Written Answers Nos. 141-160
141. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the importance of apprenticeships in society moving forward; the steps that his Department is taking to address this matter to increase staffing levels in areas left short since Covid-19; and if he will make a statement on the matter. [25094/22]
View answerThe importance of apprenticeships in society, both now and into the future, has never been more apparent than it is today. The ‘Action Plan for Apprenticeship 2021-2025’ sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship more accessible to employers and learners. Expansion to date has widened the impact of apprenticeship to areas of skills shortage such as engineering, technology skills, logistics, and fintech.
Apprenticeship has undergone transformation over the past 6 years. There is a clear need to broaden the awareness of apprenticeship as a work-based route to internationally recognised qualifications and experience for people progressing in their career, school leavers, and career changers. Growing that message is a key feature of planning for apprenticeship in the coming years.
The simple fact is that apprenticeship only exists in areas where there is a demand for skills. They are not approved otherwise. However apprentice jobs can only exist where employers provide those jobs – and the Action Plan for Apprenticeship sets out to support employers to engage with apprenticeship as a key mechanism for building a highly skilled workforce. People learn in different ways and we want to make sure that everyone is aware apprenticeship can be for them as a route to a qualification into the future.
The actions set out in the plan will deliver clarity for school-leavers, jobseekers, and career changers on the wide range of available apprenticeships. Furthermore, it will put a structure in place to ensure that the apprentice population will more closely reflect the general population – through targeted supports for under-represented groups and making sure that there is ongoing representation from those groups to advise on specific actions into the future.
Empowering people from under-represented and marginalised sections of society to take their rightful place in the system is vital to the success of apprenticeship. Apprenticeship can provide them with a clear route to not only a job, but to a valued qualification and a clear career path, instilling hope and direction that may not otherwise have been readily apparent.
Government will also ensure that the public sector plays its part by delivering high quality public sector employment and training opportunities, underpinning the ongoing reform of our public service.
The workplace is changing and the response to COVID-19 has accelerated digital transformation, changing the nature and capabilities required for occupations. Certain sectors were greatly affected, particularly aviation and hospitality and may take a long time to recover to anywhere near normal levels. Other sectors including construction and the green economy are forecast to recover more quickly and expand. A significant number of people will need to reskill to find alternative employment and to prepare for the new employment opportunities that will emerge – apprenticeship provides a rapid route to gaining those skills.
The ‘Action Plan for Apprenticeship’ has been live for one year now, and this Summer I intend to bring forward a progress report on that plan, detailing achievements against the targets that were set in order to assess what gains have been made in evolving and transforming the apprenticeship system to meet the needs of Irelands economy and society.
Already, I can report to you that as a result of a €34 million investment under Budget 2022 targeting the expansion of apprenticeship, including the development of new programmes and addressing the Covid-related backlogs, tangible progress has already been made.
For example, eight new apprenticeship programmes were launched over 2020 and 2021, despite the pandemic –
- Arboriculture,
- Equipment Systems Engineer,
- Healthcare Assistant,
- Principal Engineer – Professional Doctorate,
- Recruitment Executive,
- Sales,
- Scaffolding ,
- Supply Chain Associate.
In 2022 more were added –
- Bar Manager,
- Wind Turbine Maintenance and
- Transport Operations & Commercial Driving.
This brings the total number of available programmes to 65, and will help address areas of severe skills shortage. Programme development has been approved for progression in areas such as
- farming,
- horticulture,
- finance,
- manufacturing,
- construction,
- Cybersecurity and ICT, and a number of others at the initial proposal stage.
By 2025, regardless of the sector, apprenticeship will be a clear choice for people looking for a new career, qualification, or return to work option across all areas of the economy. We want apprenticeship to be at the heart of the conversation when employers are looking at ways to recruit staff. A minimum of 10,000 new apprentice jobs will be available every year – and will be filled by learners of all ages and experience, and at least 750 of those will be in the public sector.
142. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the way that he will ensure that any increase in funding to the higher education sector is translated into better employment conditions for the many workers in the sector in precarious employment; and if he will make a statement on the matter. [25394/22]
View answerIn relation to funding, on May 4th I launched Funding the Future – the Government's policy response to the Cassells and DG Reform Reviews on the future of higher education. 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. In prioritising core funding increases, the intention is that quality of outcomes will improve, the agility and responsiveness of higher education will be strengthened and the reputation of Ireland’s higher education system will be enhanced, including in international rankings.
As outlined in the framework, the Department considers the current student staff ratios challenge quality and have contributed to deterioration in the position of Irish institutions in international rankings. The adoption of a sustainable funding model will enable steps be taken to move back towards European and OECD norms in terms of staffing ratios. It will also support the sector in moving away from the scale of use of more precarious forms of employment arrangement, subject to DPER engagement and agreement.
Future Funding implementation will be based on partnership between Government, our agencies, the higher education sector and key stakeholders including staff representation. In addition I am establishing an Implementation Group - which I intend to chair - 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 to chair this group alongside my co-chairs Professor Tom Collins and Professor Anne Looney, both experts in the field. It is intended to invite staff representation to be part of the implementation group and the inaugural meeting of the group is being scheduled at present.
143. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if he intends to automatically link increases in the rates of SUSI grants to increases in the cost of living; and if he will make a statement on the matter. [25386/22]
View answerI am very aware of the impact the cost of living has on students and the challenges students are facing.
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.
In this regard, I have already prioritised improvements to the income thresholds and student grant rates for the 2022/23 academic year, as follows:
- 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 officially launched the report of the review of the Student Grant Scheme on May 4th 2022 and am committed to implementing the recommendations in a phased way. I intend to publish, during the Summer in advance of each year’s Estimates process, 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.
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 relief is available from a student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
144. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science his proposals to improve student maintenance and tuition grants in the coming years under the SUSI scheme; his proposals to reduce the student registration fees; and if he will make a statement on the matter. [25239/22]
View answerA key priority outlined in the framework are plans to consider options to address cost as a barrier to higher education. The Deputy will be aware that the principal support for students 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.
The importance of this Review has been underlined by the rise in the costs of living across society which have adversely affected students more than others. To address this and further alleviate the pressures arising from the rise in costs for students and their families I initiated improvements for the academic year 2022/23 by increasing all student grant maintenance payments, including the special rate of grant, by €200 per year as well as increasing the qualifying income thresholds (except special rate) by €1,000. I have also introduced changes to the criteria for the higher non-adjacent rate of grant which means that from September 2022, the qualifying distance for the non-adjacent rate of grant has been reduced from 45km to 30km. In this way the scheme is responsive to eligible students who reside further away from college by providing an increased rate of student maintenance grant. These changes will benefit thousands of students and will build on the improvements that have already been made through this year’s student grant scheme.
Funding the Future 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.
As I look towards the next budgetary cycle, I will be examining all the levers I have to address the issue of education costs in a way that has impact for students and families and that applies broadly across society. 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.
145. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to cases in which students are being excluded from SUSI grants on the basis of income from the pandemic unemployment payment; if he can clarify the measures that are in place to prevent students who otherwise would qualify for a SUSI grant being excluded on the basis of pandemic unemployment payments; and if he will make a statement on the matter. [25382/22]
View answerThe decision on eligibility for a student grant is a matter for the centralised student grant awarding authority SUSI to determine. 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 and 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 Allowance and Jobseeker Benefit schemes. For student grant purposes the pandemic unemployment 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 Jobseekers Benefit/Allowance, thus ensuring a consistency of approach and an equitable treatment of students and their families in the SUSI means assessment process.
However 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. This could include a student or a party to their application no longer being in receipt of a pandemic unemployment payment.
147. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which third and fourth level educational opportunities continue to be readily available in all areas throughout the country; and if he will make a statement on the matter. [25397/22]
View answer163. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which third-level technical educational spaces continue to remain readily available throughout the country, with particular reference to areas and industries of greatest need; and if he will make a statement on the matter. [25398/22]
View answer324. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which students with a technical qualification at a higher-level are becoming available to meet the market requirements throughout the country in sufficient numbers; and if he will make a statement on the matter. [25628/22]
View answer325. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which graduates with a higher-level technical qualification are available to meet the requirements of the workplace with particular reference to the need to meet competition requirements; and if he will make a statement on the matter. [25629/22]
View answer326. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which sufficient interest is being shown throughout academia in the need to ensure the availability of higher-level graduates to meet the demands of the workplace and competition; and if he will make a statement on the matter. [25630/22]
View answer327. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the plans that are in place or anticipated, to increase the number of graduates at both technical and academic-levels to meet future demands and challenges; and if he will make a statement on the matter. [25631/22]
View answer328. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which sufficient places exist at academic and technical-levels to ensure the availability of sufficient graduates throughout County Kildare and the country at large to meet workplace requirements; and if he will make a statement on the matter. [25632/22]
View answer329. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the current number of students likely to graduate at third and fourth-level over the next five years with a view to planning for the future and meeting requirements; and if he will make a statement on the matter. [25633/22]
View answerI propose to take Questions Nos. 147, 163, 324, 325, 326, 327, 328 and 329 together.
One of my goals as Minister is to ensure that potential learners have access to the educational pathways that allow them reach their potential in a way that meets the very broad and rapidly changing needs of our labour force, the economy and society. It is therefore my objective to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level.
Our higher education system has expanded significantly over the past number of years, from 209,300 enrolments in 2014 to 245,700 enrolments in 2020. The most recent projections of full-time enrolment in higher education predict that enrolments will rise a further 13% over the next decade, and work is ongoing to build capacity within the system to accommodate this increase. Work is also ongoing on an updated set of enrolment projections for higher education, which will further assist in this capacity-building programme of work. My Department does not currently produce specific projections for the number of higher education graduates, as a number of variables can impact graduate output in any one year.
We are also working to strengthen the further education and training system under a new strategy for that sector. This will help ensure that our tertiary education system as a whole equips our students with the knowledge, skills and expertise required to secure good quality, well paid and sustainable employment.
The Action Plan for Apprenticeship sets out new ways of structuring, funding, and promoting apprenticeships with a target of 10,000 apprenticeship registrations per year by 2025. In 2021, a record 8,607 new apprentices were registered- an almost 40% increase on the figures from 2019, the last “normal” pre-pandemic year.
Development of new apprenticeship programmes has continued despite the pandemic challenges, There are currently 65 apprenticeship programmes on offer: 25 craft programmes and 40 programmes introduced since 2016. Eight new programmes were launched over 2020 and 2021, despite the pandemic; Arboriculture, Equipment Systems Engineer, Healthcare Assistant, Principal Engineer – Professional Doctorate, Recruitment Executive, Sales, Scaffolding and Supply Chain Associate. These new apprenticeships are developed in response to particular skills needs in the workforce.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. Central to shaping these strategies is the partnership approach between the Further and Higher Education system and Government, Industry, the National Skills Council, the National Training Fund Advisory Group, the Regional Skills Fora and the Apprenticeship Council.
The National Skills Council (NSC) within its remit advises on the prioritisation of identified skills needs and on how to secure delivery of these needs. Key high level trends identified at recent NSC meetings include automation and digitisation, digital literacy and transversal skills. Information on these trends is then use to formulate our skills strategies and initiatives such as the National Skills Strategy 2025; Technology Skills 2022; Springboard+ and the Human Capital Initiative.
My Department will continue to advance efforts to ensure that Ireland offers learning opportunities to all who wish to pursue then, and produces the graduates the workforce needs with the skills that our economy and society require.
148. Deputy Paul Kehoe asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has plans to offer businesses supports to engage in lifelong learning; and if he will make a statement on the matter. [24950/22]
View answerA core objective for my Department is to ensure that individuals and businesses are offered supports and pathways to quality education, upskilling and reskilling opportunities.
