Written Answers Nos. 589-611
589. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science if persons who undertook undergraduate study without access to free fees that is, in a private college will be given the opportunity to access free fees in another degree course undergraduate entry in cases in which a career change became necessary. [22622/22]
View answerUnder my Department’s Free Fees Initiative (FFI), the Exchequer provides funding toward the tuition fee costs of eligible undergraduate higher education students exclusive of the student contribution. In order to qualify for funding under the FFI, students must meet the criteria of the scheme.
The free fees criteria sets out that tuition fees will not be paid in respect of students pursuing a second undergraduate course of study
Subject to compliance with the other conditions of the Free Fees initiative, students who have previously pursued but have not completed a course of third level study and subsequently resume third level studies:
- may be deemed eligible for free fees where the third level course concerned did not attract any exchequer funding (e.g. fees, maintenance, tax relief, subsidy towards course cost)
- are not eligible for free fees for the equivalent period of time spent on the first course of study where the third level course concerned did attract exchequer funding (as above). Part-time and evening students are included in this category. However, once an equivalent period of study has been completed on the new course, the student may become eligible for free fees funding for the remainder of the course where they met all other criteria of the free fees scheme upon course entry.
- Tuition fees will be paid in respect of eligible students who, having attended but not completed approved courses, are returning following a break of at least five years in order to pursue approved courses at the same level.
The assessment of eligibility under the Free Fees Initiative (FFI) in individual cases is a matter for each higher education institution to determine within the terms of the scheme, exceptions to the criteria cannot be made in individual cases by the Department. Further information on the criteria of the FFI is available on the studentfinance.ie website at the following location: hea.ie/funding-governance-performance/funding/student-finance/course-fees/.
Where students do not qualify for free fees funding they must pay the appropriate fee as determined by each higher education institution. Where a student requires clarification or guidance on the fee criteria of an individual institution and how this criteria may apply to their individual circumstances I recommend the student makes direct contact with the fees office of the relevant institution.
590. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline his plans to attract persons to higher education pharmacist and technician grade courses. [22631/22]
View answerThe Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service. My Department is strongly committed to supporting the health of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce, and support a range of clinical teams in our health services.
The available data on demand for places in pharmacy courses indicates strong demand for such courses, and as such it is not envisaged that any action needs to be taken at present to incentivise students to undertake these courses. Increasing the number of pharmacists in training would instead be brought about through increasing the places available in these courses.
My Department does not place a quota on the number of pharmacy places offered by higher education institutions, and as such the number of places provided each year is determined by the institutions themselves in line with their capacity. A number of additional places have been provided in recent years, leading to the highest number of new entrants beginning their studies in 2020, the most recent year for which statistics are available.
My officials are actively engaging with the Department of Health on determining the longer term skills needs of the healthcare services, and the role which the further and higher education sector can play in meeting those skills needs. I will ensure that there is continued engagement with all stakeholders to ensure that we deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector.
591. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if the pandemic unemployment payment will be considered as a social welfare payment for those seeking to attain the special rate of the SUSI grant; and if he will make a statement on the matter. [22682/22]
View answerThe decision on eligibility for a student grant is a matter for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
In assessing an application for the 2022/23 academic year, SUSI will have regard to the following qualifying criteria for the special rate of maintenance grant:
1. The student must qualify for the standard rate of grant;
2. Total reckonable income, after income disregards and Child Dependant Increase(s) are excluded, must not exceed €24,500;
3. As at 31st December 2021, the reckonable income must include one of the eligible long-term social welfare payments prescribed in Schedule 2 of the Student Grant Scheme 2022.
Particular priority is afforded to those on the lowest incomes and social welfare dependents through the special rate of grant, which is payable at the higher non-adjacent rate of €6,115 or the adjacent rate of €2,575, depending on the distance travelled to the college attended.
As in any statutory scheme, a core principle of the student grant scheme is that there is consistency of approach and an equitable treatment for applicants as part of the means assessment process. All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme. The terms and conditions of funding are applied impartially to all applicants.
The Social Welfare (Covid-19) (Amendment) Act 2020 establishes the COVID-19 Pandemic Unemployment Payment as a social insurance benefit scheme separate from other social protection statutory schemes including the Supplementary Welfare Allowance and Jobseeker's Allowance and Jobseeker's Benefit schemes.
