Written Answers Nos. 121-140
121. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the proposals to introduce new courses in further education and training on a cross-Border basis in co-operation with colleges in Northern Ireland; and if he will make a statement on the matter. [25381/22]
View answer167. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if measures under the PEACE PLUS Programme will assist in the strengthening of collaboration in further education and training; and if he will make a statement on the matter. [25380/22]
View answerI propose to take Questions Nos. 121 and 167 together.
I am very committed to the development of stronger North-South links in Further Education and Training and this continues to be a major focus for my Department under its Statement of Strategy.
There is good co-operation which currently exists between Education and Training Boards, and the Regional Colleges in Northern Ireland, of which my Department and the Department of the Economy in Northern Ireland are very supportive. The North West Strategic Growth Partnership is an example of this, where Donegal ETB and the North West Regional College in Northern Ireland ensure their programme complement, rather than compete with each other to ensure the FET needs of that region are addressed.
I also welcome the range of other activity in this area, including the important work which Aontas, the adult learning organisation, have been doing to support collaboration among community education practitioners in Northern Ireland.
I also believe that there is further potential for strengthened collaboration in FET, through the forthcoming PEACE PLUS programme. This new programme will look to support area-based approaches, designed to address skills gaps, which will result in increased productivity and employment and higher levels of cross-border labour mobility.
The types of actions which would be in scope for funding on a cross-border basis include the provision of skills programmes in critical areas such as ICT, digital, green economy and entrepreneurship and delivery of programmes to support people in re-engaging with employment and upskilling. This is an area in which intensified co-operation on a cross-border basis in FET can make a major contribution to the achievement of shared objectives under PEACE PLUS.
The PEACE PLUS programme has been approved by the EU Commission. The Special EU Programmes Body (SEUPB) is now progressing to a call for proposals stage, and the timeline for the process will be finalised in the coming weeks.
122. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the way that the National Access Plan for Further and Higher Education will alleviate the socio-economic disadvantage that continues to be a barrier to accessing higher education; and if he will make a statement on the matter. [25337/22]
View answer186. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the timeframe for the publication of the new National Access Plan for Further and Higher Education; and if he will make a statement on the matter. [25336/22]
View answerI propose to take Questions Nos. 122 and 186 together.
I am happy to give an update on the new National Access Plan - the new plan will succeed the third National Plan for Equity of Access to Higher Education. Work on finalising the next Plan is almost complete. My Department and the HEA has led a public consultation process and has engaged with a wide range of stakeholders in the preparation of this Plan. The New Plan seeks to target underrepresented students, vulnerable students or students who have experienced disadvantage and therefore face challenges in accessing higher education and experiencing belonging in higher education. Socio-economically disadvantaged students will continue to be a priority group in the next plan as will students from the Traveller community, students disabilities, lone parents and care experienced students.
I will bring the Fourth National Access Plan to Government shortly and it is my intention to publish the new Plan in the summer. I am looking forward to publishing this new and exciting Plan this year. This will be a more student centred plan that drives our strategic goal of inclusion which is a cornerstone of my Department priorities. While the focus of this Plan is higher education, we may in future plans consider widening the scope to include the whole of the third-level system (HE and FET).
123. Deputy Pearse Doherty asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase research and development funding in the coming years following the establishment of the Atlantic Technological University in order to raise wages, productivity and job opportunities in the north-west; and if he will make a statement on the matter. [25289/22]
View answerAppropriately enabled, TUs will significantly enhance progress towards national priorities in the areas of access to higher education, research-informed teaching and learning, research capacity building, supporting enterprise, skills retention and creation, fostering innovation and knowledge transfer and enhancing regional development.
In line with the recommendations of the reports from the high level Technological Universities Research Network group in 2019 and the Recurrent Funding Allocation Model and as part of the approach towards sustainability of future funding, the Department of Further and Higher Education, Research, Innovation and Science and the HEA are pursuing the development of a universal costing model for all HEIs and an updated recurrent funding distribution model. This would see TUs and traditional universities report on costs and access funding on a more comparable basis including access to recurrent research oriented funding. In addition to the current Transformation Fund of €30 million provided annually since 2020, an additional €40 million is being allocated from 2022 to TU education and training reforms under the National Recovery and Resilience Plan. The Department is also seeking additional support for almost €84 million funding investment in TU oriented regional research development and integration programmes under the ERDF Co-Funded Regional Programmes 2021-2027.
124. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to locate an apprenticeship centre of excellence in Drogheda, County Louth that would serve a satellite hub to DKIT; and if he will make a statement on the matter. [24929/22]
View answerI wish to advise the Deputy that we have not received a proposal to locate an apprenticeship centre of excellence in Drogheda, County Louth. However, it is my view that students in Drogheda should be able to access all necessary and appropriate third level education facilities within the wider area.
I am pleased to confirm Louth Meath ETB have put forward a proposal under the Strategic Infrastructure Upgrade Fund (SIUF), which I announced in February 2022, for multi-purpose tertiary facilities for Drogheda Further Education Institute. The first projects approved to proceed to appointment of a design team under the SIUF are expected to be communicated from mid-June onwards to the ETBs. I will keep the Deputy appraised of any updates.
125. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the work to increase SUSI eligibility for students that hold stamp 4 visas in view of the debate in Dáil Éireann on 8 March 2022. [25284/22]
View answerFollowing representations from the Irish Refugee Council, NASC and others in relation to Stamp 4 visa holders, I have asked my officials to look at the issue raised today by the Deputy, including engagement with the Department of Justice and Equality. I have also asked them to look at the wider issues of alignment of SUSI and free fees supports with immigration permissions, in collaboration with other relevant Departments, and provide advice to me on whether any changes are required.
It has not been possible to make significant progress on this issue to date given the need for the relevant officials to focus on policy supports for people displaced as a result of Russia’s invasion of Ukraine, however it is still my intention that the policy considerations would be completed as expeditiously as possible.
126. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science when technological university funding status will be given equal standing to NUI universities. [25374/22]
View answer146. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to address the disparity in funding between traditional universities and technological universities; and if he will make a statement on the matter. [25392/22]
View answerI propose to take Questions Nos. 126 and 146 together.
At present 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 currently 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.
Aligned with the siginificant transformation of the sector in terms of the development and designation of Technological Universities, the implementation of this recommendation requires consideration in the context of the sustainable model of funding for higher education. In this regard, on 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 a comparable reporting process 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/.
127. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the new National Plan for Equity of Access to Higher Education; and if he will make a statement on the matter. [25271/22]
View answerI am happy to give an update on the new National Access Plan - the new plan will succeed the third National Plan for Equity of Access to Higher Education. Work on finalising the next Plan is almost complete. My Department and the HEA has led a public consultation process and has engaged with a wide range of stakeholders in the preparation of this Plan. The New Plan seeks to target underrepresented students, vulnerable students or students who have experienced disadvantage and therefore face challenges in accessing higher education and experiencing belonging in higher education.
A Memo for Government will be brought to cabinet shortly and it is my intention to publish the new Plan in the summer.
128. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the full year cost to ensure timely access to mental health supports for students in further and higher education, in particular counselling services; and if he will make a statement on the matter. [25265/22]
View answerThe mental health and wellbeing of students is a priority for the Department of Further and Higher Education, Research, Innovation and Science, especially in light of the COVID-19 pandemic which has brought increased stress and anxiety levels for students.
My Department has progressed a number of initiatives, in partnership with the Higher Education Authority (HEA) and Higher Education Institutions (HEIs), over the last few years to address the broad spectrum of mental health and wellbeing issues faced by students, including:
- Mental Health and Well-being funding supports
- Healthy Campus Charter and Framework
- Student and Learner Wellbeing and Engagement Working Group
- National Student Mental Health and Suicide Prevention Framework
- PCHEI (representative body of Psychological Counsellors in Higher Education) and Partnership with Text 50808.
My Department allocates funding to the HEA for direct disbursement to the HEIs. €2 million is provided to address student mental health and wellbeing in higher education each year. This is allocated by the HEA to HEIs through the Recurrent Grant Model (RGAM).
As autonomous bodies, the internal disbursement of this funding, including the funding of their student services, the employment of counselling staff, and the procurement of counselling and mental health services are a matter for the individual institutions.
An additional €3m to underpin student wellbeing and mental health in HEIs was secured for each of the 2020/21 and 2021/22 academic years as part of the funding packages, to mitigate against the impact of COVID-19. One of the key elements of the above is funding for extra student counsellors.
In the Further Education and Training (FET) area, learners may have access to internal psychological supports from qualified ETB staff. Funding for these supports are dispersed under general individual programme and learner support headings. SOLAS allocates funding for Guidance, Counselling and Psychological Services for Youthreach participants.
129. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider having a Higher Education Colleges Association representative at the National Skills Council and Fora; and if he will make a statement on the matter. [25246/22]
View answerThe National Skills Strategy, 2016- 2025, is the overarching framework for skills policy in Ireland. One of its’ key tenets is partnership between Government and key skills stakeholders, including the enterprise sector and providers of education and training programmes.
The National Skills Council (NSC) and nine Regional Skills Fora (RSF), created under the National Skills Strategy, foster engagement and collaboration between relevant Government Departments and agencies, the education and training system, and enterprise. The broader skills ecosystem also encompasses entities including the Skills and Labour Market Research Unit (SLMRU), the Expert Group on Future Skills Needs (EGFSN) and the National Training Fund Advisory Group (NTFAG).
Through 2022 Ireland, in partnership with the OECD, is reviewing Ireland’s skills strategies, policies and approaches. The primary focus of the work of NSC in 2022 is to feed into the ongoing OECD Skills Strategy Project.
One of the four set priority areas for the review is “Strengthening the Governance across a joined up Skills Ecosystem”. Therefore the review is actively examining the skills architecture, including in terms of the role, membership and work of the NSC. This will provide the opportunity to assess how best to ensure that all stakeholders in the skills system can contribute to its future development and improvement.
While this review is ongoing all skills stakeholders, including the Higher Education Colleges Association, are encouraged to feed into the project, at the upcoming national workshop on June 9th and via stakeholder surveys here: https://www.research.net/r/1stPublicConsulationSurvey-Ireland-OSS.
Additionally, I understand that officials in my Department have been in direct contact with HECA in recent weeks liaising on this.
130. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science to provide updated details on his Department’s work to identify the prevalence and type of drug use among the third-level student population; and if he will make a statement on the matter. [25080/22]
View answerI am conscious of how drug use can hinder the progression and participation of students in tertiary education.
The National Drugs and Alcohol Strategy (2017-2025) represents a framework for dealing with the issues of Drug and Alcohol use in Ireland. In introducing the strategy, the Taoiseach noted that Ireland has a problem with substance misuse. Rates of drug use in Ireland have risen significantly over the last decade with the greatest increase seen among young people. ‘Reducing Harm, Supporting Recovery’ is a whole of government approach that emphasises a health led response to drug and alcohol use in Ireland.
The strategy highlights the need to reduce the harms associated with substance use along with combating underlying reasons for the demand for drugs. I am engaging with the Stakeholders in order to identify areas that can address the issue of drug misuse on Campus.
In July 2021 I co-launched Healthy Campus Ireland with the Minister for Health, which aims to embed health and wellbeing into decisions around teaching and learning. This takes a positive and proactive approach to all aspects of campus life including mental health, wellbeing and drug use.
An important resource in identifying drug misuse, which I launched in January was the first national survey report on drug use in third level institutions undertaken by UCC. This data is vital to map the extent of the issue and will help us to develop appropriate responses and monitor trends in drug use in higher education over the coming years.
131. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science his further plans to make third-level education more affordable for students and their families; and if he will make a statement on the matter. [25241/22]
View answerAddressing costs as a barrier to education for students and their families is a major priority for me. That is why I commissioned the review of the Student Grant Scheme, which was published on 4 May.
The review involved wide stakeholder engagement, an extensive consultation with students and research into the costs of higher education.
The review identifies a number of issues, including:
- the rising costs affecting students over the past decade,
- the fact that the income thresholds for eligibility in the scheme have not kept pace with the rise of earnings over the same period,
- particular costs for those who travel long distances to their place of education and the costs associated with postgraduate study.
I have already taken a number of steps to alleviate financial pressures, which help to tackle issues raised in the Student Grant Review. These include:
- Increasing the grant payment for all those in receipt of a maintenance grant by €200;
- Increasing the qualifying thresholds by €1,000 to bring more people into the grant scheme;
- Changing the qualifying distance for the non-adjacent rate of grant to help students who live further away from college;
- Increasing the postgraduate fee grant from €2,000 to €3,500 and increasing the postgraduate fee grant income threshold.
I have committed to publishing an annual costs of education paper, which will set out the range of options to address costs, including changes to the Student Grant Scheme and student contributions. This will seek to inform decision-making at Budget time regarding the measures which can be taken to continue to support students and their families.