The National Training Fund supports initiatives including: Skills to Advance - an employee development policy framework which enables targeted support for vulnerable groups in the Irish workforce; Skills to Compete – a range of programmes to respond to the need for activation, upskilling and reskilling; Springboard+ provides free and subsidised upskilling and reskilling higher education opportunities in areas of identified skills need; and the Human Capital Initiative (HCI) range of programmes which seek to ensure that the higher education system as a whole responds to the constantly evolving skills needs of the economy.
Skillnet Ireland provides subsidised training to business through learning networks operating nationwide and across all sectors, and have been allocated an additional €11 million under the EU Brexit Adjustment Reserve to support the SME sector.
The pace of change in skills and the work of work is exponential, and only set to grow, as we tackle trends like digitalisation, automation, demographic change and seek to move to a low carbon future. Lifelong, and life-wide learning, is the essential mechanism to ensure Ireland remains a competitive, inclusive, sustainable economy and society.
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 "Fostering Greater Participation in Lifelong Learning in and outside of the Workplace", examining how Ireland can continue to strengthen our performance in this critical area.
My Department continues to engage with other Departments and stakeholders to assess how best to address these challenges.
149. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science his Department’s strategy to ensure more women enter male dominated careers and apprenticeships; and if he will make a statement on the matter. [25266/22]
View answerOne of the five overarching objectives of the ‘Action Plan for Apprenticeship 2021-2025’ is "Apprenticeship for All". In other words, ensuring that the profile of the apprenticeship population more closely reflects the profile of the general population. By December 2021, there were a total of 1,535 female apprentices, up from 60 in 2016 and only 665 at the end of 2019. This increase is mainly due to the expansion of apprenticeship into new areas.
Many of these new programmes are in occupations that have greater gender balance in the workplace such as financial services where 52% of participants are female across the four apprenticeships in the sector. Women also feature more strongly in the new apprenticeships in the hospitality, healthcare, property, sales, biopharma and ICT sectors. Whilst it is still too low, it is also important to note that female representation on craft apprenticeship has doubled in the last two and a half years.
On 14th April, I announced a new gender-based bursary for apprenticeship employers. The bursary, which is worth €2,666, is available to employers who employ apprentices on any national apprenticeship programme with greater than 80% representation of a single gender. It is being implemented with effect from 01 January 2022, and covers all new apprentice registrations from that date on eligible national apprenticeship programmes.
150. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the pathways that are being made available for people with disabilities to access further and higher education; and if he will make a statement on the matter. [25079/22]
View answerInclusion is one of the core strategic goals for my Department, and my ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of vulnerable learners, people who are most marginalised and people with special and additional needs. This means assisting people in accessing and progressing through higher and further education and training. The further education and training (FET) sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including persons with a disability.
There is ongoing engagement and monitoring in relation to provision and support within FET, including for persons with a disability, through the Strategic Performance Agreement process between SOLAS and the 16 Education and Training Boards. SOLAS is also currently overseeing an independent evaluation of Specialist Training Provision programme, which provides training for persons with a disability with higher support needs, to examine the quality, effectiveness, on-going relevance and overall value of training that is currently delivered by specialist training providers, and to propose any recommendations for future practice. A number of websites have been developed to assist prospective students to choose the course that best suits their needs. “Fetchcourses”
(www.fetchcourses.ie/) was developed by SOLAS in partnership with Education and Training Boards Ireland (ETBI) and other Further Education and Training providers as a Further Education and Training Course Hub. The Right Course
(www.gov.ie/en/campaigns/f205a-the-right-course/#) provides details on course and training opportunities available, including information on grants, other financial supports and career guidance.
The Action Plan for Apprenticeship 2021 – 2025 was launched in April 2021. The plan includes a target of 10,000 new apprentice registrations per annum across the further and higher education sectors by 2025. One of the five unambiguous objectives in this plan is ‘Apprenticeship for all’, meaning that the profile of the apprenticeship population will more closely reflect the profile of the general population. On March 24, I launched the National Apprenticeship Alliance. The Alliance will have an advisory role in relation to the development of the apprenticeship system and will oversee and sanction the development of new apprenticeships over the coming years. There are plans to establish an equity of access subgroup of the National Apprenticeship Alliance which will look at addressing underrepresentation on apprenticeships from groups such as: socio economically disadvantaged, Travellers and Roma, migrants, persons with disabilities and women.
