My Department will continue to keep existing provision and initiatives under review. We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training.