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.
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. Further information on this tax relief is available from a student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
132. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the timeframe for addressing the funding gap of €307 million in higher education outlined in the recently publish future funding proposal; and if he will make a statement on the matter. [25390/22]
View answer140. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science his proposals for the development of third level education in the coming years; the extra funding committed to this and the period over which this will be spent; and if he will make a statement on the matter. [25238/22]
View answer153. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline his plans to secure additional core funding for higher and further education: his plan to reduce the student contribution charge and improve SUSI grants; and if he will make a statement on the matter. [25288/22]
View answerI propose to take Questions Nos. 132, 140 and 153 together.
On 4th May I launched the Funding the Future framework which includes the Government's policy response to the Cassells and DG Reform Reviews on the future of higher education.
The Government has now made important decisions about the sustainable model for future funding of higher education. Critically, we have definitively taken student loans off the table. We have instead chosen a mixed model of investment, which includes funding from the Exchequer, employers and from students.
The policy sets out the vision and direction of higher education funding, our ambitions to drive reform and support agility and responsiveness in the sector, and the need to ensure that students are supported in accessing education and training. 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.
The provision of Higher Education funding on an annual basis is part of overall expenditure management and budgetary policy for Government. It is of course imperative that funding is made available to my Department to support these plans and I will be seeking to have the additional funding required to address the identified core funding gap and also to address costs of attending higher education as part of the annual Estimates processes over the coming years.
I have been clear, however, that I want to see the student contribution in higher education reduced in a meaningful way over the course of future Budgets. I want this done in a way which does not negatively impact on the sustainable core funding for higher education. Higher Education Institutions currently receive c.€438m from student contributions (€248m from students and €190m from the Exchequer through SUSI). Reductions in such income must be offset through increases in other sources of revenue if the quality of higher education programmes and the ability of institutions to meet growing demand is not to be significantly undermined.
Looking forward to future Estimates processes, my Department’s intention is to publish an annual cost of education paper in advance of each Budget. This will set out the options available to address financial barriers to education, including changes to the student grant scheme, reductions to the student contribution, and other measures. This will seek to inform Budgetary prioritisation to ensure that we fund the most impactful measures to support students and their families.
133. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on plans for capital investment in the Mayo Further Education facility. [25287/22]
View answerI understand that Mayo Sligo Leitrim ETB (MSLETB) has identified projects associated with Mayo College of Further Education for possible funding under the new capital investment programmes in the further education and training sector, namely the FET College of the Future Major Projects Fund and the Strategic Infrastructure Upgrade Fund (SIUF).
This capital investment will support additional capacity, upgrading and enhancement of current infrastructure in the further education and training sector.
Proposals submitted by MSLETB will be assessed alongside other proposals from the sector. The first projects approved to proceed to appointment of a design team under the SIUF are expected to be announced from mid-June onwards, while major projects proceeding to development of a detailed business case are expected to be confirmed in late July.
134. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide funding to build a new student services building at Munster Technological University, Tralee to enhance the student experience on the campus; and if he will make a statement on the matter. [25240/22]
View answerI understand that the Student Hub project referred to by the Deputy is one of three projects identified by Munster Technological University (MTU) for possible funding under the new Technological Sector Strategic Projects Fund (TSSPF).
This new capital investment programme, which I announced in February 2022, will support additional capacity, upgrading and enhancement of current infrastructure in Technological Universities.
The TSSPF will involve a two-stage assessment process, commencing with an assessment of the strategic rationale and subsequently, if approved at this stage, moving onto development of a detailed business case. The outcome of the initialstrategic assessment stage is expected to be communicated to higher education institutions in June.
I really want to stress that students are at the centre of all we do and appropriate campus infrastructure is an important part of this.
135. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the high-level Higher Education Reform Implementation Review Group; the membership of the group; the terms of reference of the group; the number of meetings the group has had to date; and if he will make a statement on the matter. [25352/22]
View answer174. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will confirm, following his announcement of a policy on future funding, when the oversight group will meet to discuss the detail behind this policy; if trade union representatives will be invited to take part in this engagement; if so, the details of their intended membership; and if he will make a statement on the matter. [25384/22]
View answerI propose to take Questions Nos. 135 and 174 together.
The 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.