In addition, shortly I will bring proposals to Government on how we increase the number of people with an intellectual disability engaging in higher education. I believe that my Department can and is playing a leading role in terms of improving opportunities for people with disabilities.
My Department will continue to play its part in improving opportunities for persons with disabilities to engage in education, undertake apprenticeships and gain meaningful employment.
151. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science the steps his Department is taking to encourage individuals towards careers in construction sector; and if he will make a statement on the matter. [24952/22]
View answerA key government priority is to ensure that we have world-leading skills in the economy to ensure a sustainable and equitable economy in the future.
The construction sector is no exception. We recognise the changes in the sector and the response needed to support innovation in construction, and the need for targeted, collaborative and industry- focused opportunities available across all levels of the tertiary education and training system.
The Department is working with sectoral partners such as SOLAS, to increase skills supply through the current network of skills provisions available across the tertiary education system in order to tackle climate and housing issues.
We are expanding the number of apprentices we train. We are also changing the CAO to ensure school leavers are aware of all of their options after school.
Across government, several actions are being addressed to ensure that the sector can fully utilise expertise available to support the ongoing development of the sector.
Last week, myself and Minister Humphreys announced the FutureBuilding Initiative, which aims to spearhead activation and recruitment for the construction sector along with supporting the industry by significantly scaling-up in education and training opportunities. This includes commitments regarding long-standing programmes and apprenticeships and delivery of new courses. I strongly believe we need to change the narrative around careers in construction too.
There are still only 270 women craft apprentices, or 1% of the craft population. There are 5 craft apprenticeship programmes with not a single woman, and 11 craft programmes with less than 5 women. We need to move the dial.
152. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that have been taken by his Department to support students who are heading one parent families to continue their educational journey in further and higher education. [25286/22]
View answerThe principal support provided by the Department of Further and Higher Education, Research, Innovation and Science in financial terms is the Student Grant Scheme, which provides means-tested financial assistance to eligible students in further and higher education.
The scheme is administered by Student Universal Support Ireland (SUSI), a business unit of CDETB (City of Dublin Education and Training Board). Under the terms of the Student Grant Scheme, grant assistance is awarded 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 maintenance grant is a contribution made towards a student’s day-to-day living expenses and is paid in nine monthly instalments. The purpose of the Scheme is to provide additional assistance where parental income is below a certain threshold or in the case of independent mature students, where the level of income of the student and his or her spouse warrants additional assistance by way of a grant. The aim of the student grant scheme is to make a contribution to the cost of going to college; covering the full cost has never been a feasible option.
In the 2019/2020 academic year SUSI paid 854 maintenance grants to grant recipients on full time courses whereby a One Parent Family Payment was declared by the applicant (not the child of a one parent family). Of the 854 lone parent students in receipt of the grant, 94 were PLC students, 692 were undergraduate students and 68 were postgraduate students.
In the 2020/2021 academic year SUSI paid 904 maintenance grants whereby a One Parent Family Payment was declared by the applicant. Of the 904 lone parent students in receipt of the grant, 88 were PLC students, 748 were undergraduate students and 68 were postgraduate students.
In the 2021/2022* academic year SUSI paid 673 maintenance grants whereby One Parent Family Payment was declared by the applicant lone parent students. Of the 673 lone parent students in receipt of the grant to date, 78 are PLC students, 541 are undergraduate students and 54 are postgraduate students. Please note that the figures for 2021/22 will rise as not all applications in this cohort are processed yet. SUSI anticipate the final figures for 2021/22 will be in line with previous years.
The third National Plan for Equity of Access to Higher Education (2015 – 2021) was launched in December 2015. The vision of the National Access Plan is to ensure that the student body entering into, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland's population. The Plan identifies the target groups that are currently under-represented in higher education including lone parents.
The Programme for Access to Higher Education (PATH) is the main funding stream that supports the implementation of the National Access Plan (NAP) with an overall funding envelope of €42m between the periods 2017 to 2022.