For student grant purposes the Covid-19 payment has been treated as reckonable income for the SUSI means assessment process since it was introduced in March 2020. This means that the Covid-19 payment is treated in a similar fashion to other Department of Employment Affairs and Social Protection payments such as Jobseeker's Benefit/Allowance, thus ensuring a consistency of approach and an equitable treatment of students and their families in the SUSI means assessment process.
However, the Student Grant Scheme also makes provision for combining periods of Pandemic Unemployment Payment, Jobseeker's Allowance, Jobseeker's Benefit and other eligible payments for the purposes of meeting the 391 days eligibility requirement for the special rate of grant.
Furthermore, a very important feature of the scheme that I would point to is the change of circumstances provision. If a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to SUSI to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. The income of all parties to the application will be assessed or reassessed on current income and applicants may also be asked to provide evidence of same.
Such a change in circumstances includes no longer being in receipt of a pandemic unemployment payment. Since September 2021, students have not been eligible for the pandemic unemployment payment , in line with normal circumstances where students do not qualify for unemployment payments while at college.
Any student who believes his/her student grant application has been assessed incorrectly may also avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grants Appeals Board.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. 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.
On Wednesday 11 May 2022 at 1pm, the Student Grant Scheme Office will provide a virtual briefing for all Oireachtas members.
592. Deputy James Lawless asked the Minister for Further and Higher Education, Research, Innovation and Science if the issue in relation to Solas apprenticeships (details supplied) will be examined; and if he will make a statement on the matter. [22757/22]
View answerThe information requested by the Deputy in relation to SOLAS apprenticeships (details supplied) is being collated by SOLAS. SOLAS have advised they will have a response in the coming days and this will be forwarded to the Deputy as soon as it is available.
593. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he will respond to concerns raised by a person (details supplied) in respect of their current employment contract; and if he will make a statement on the matter. [22782/22]
View answer618. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if a response will issue to concerns raised by a person (details supplied) in respect of their employment contracts; and if he will make a statement on the matter. [23488/22]
View answerI propose to take Questions Nos. 593 and 618 together.
Issues in relation to contracts for adult education tutors have been under discussion via national agreements and industrial relations mechanisms and significant progress has been made in resolving key elements of the claim over a number of separate engagements. These include the issuing, in 2017, of a Circular in relation to an agreement to a consistent formula or method of awarding Contracts of Indefinite Duration across ETBs. Agreement was also reached in November 2019, in respect of access to leave schemes, paid leave and access to the appropriate public sector pension scheme.
It is acknowledged that the issue relating to aligning adult education tutors to a pay scale of an existing grade within the ETB sector remains unresolved. As this element was viewed as cost-increasing it was therefore prohibited by the Public Service Stability Agreement and precluded under section 5 of the Financial Emergency Measures in the Public Interest Act, 2010. Accordingly, the claim was not conceded.
The claim was referred to the Labour Court by SIPTU and TUI. Following a Labour Court hearing on the 6th March 2020 a recommendation was made with the key points being that the Court noted the constraints of the FEMPI legislation and collective agreements and that the official side should identify the scale of cost it is prepared or able to absorb to address the claim and formulate an offer. The matter is being examined by my Department in consultation with the Departments of Education and Public Expenditure and Reform with a view to finalising the official position at the earliest opportunity.
594. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the student grant scheme to offset the rise in living costs that are being experienced by students; and if he will make a statement on the matter. [22812/22]
View answerI am very aware of the impact the cost of living and in particular the cost of accommodation has on students and the challenges students are facing. The impact of the rising costs for students was highlighted in the recently launched independent report, the Review of the Student Grant scheme commissioned by my Department.
The Student Grant Scheme provides grant assistance to eligible students attending an approved full-time course in an approved further or higher educational institution who meet the prescribed eligibility criteria of the relevant scheme.
Significant additional Funding has been made available to support students under recent budgets and through the Return to Education Packages for 2020 and 2021. The principal support provided by my Department in financial terms is the Student Grant Scheme, which assists more than 70,000 students annually to access third level education. The budgetary provision for the Student Grant Scheme in 2021 is €364.5m.