I am delighted to chair this Implementation and review group alongside my co-chairs Professor Tom Collins and Professor Anne Looney, both experts in the field. This group will 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. 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 as necessary to take forward key workstreams.
The terms of reference for the group will be finalised and invitations will issue in the coming week for representatives, in advance of the inaugural meeting of this group which is provisionally scheduled for May 25th subject to the availability of members.
136. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the supply of affordable on campus accommodation; and if he will make a statement on the matter. [25247/22]
View answerI am aware of the difficulties faced by students in relation to obtaining affordable accommodation.
Fundamentally the underlying issue is one of the supply of housing generally and that there is a need to increase the supply of all types of accommodation including student accommodation. That is why Government launched Housing for All led by the Minister for Housing, Local Government and Heritage which sets out a series of actions which will be delivered to address the housing crisis backed by a transformative budget of €20 billion.
There are no easy answers to increasing supply in the immediate term. Current construction costs are acting as a deterrent to institutions in proceeding with new developments. My Department and the Department of Housing, Local Government and Heritage are continuing to consider the potential of a number of interventions to support increased supply within affordable rental levels.
I have also written recently to all universities, technological universities and institutes of technology asking them to identify any potential local solutions, including the repurposing of existing buildings, which could contribute to increased supply ahead of the next academic year.
My Department understands that there were 970 new higher education institution-owned purpose built student accommodation bed spaces completed in the past two years, with work underway on site on a further 929. As of December 2021, there were approximately 14,500 PBSA bed-spaces owned by higher education institutions. The Irish University Association reports a further 3,500 beds either under construction or in planning.
On affordability, restrictions have also been put in place to limit the amount that students can be required to pay up front for their accommodation, ending the practice whereby students were required to pay a lump sum up front each term. The total amount that anyone is required to pay to a landlord by way of a deposit or an advance rent payment to secure a tenancy to no more than the equivalent of 2 months’ rent- that is one month’s rent, and one month’s deposit. In addition, student accommodation is subject to Rent Pressure Zone caps and students now have recourse to the Residential Tenancies Board in terms of dispute resolution.
137. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will remove the fees for all post-graduate psychology courses and ensure that funding and supports are provided in order that more students are encouraged into this discipline given the chronic shortage of psychologists; and if he will make a statement on the matter. [25331/22]
View answerMy Department is strongly committed to supporting the mental 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 mental health services.
Higher Education Institutions are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, HEIs are autonomous with regard to the management of their academic affairs and as such retain the right to determine their own procedures, criteria and processes including in relation fees for postgraduate programmes. My Department does not have a role in determining these fees.
The main support available to students is the statutory based Student Grant Scheme administered by SUSI. The Student Grant Scheme supports eligible postgraduate students with the cost of attending higher education. Budget 2021 provided for enhanced postgraduate supports from the 2021/22 academic year including the fee grant amount rising from €2,000 to €3,500 and the income threshold for eligibility for these grants increasing from €31,500, now €54,240. This is an initial step in meeting part of the Government’s commitments regarding SUSI grant support. This increase will allay some of the costs for postgraduate study and give greater certainty for students in terms of supports.
Apart from the student grant a number of supports are available to assist postgraduate research students in their studies. This includes a range of grants from research funders, institutional scholarships, as well as supports through Student Assistance Fund. Research students in receipt of grants must comply with the terms of their funding award from these bodies, which can vary from funder to funder.
138. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the number of students from DEIS areas entering further and or higher education. [24870/22]
View answer177. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on supports for students of DEIS schools to access further and higher education; and if he will make a statement on the matter. [25277/22]
View answerI propose to take Questions Nos. 138 and 177 together.
Inclusion is one of the core strategic goals for my Department. My ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of vulnerable learners, the most marginalised and those with special and additional needs.
DEIS (Delivering Equality of Opportunity in Schools) Initiative is the most significant national (and centrally funded) initiative that targets support at disadvantaged communities, particularly those located in urban areas, the Departments work collaboratively to support successful educational transitions to further and higher education. Early intervention and early educational experiences are crucial – Access to further and higher education starts early, and earlier inclusive experiences of students in education is crucial influencing factor.
The vision of the third National Plan for Equity of Access to Higher Education 2015-2021 (NAP) is that the student body entering, participating in, and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. Work on the development of the new National Access Plan (NAP) 2022 - 2028 is at an advanced stage and I will be bringing the new Plan to Government shortly.