- Strand 1 supports access to initial teacher education from the target groups identified in the National Access Plan. €900,000 per annum allocated and over the 6 year period totalling €5.4m.
- 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).
- Strand 3 Higher Education Access Fund supports regional clusters of higher education institutions with the aim of attracting additional students from groups currently under-represented in higher education. €2.5m per annum allocated to clusters of higher education, totalling €15m over the 6 year period.
In academic year 2019/2020, a total of 56 lone parents were in receipt of a PATH bursary (28% of all bursary recipients) and in 2020/2021, 50 lone parents received a PATH bursary (25 % of all bursary recipients).
The Student Assistance Fund (SAF) provides financial support to full- and part-time students who are experiencing financial difficulties while attending higher education. The SAF can be claimed for expenses such as books, rent, food, medical costs, class materials, light and heat bills, essential travel and childcare. In the academic year 2020/2021 there were 829 part time students including lone parents who were recipients of the Student Assistance Fund.
Since 2017, following an independent review of the barriers facing lone parents in accessing higher education and other reviews of the SAF and FSD, the Government has invested additional funds to allow the extension of the SAF to part-time students who are lone parents or other members of National Access Plan target groups. The current core SAF provision for 2022 is €9.1m with no final decision made as to the 22/23 allocation. In response to the COVID-19 pandemic, the SAF allocation for the 2020/21 academic year was doubled from €8.1 million to €16.2 million. The SAF will be doubled again for the 2021/22 academic year.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training (FET) Strategy 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including for those heading one-parent families. FET provision is largely free or heavily subsidised, and a number of financial supports may be available to learners to facilitate the participation of individuals who would not otherwise be in a position to take up training. I would encourage people to make an appointment with their local Adult Education Guidance Service (AEGS), available in each Education and Training Boards (ETB) across the country free of charge, to discuss what supports may be available to them.
154. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science the status of his plans to ensure Dundalk Institute of Technology becomes a technological university; and if he will make a statement on the matter. [25383/22]
View answerAs the Deputy is aware, Dundalk Institute of Technology is currently pursuing a trajectory to achieve technological university (TU) status and is receiving Transformation Fund assistance from the Exchequer to do so. In other practical terms the Institute is also availing of the services of a highly experienced special advisor from the Higher Education Authority (HEA), Dr. Ruaidhri Neavyn, to assist it with its proposals.
Given the network of TUs now established with only Dundalk and Dún Laoghaire Institute of Arts, Design and Technology remaining as stand-alone Institutes, it is more likely the Institute’s ambition to become part of a multi-campus TU will require to be considered under the legislative approach prescribed in section 38 of the 2018 Act for the merger of an Institute of Technology with an existing TU. It is a matter for any stand-alone Institute to convince an existing TU of the merits of its incorporation in this context.
Realistically as three of the five TUs have only been established since October last, it may take some time for these new TUs in particular to settle into new structures and new missions before being in a position to consider a section 38 incorporation. If so, that time should continue to be used productively by Dundalk Institute of Technology to attain the relevant eligibility metrics and demonstrate the benefits of any proposed incorporation. I understand that DkIT is continuing to make good progress towards meeting these legislatively prescribed eligibility criteria.
My Department and the HEA will continue to support the Institute as appropriate in this matter.
155. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of on-campus student accommodation or accommodation owned by institutes of higher education that have been added to the system in the past two years; the steps being taken to increase the number on campus institution owned accommodation; and if he will make a statement on the matter. [25391/22]
View answeram 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. I
156. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if he has considered an increase to apprenticeship rates given the rising cost of living. [25373/22]
View answerApprentices are primarily employees and all of the 65 available apprenticeships are undertaken under a contract of employment. For the majority of apprenticeships, the rate of pay is agreed between the apprentice and the employer with the employer paying the apprentice during both on-the-job and off-the-job training elements of the apprenticeship.
For the 25 craft apprenticeship programmes, the minimum rates of pay applying under the employment contract are either agreed within the relevant sector, or are set out in legally binding Sectoral Employment Orders recommended by the Labour Court. These minimum rates vary between occupations and sectors but in all cases craft apprenticeship rates are expressed as a proportion of the qualified rate, increasing yearly from 33% of the qualified rate in year one to 90% in year four.