As part of the overall funding secured for the third level sector to safely reopen in September 2021, an additional €10m is available for the 2021/2022 academic year, providing a doubling of the core Student Assistance Fund bringing the total funding to €17.2m. The Covid Contingency Fund for Access Services of €1.9m has also being continued for a further year.
The special rates of maintenance grants for disadvantaged students is a higher rate of grant which targets "those most in need", which is defined in terms of the dependants of people receiving long-term welfare payments, where the conditions are fulfilled. For the 2022/23 academic year, the special rate of grant is 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.
As part of Budget 2022, I secured an additional €15m to enhance the existing financial supports under the Student Grant Scheme for implementation in 2022.
For the academic year 2022/23 this will mean:
- An increase to all student grant maintenance payments, including the special rate of grant, of €200 per year which will benefit all students entitled to receive a maintenance Grant.
- The income thresholds to qualify for the standard rates of student grant have been increased by €1,000.
- The qualifying distance criterion for students to qualify for the non-adjacent rate of grant has been reduced from 45km to 30km, effective from the start of the 2022/23 academic year.
I have prioritised these changes for the 2022/23 academic year and they will benefit thousands of students building on the improvements that have already been made for postgraduate students through this year’s student grant scheme.
The eligibility criteria for student grants are reviewed annually by the Department and approved by the Department of Public Expenditure and Reform. All proposals made in relation to education expenditure, including student grants, are considered in the context of the annual Budget. I intend to implement, in a phased way, the recommendations of the Student Grant Scheme review in the context of successive annual Estimates processes. However this will be dependent on the availability of resources to his Department and overall consideration of Budgetary and Ministerial priorities.
This summer in advance of the Estimates process, I intend to publish a paper outlining potential options and impacts, to be considered in the Budgetary process, related to the Student Grant scheme and other programmes related to student supports and costs of higher education, including with respect to those priorities identified in the Student Grant Scheme Review.
Students experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
595. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the discontinuation of a loan facility for graduate entry level medical students by a bank (details supplied) from 31 July 2022; his views on the socioeconomic barriers the discontinuation of this loan facility will place on students who wanted to apply to study medicine; his plans to financially assist graduate entry level medical students who will no longer be able to avail of this loan facility; the actions he will take to encourage other financial institutions to offer similar loan facilities to graduate entry level medical students; and if he will make a statement on the matter. [22831/22]
View answerThe loans available for GEM students are private arrangements between the relevant lenders and the students applying for such loans. Notwithstanding this position my Department has been made aware of reports regarding the specific loan scheme for graduate entry medicine and is currently seeking further information on this issue.
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.
Entry to medicine in Irish HEIs is provided through both undergraduate and graduate entry routes. Graduate Entry Medicine (GEM) is one of the pathways to study medicine. Students pursuing graduate entry medicine (GEM) programmes do so as second degree courses and consequently are not eligible for free fees funding or for student grants. However, in order to widen access to GEM programmes and give assistance towards the financial burden on each student pursuing these programmes, the fees of participating EU students are partly subsidised by the State via the Higher Education Authority (HEA). In academic year 20/21 the state contribution was €11,524 per student with the balance of fees payable by the student.
The Student Grant Scheme review comments on the issue of Graduate Entry Medicine and states that a wider issues remains as to whether greater flexibility in the criteria for student grant scheme could be considered in areas of critical skills shortage reflecting graduate entry routes.
There are significant policy, legislative and funding considerations, as well as wider implications, if the current treatment of graduate entry medicine was amended. However, we now have this review and all elements will be subject to consideration by my Department, including prioritisation and consideration of the cost of education measures through the annual estimates process. This will include any additional supports for Students of graduate entry medicine.
The National Plan for Equity of Access to Higher Education (NAP) identifies target groups that are currently under-represented in higher education. These include entrants from socio-economic groups that have low participation in higher education who would not have considered attending higher education without such supports. The Programme for Access to Higher Education (PATH) Fund is the funding mechanise established to implement the National Access Plan (NAP). There are three strands to the Programme for Access to Higher Education (PATH) with an overall funding envelope of €42m between the periods 2017 to 2022. Strand 2 provides bursaries to students who have been identified by their higher education institution as being the most socio-economically disadvantaged students in the target groups under the National Access Plan. With effect from the 2021/22 academic year, a three-tier system of bursary provision has been introduced. This consists of the existing 203 bursaries arising from the original call worth €5,000 per annum (Tier 1), 120 bursaries worth €2,000 per annum (Tier 2) and a number of once-off bursaries worth €1,500 payable for the 2021/22 academic year only (Tier 3).