The current plan set out five goals and more than thirty actions, developed following widespread consultation with stakeholders, with the aim of supporting increased access and participation in higher education by six main target groups. Those groups include entrants from socio-economic groups that have low participation in higher education; first-time mature students, students with disabilities, part-time/flexible learners, further education and training award holders; and Irish Travellers. The plan also indicated subgroups that require support, including lone parents, teen parents and ethnic minorities. Improving equity of access to higher education is an ongoing objective. The NAP identified a number of indicators that help to inform progress on NAP implementation and the delivery of increased equity of access. These indicators included entry to higher education from students who have attended DEIS schools.
At the commencement of the NAP there were 3,959 new entrants to higher education from DEIS schools. This data is recorded through the HEA Student Record System (SRS). As we develop the new National Access Plan 2022-2028, which is currently underway, and continue to gather data on this particular group, a notable increase is evident in 2020/21, with 5,320 new entrants from DEIS schools attending higher education. This finding is in line with a Department of Education & Skills (2021) report which noted an increase in the transition rates of those attending DEIS schools to higher education in 2020. We will continue to measure entry to higher education for those attending DEIS schools over the lifetime of the new Plan.
Engagement with DEIS schools features in Strand 3 of the Programme for Access to Higher Education (PATH). PATH 3 with an investment envelope of €15m since its establishment supports HEI capacity in developing regional and community partnership strategies (including with DEIS schools) for increasing access to higher education by specified groups. A number of projects approved under PATH 3, including under the recent extension of a funding for another three years, include engagement with local DEIS schools.
Similarly, a number of projects supported under Strand 1 of PATH, which is committed to increasing the diversity of initial teacher education for new entrants, involve engagement with DEIS schools. For example, several Centres collaborate with DEIS schools in mentoring programmes to improve the reach of access to higher education and in particular, access to initial teacher education.
In addition, the PATH 2 bursaries now with three tiers of support take a wider range of indicators into consideration and students from DEIS schools can feature among the recipients.
An impact evaluation of the PATH programme is planned to commence in 2022 and this will inform future decisions on the PATH programme.
The Education and Training Boards Ireland (ETBI) Supporting DEIS Learners Transition to FET Steering Group was established in 2018 under ETBI structures to support collaboration amongst ETBs, continually improve practice and, develop draft proposals, policies, procedures, information and resources in areas of supporting DEIS learners transition to FET. Since 2018, the Group has supported the establishment of local networks providing information and clear pathways for DEIS learners transition to FET, mapped existing local initiatives to support the Transition of DEIS Learners to FET and shared best practice, developed a community of shared practice, facilitating learning and development and enhancing capacity within the membership and has established a communication channel facilitating the exchange of information between ETBI, ETBs, JMB and ACCS.
My Department also provides funding to seven Special Disadvantage Initiatives located in areas of socio-economic disadvantage in Dublin and Limerick cities. These projects specifically target children and young people in primary and post primary DEIS schools who are generally at risk of not reaching their full academic potential. They also seek to direct further targeted activities at children and young people who demonstrate high academic potential but may be at risk of not progressing to further or higher education for a variety of reasons.
The types of activities that students are supported through include, study skills workshops / supervised study / summer schools / homework club / financial support / learning support / grinds / bursaries / technology/ Gaeltacht trips. In 2020/21 academic year over 1,000 socio-economic disadvantaged students were supported by these initiatives. In the same year a total of 142 students transitioned into Higher Education and 132 students transitioned into Further Education.
139. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the reforms that are being considered for the current CAO system given the recent announcement of changes to be implemented on the current leaving certificate programme; and if he will make a statement on the matter. [24954/22]
View answerAs the Deputy will be aware, the Minister for Education recently announced a programme of work for a reimagined Senior Cycle of education which will, in time, include changes in the final assessment procedure. These changes will be worked through with all stakeholders over a sustained period of time.
Officials in the Department of Further and Higher Education, Research, Innovation and Science, along with stakeholders in the higher and further education sector will engage closely with officials in the Department of Education as this work progresses. Until the nature of these changes becomes clearer, it is difficult to determine what impact this may have on the CAO system.
The CAO is a not-for-profit company created by the Irish Higher Education Institutions (HEIs) to process applications on their behalf. Next week, I will meet with all HEIs to discuss these matters. My officials will continue to engage on a regular basis with the sector around the issue of transitions and the potential impact of Senior Cycle reform.