Students on graduate entry medicine courses may also be eligible to apply to the Student Assistance Fund (SAF) for financial support. The SAF guidelines provide that students with a previous higher education qualification at the same NFQ level, or who, in the past, attended higher education without ultimately obtaining a qualification, may be considered for support on a case-by-case basis and subject to available funding. 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 also be available in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
596. Deputy Seán Canney asked the Minister for Further and Higher Education, Research, Innovation and Science his views that it is legal to offer Irish citizens who were studying medicine or dentistry in Ukraine a place in an Irish university as they may not have the required CAO points for the year that they started their studies and they could be taking the place of another student who may have lost out on a place having received higher points; and if he will make a statement on the matter. [22999/22]
View answerThe Government’s consistent position is that Russia’s war in Ukraine is illegal, immoral and unjustified. Ireland supports the sovereignty and territorial integrity of Ukraine and is committed to playing its part in responding to all those, including students who have been affected by the war.
I am determined that Irish and Ukrainian students who have fled the war in Ukraine, will be given comprehensive and compassionate support through these difficult times and I believe it is essential that their access to education is maintained.
Since this situation arose, officials from my Department have met with the Deans of the Medical Schools in Ireland on a number of occasions. As a result of these meetings, the Deans are undertaking an assessment of the programmes in the medical schools in Ukraine. The Deputy will understand that there are complexities involved with these area of study (medicine and dentistry) and work is ongoing to reconcile the different practices and approaches to medical education between the Irish and Ukrainian systems, including issues arising regarding accreditation by the professional bodies. This takes time but the exercise being undertaken by the Deans will enable us to see how best we can facilitate these students in continuing with their education in Ireland.
It is important to note that entry to higher education in a matter for the education institutions involved. I am confident that the Deans of the Medical Schools are treating this situation in a manner which respects the context of all those involved, and I will await the outcome of this complex process before commenting further.
The Deputy will also note that, on 4th May, I launched a National Student and Researcher (NSR) Helpdesk, which serves as a single national point of contact for all those students, Irish and Ukrainian, who have fled the war in Ukraine and looking to access higher education here. This helpdesk will provide information and direct students to third level institutions, and researcher positions equipped to meet their educational needs.
This is a key instrument in the response by my Department and the higher education sector to the needs of displaced students and researchers and I am grateful to the National Steering Group, which is chaired by officials from my Department and key education stakeholders for guiding this work.
Those displaced from Ukraine will find assistance and further information in relation to commencing or continuing their studies in Ireland by contacting the National Student and Researcher (NSR) Helpdesk by email at NSRHelpdesk@mu.ie or call +353 (0)1 474 7788.
597. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science when he will publish the economic evaluation of the Cassells report; and if he will make a statement on the matter. [23010/22]
View answerThe economic review of funding options was published on May 4th - the day I also launched Funding the Future – the Government's policy response to the Cassells and DG Reform Reviews on the future of higher education. It and the economic review are available on the gov.ie website at the following location: www.gov.ie/en/policy-information/49e56-future-funding-in-higher-education/.
The Deputy will no doubt be keen to learn that Funding the Future settles the question on funding Higher Education. The Government has decided that income contingent loans for fees will not form part of the future funding model. Instead, the Government is committing to a multi-funded model of additional Exchequer investment and employer contributions through the National Training Fund.
The policy sets out the vision and direction of higher education funding, our commitment to addressing legacy issues in higher education and detailing our ambitious plans for investment and reform. This includes:
- planned additional investment of €307 million to address core funding challenges for our institutions, that will be made over a number of years through annual budgetary processes. This does not account for future demographic needs or new policy proposals for higher education.
- Plans to consider options to address cost as a barrier to higher education, and how we will pursue funding measures on these issues through the Estimates process, including in respect of reductions to the student contribution and enhancements to the SUSI grant in line with the Student Grant Review.
Again, the additional detail is available on the gov.ie website at the following location: www.gov.ie/en/policy-information/49e56-future-funding-in-higher-education/ .
598. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details on the new oversight group, the Higher Education Reform Implementation Review Group; and if he will make a statement on the matter. [23011/22]
View answerThe Implementation Group to which the Deputy refers will - per the Government's response to the Cassells Report, Funding the Future - be based on partnership between Government, the higher education sector and wider societal and enterprise interests. This will entail a stronger focus on measuring and verifying performance from the system, as well as assessing information on costs, quality issues and outcomes which respond to economic and societal need.
The Implementation Group - which I intend to chair - will to provide guidance to my Department in the rollout of the Funding and Reform Framework and focus on creating a unified system and improving pathways between further and higher education. I am delighted that this group will be co-chaired by Professor Tom Collins and Professor Anne Looney, both experts in the field.
The wider group will comprise of membership to ensure ongoing consensus on the outcomes required from the higher education system and to oversee progress against identified reforms to take place alongside implementation of the funding model. It is also intended that sub-groups will be established to take forward key workstreams. The terms of reference for the group will be finalised and invitations will issue in the coming weeks for representatives, in advance of the inaugural meeting of this group.
599. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline plans he has to move higher education to a unified funding system for universities and technological institutes; and if he will make a statement on the matter. [23012/22]
View answerOn the 4th of May I launched Funding the Future – a landmark policy on the future of higher education.
Funding the Future, which was approved for publication by Government, settles the question on sectoral funding Higher Education. The policy sets out the vision and direction of higher education funding, our commitment to addressing legacy issues in higher education and detailing our ambitious plans for investment and reform.
As outlined in the framework, my Department will engage with the HEA to develop and implement the necessary changes and updates to the funding distribution model to ensure it aligns with and facilitates key reforms necessary. The objective of this process is to ensure a transparent funding model which reflects sectoral developments, encourages high quality teaching & learning provision, excellent research and the achievement of key strategic objectives.
This will be supplemented through the development of cost reporting with the sector, which will inform the consideration of future strategic policy objectives and outputs. This will build on the progress realised from the RFAM report and will be further informed by the recent report between the HEA and the OECD on resourcing higher education.
The Funding the Future policy is available on the gov.ie website at the following location: www.gov.ie/en/policy-information/49e56-future-funding-in-higher-education/.
600. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline plans he has to allocate additional resources from the National Training Fund to higher education; and if he will make a statement on the matter. [23013/22]
View answerOn the 4th of May I launched Funding the Future – a landmark policy on the future of higher education. Funding the Future, which was approved for publication by Government, settles the question on funding Higher Education. The Government has decided that income contingent loans for fees will not form part of the future funding model. Instead, the Government is committing to a multi-funded model of additional Exchequer investment and employer contributions through the National Training Fund.
The policy sets out the vision and direction of higher education funding, our commitment to addressing legacy issues in higher education and detailing our ambitious plans for investment and reform. This includes planned additional investment of €307 million to address core funding challenges for our institutions, that will be made over a number of years through annual budgetary processes. This does not account for future demographic needs or new policy proposals for higher education.
Given the strong need for alignment of skills outputs with needs of employers, it is proposed that the National Training Fund will continue to form part of the funding model. Investment to date through the National Training Fund has made a significant contribution, supporting apprenticeship provision, funding innovative approaches through the Human Capital Initiative and delivering enterprise focused programmes which are responsive to skills needs. This continued investment is strategically important to the continued agility and responsiveness of higher education to national socio and economic priorities.
The allocation for each scheme under the NTF is generally determined as part of the annual Estimates process with the NTF being included as an annex to the published Estimates of my Department. As the Deputy will appreciate the exact source of funding, either Exchequer or NTF, is subject to future budget considerations and it is not possible at this time to speculate on any changes to the NTF contributions.
601. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if funding supports for apprenticeship are allocated from the National Training Fund; the total expenditure in each year since 2011; and if he will make a statement on the matter. [23014/22]
View answerApprenticeship training is funded from the National Training Fund (NTF) and the expenditure on apprenticeship since 2011 is set out in the following table.
|
Year |
€ |
|
2011 |
54,236,000 |
|
2012 |
52,467,000 |
|
2013 |
39,600,000 |
|
2014 |
39,600,000 |
|
2015 |
42,600,000 |
|
2016 |
55,100,000 |
|
2017 |
69,885,000 |
|
2018 |
118,650,000 |
|
2019 |
159,954,000 |
|
2020 |
156,480,000 |
|
2021 |
150,696,000 |
|
2022 Allocation |
205,983,000 |
602. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will reconsider the decision to maintain the cap on third level student earnings at €4,500; and if he will make a statement on the matter. [23022/22]
View answerThe Student Grant Scheme, administered by SUSI (Student Universal Support Ireland), provides grant assistance to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
The means test arrangements of the Student Grant Scheme are applied nationally. Student grant applications are means tested on gross income from all sources earned inside and outside the State within a specified reference period. In the case of both employed and self-employed applicants, gross income, before deduction of income tax or universal social charge, is assessed with certain specified social welfare and health service executive payments excluded.
Under Article 22(5)(b) of the Student Grant Scheme 2022, income from an applicant’s employment which represents holiday earnings outside of term time but within the reference period up to a maximum of €4,500 can be deducted from the total reckonable income assessed.
The eligibility criteria for student grants are reviewed annually by the Department and approved by the Department of Public Expenditure and Reform. All proposals made in relation to education expenditure, including student grants, are considered in the context of the annual Budget. Any proposal to further increase the holiday earnings threshold must be considered in the context of not adversely impacting upon retention rates/the student’s ability to primarily focus on successfully completing his/her studies.
As part of Budget 2022, I have secured an additional €15m to enhance the existing financial supports under the Student Grant Scheme for implementation in 2022.
For the academic year 2022/23 this will mean:
- An increase to all student grant maintenance payments, including the special rate of grant, of €200 per year which will benefit all students entitled to receive a maintenance Grant.
- The income thresholds to qualify for the standard rates of student grant have been increased by €1,000.
- The qualifying distance criterion for students to qualify for the non-adjacent rate of grant has been reduced from 45km to 30km, effective from the start of the 2022/23 academic year.
I have prioritised these changes for the 2022/23 academic year and they will benefit thousands of students building on the improvements that have already been made for postgraduate students through this year’s student grant scheme. These improvements to the student grant scheme have been a priority for me since taking up my Ministerial appointment.
603. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the projected impact and cost implications to the Exchequer of increasing the third level student earning cap from €4,500 to €5,500; and if he will make a statement on the matter. [23023/22]
View answerThe Student Grant Scheme, administered by SUSI (Student Universal Support Ireland), provides grant assistance to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
The means test arrangements of the Student Grant Scheme are applied nationally. Student grant applications are means tested on gross income from all sources earned inside and outside the State within a specified reference period.
The means test takes into consideration the income of the applicant and his/her parents/legal guardian or spouse as appropriate. Further information regarding class of applicant (independent or dependent) and the types of documentation accepted as evidence of living independently from parents is available from SUSI’s website: susi.ie/eligibility/applicant-class/.
Under Article 22(5)(b) of the Student Grant Scheme 2021, income from an applicant’s employment which represents holiday earnings outside of term time but within the reference period up to a maximum of €4,500 can be deducted from the total reckonable income assessed. (Data for 2020/21 with the pre pandemic reference period of 2019 is included.)
Where an increase of €1,000 is applied to Holiday Earnings to take it from €4,500 to €5,500
- 366 students would benefit from a rate increase in 2020/21 amounting to approx. €301,677
- 270 students would benefit from a rate increase in 2021/22 to date amounting to approx. €233,568
Please note the above are approximate figures and while the above students had additional earnings bringing them between €4,500 and €5,500, it cannot be confirmed that these additional earnings would qualify as Holiday Earnings. They may have been earned during term time Also there are students who may have additional earnings between €4,500 and €5,500, but who do not feature in the data above as it would not lead to a rate change/improved rate of funding.
It is also the case that the figures provided cannot account for changes in behaviour. For example, some applicants may currently limit their Holiday Earnings to €4,500 but might increase this to €5,500 if the holiday earnings limit were increased.
604. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the percentage of social media posts made on each of his Departmental social media accounts or the social media accounts of public bodies and agencies that operate under his remit that were exclusively in Irish between 1 May 2021 and 30 April 2022, inclusive; the percentage of same that feature bilingual translations; and if he will make a statement on the matter. [23050/22]
View answerBetween 1 May 2021 and 30 April 2022, 0.25% of my department's Twitter posts were exclusively in Irish; none of the posts on the department's other social media accounts were in Irish.
None of my department's social media posts for the period feature bilingual translations.
The information in respect of the state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with her query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Further and Higher Education, Research, Innovation and Science
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
Higher Education Authority |
Oireachtas@hea.ie |
Padraic Mellett* |
|
Irish Research Council( Note 1) |
Oireachtas@research.ie |
Padraic Mellett* |
|
Grangegorman Development Agency |
Communications@ggda.ie |
nora.rahill@ggda.ie |
|
SOLAS |
oireachtasinfo@solas.ie |
Maria Walsh maria.walshe@solas.ie |
|
Skillnets Ltd |
oireachtas@skillnets.com |
t.donnery@skillnets.com |
|
Quality and Qualifications Ireland |
ceo@qqi.ie |
ceo@qqi.ie |
|
Léargas – The Exchange Bureau |
oireachtas@leargas.ie |
fbroughan@leargas.ie |
|
Science Foundation Ireland |
ciara.cotter@sfi.ie |
Ciara Cotter |
Note 1 – In regard to the Higher Education Authority (HEA) and the Irish Research Council (IRC) as the IRC operates under the auspices of the HEA. Mr Mellett will address Oireachtas queries for both the HEA and IRC. Please use Oireachtas@hea.ie and Oireachtas@research.ie respectively to contact Mr Mellett.
605. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the percentage of social media posts made on each of his Departmental social media accounts or the social media accounts of public bodies and agencies that operate under his remit that were exclusively in languages besides English or Irish between 1 May 2021 and 30 April 2022, inclusive; the percentage of same that featured languages besides English or Irish; and if he will make a statement on the matter. [23068/22]
View answerNone of my department's social media posts between 1 May 2021 and 30 April 2022 were exclusively in languages besides English or Irish, and none featured languages besides English or Irish.
The information in respect of the state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with her query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Further and Higher Education, Research, Innovation and Science
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
Higher Education Authority |
Oireachtas@hea.ie |
Padraic Mellett* |
|
Irish Research Council( Note 1) |
Oireachtas@research.ie |
Padraic Mellett* |
|
Grangegorman Development Agency |
Communications@ggda.ie |
nora.rahill@ggda.ie |
|
SOLAS |
oireachtasinfo@solas.ie |
Maria Walsh maria.walshe@solas.ie |
|
Skillnets Ltd |
oireachtas@skillnets.com |
t.donnery@skillnets.com |
|
Quality and Qualifications Ireland |
ceo@qqi.ie |
ceo@qqi.ie |
|
Léargas – The Exchange Bureau |
oireachtas@leargas.ie |
fbroughan@leargas.ie |
|
Science Foundation Ireland |
ciara.cotter@sfi.ie |
Ciara Cotter |
Note 1 – In regard to the Higher Education Authority (HEA) and the Irish Research Council (IRC) as the IRC operates under the auspices of the HEA. Mr Mellett will address Oireachtas queries for both the HEA and IRC. Please use Oireachtas@hea.ie and Oireachtas@research.ie respectively to contact Mr Mellett.
606. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the percentage of social media videos posted on each of his Departmental social media accounts or the social media accounts of public bodies and agencies that operate under his remit included closed captioning and or subtitling between 1 May 2021 and 30 April 2022, inclusive; and if he will make a statement on the matter. [23086/22]
View answerThe percentages of social media videos posted on my department's social media accounts between 1 May 2021 and 30 April 2022, which included closed captioning or subtitling are as follows:
|
% |
|
|
|
86.2% |
|
|
87.5% |
|
|
88.5% |
|
|
83.3% |
|
TikTok |
100% |
Bodies under my department's aegis operate independently of the department, and no figures can be provided for these.
607. Deputy James Lawless asked the Minister for Further and Higher Education, Research, Innovation and Science the way Irish students who were studying in the Ukraine can continue their studies in Ireland (details supplied); and the way in which they can apply to do this; and if he will make a statement on the matter. [23096/22]
View answerMy Department has received correspondence from the student detailed and my officials have already been in contact on the question of continuing to access education in Ireland.
Once I was alerted to the situation regarding Irish citizens studying medicine in the Ukraine, officials from my Department met with the Deans of the Medical Schools in Ireland on a number of occasions. As a result of these meetings, the Deans are undertaking an assessment of the programmes in the medical schools in Ukraine. The Deputy will understand that there are complexities involved with these area of study (medicine and dentistry) and work is ongoing to reconcile the different practices and approaches to medical education between the Irish and Ukrainian systems, including issues arising regarding accreditation by the professional bodies. This takes time but the exercise being undertaken by the Deans will enable us to see how best we can facilitate these students in continuing with their education in Ireland.
I am confident that the Deans of the Medical Schools in Ireland are treating this situation in a manner which respects the context of all those involved, and I will await the outcome of this complex process before commenting further.
The Deputy will also note that, on 4th May, I launched a National Student and Researcher (NSR) Helpdesk, which serves as a single national point of contact for all those students, Irish and Ukrainian, who have fled the war in Ukraine and looking to access higher education here. This helpdesk will provide information and direct students to third level institutions, and researcher positions equipped to meet their educational needs.
This is a key instrument in the response by my Department and the higher education sector to the needs of displaced students and researchers and I am grateful to the National Steering Group, which is chaired by officials from my Department and key education stakeholders for guiding this work.
Those displaced from Ukraine will find assistance and further information in relation to commencing or continuing their studies in Ireland by contacting the National Student and Researcher (NSR) Helpdesk by email at NSRHelpdesk@mu.ie or call +353 (0)1 474 7788.
608. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of a 10% increase in full-time undergraduate speech and language therapy students. [23103/22]
View answer609. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of a 10% increase in full-time undergraduate occupational therapy students. [23104/22]
View answer610. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of a 10% increase in full-time undergraduate psychology students. [23105/22]
View answerI propose to take Questions Nos. 608, 609 and 610 together.
The costs incurred by a Higher Education Institution in increasing student places on a particular course can vary depending on a variety factors including the type of course and the individual circumstances of the relevant Higher Education Institution. It is therefore not possible to definitively calculate the costs sought.
The Higher Education Authority (HEA) has provided the below estimates, based on 2020/21 full-time undergraduate enrolments (excluding Non-EU fee paying students) to provide the Deputy with an indication of the potential costs associated with increased places in the courses queried. The estimated cost of a 10% increase in full-time undergraduate students for courses below are -
- Speech and language therapy students is c.€350,000 - €370,000.
- Occupational therapy students is c.€390,000 - €410,000.
- Psychology students is c.€1,330,000 - €1,400,000. This includes all full-time Level 8 Honours Degree programmes where Psychology is included in the title of the programmes
Please note the above estimates exclude any additional costings which may be met by other agencies or departments.
611. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to ensure the roll-out of a sexual violence response programme (details supplied) to all third level educational institutions; and if he will make a statement on the matter. [23146/22]
View answerSignificant 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 2019, the Higher Education Authority (HEA) awarded €350,000 in performance funding in recognition of the impact of the programme alluded to by the Deputy. The programme was developed to tackle issues of sexual and relationship violence, by educating and empowering students to support the development of a visible institutional pro-social culture which stands against unacceptable behaviour and abuse and fostering a culture of positivity and support. The programme highlights the danger of normalising abusive behaviour, and cultivates an understanding of someone's capacity to intervene. The programme provides students with a safe environment to better understand appropriate social interactions and to identify unacceptable behaviour, ensuring an understanding of the importance and meaning of consent, but also more broadly, personal assertiveness and social responsibility.
Since the expansion of its remit in August 2020, the HEA’s Centre of Excellence for Equality, Diversity and Inclusion has worked with the Programme to ensure the national roll-out of this training. National reporting on the Framework for Consent in Irish HEIs in November 2021 showed that a majority of HEIs had engaged with the programme and were offering or intended to offer this training. This year the HEA will support a project that will make the online programme available to all publicly funded higher education institutions on a pilot basis.
In addition, funding of €11,996 was awarded by the Irish Research Council under Strand 1a for the intervention at second level - educating and empowering our young people to speak up and demand a zero tolerance approach to all forms of sexual harassment and violence.
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.