Periods of off-the-job training are funded from the National Training Fund with payments of the agreed rate made directly to craft apprentices by the education and training boards during this time.
Training allowances for apprentices are calculated with reference to gross-wage norms payable in industry for the different trade sectors. The actual allowance received will generally be less as it is based on the net take home pay calculated based on the gross wage norm. The gross-wage norm is per week and the norm to be used will be determined by the industry in which the employer is engaged.
On that basis any review of those rates currently payable is a matter for negotiation and agreement under the appropriate industrial relations structures in place and it would not be appropriate for me to be involved in the determination of apprenticeship pay or training rates.
The training allowance is calculated as follows:
Weekly gross-wage norm for industry sector €XXX
Less amount equivalent to the PAYE employee
PRSI and income levy €XXX (The PAYE deduction is calculated using a single person’s allowance and credits under the PAYE system)
= Net weekly training allowance €XXX
While attending off-the-job training, apprentices are paid a training allowance appropriate to their training phase. Apprentices are not penalised on their training allowances for operational issues that may arise. In circumstances where there has been a delay by SOLAS due to lack of available provision in the offer of a training place the apprentice may be entitled to payment of one phase rate higher e.g. on Phase 2 such apprentices may be paid the Phase 4 rate. On Phase 4 the apprentice may be paid the Phase 6 rate and on Phase 6 apprentices may be paid the fourth year rate. Apprentices may only be paid one phase rate higher than applicable.
In addition to training allowances, craft apprentices attending phases of off-the-job training in an Education and Training Board (ETB) training centre, Institute of Technology or a Technological University are entitled to make an application for either travel or accommodation allowances for the duration of the period of off-the-job training
As employees eligible apprentices are also entitled to access general employment supports through the social welfare system.
157. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science his Department’s strategy to support a change in the cultural norm in which bullying and sexual harassment are not tolerated in the further and higher education sector; and if he will make a statement on the matter. [25270/22]
View answerI thank the Deputy for his question on this important matter. Our higher education institutions have a duty of care to their students and staff, and a responsibility to foster a campus culture that is clear in the condemnation of unwanted and unacceptable behaviours, which act as barriers to their safety and their active participation in college life.
Significant progress has been made regarding the Framework for Consent in Higher Education, since it was first launched in 2019. The Framework aims to ensure the creation of an institutional campus culture which is safe, respectful and supportive.
In August 2020, I wrote to all the Presidents of the publicly funded higher education institutions, with a view to strengthening institutional action in the area of consent. Institutions were requested to produce individual action plans on tackling sexual violence and harassment and to submit these to the HEA Centre of Excellence for Gender Equality, whose responsibilities have been expanded to cover all areas of equality, diversity and inclusion, as well as oversight of the implementation of the Framework for Consent in HEIs.
As part of monitoring requirements moving forward, the HEA requires that institutions, in respect of both staff and students, report progress annually on implementation of the Framework for Consent.
My Department has provided support for a number of consent awareness raising and training initiatives in the HEIs, including the:
- NUIG Active Consent Programme
- UCC Bystander Training
- Speak Out report and support online platform
- The ESHTE Toolkit and It Stops Now Campaign led by the NWCI in conjunction with USI.
My Department is partnering with the Department of Justice and the NUIG Active Consent programme to support the development of an online hub that will provide, for the first time, an integrated, publicly available resource on sexual consent awareness and learning, which will be an important resource for our further and higher education institutions and the wider community.
The IUA has published guidelines entitled 'Guidelines for Universities on How to Respond to Alleged Staff or Student of University Related Sexual Misconduct', which are available to assist HEIs in this area.
THEA launched their PROPEL Report (Promoting Consent and Preventing Sexual Violence), in March 2021, with funding from my Department. The PROPEL report details key components and options for inclusion in institutional action plans, outline of best practice and guidelines for emerging policies and procedures in this area and a series of conclusions and recommendations.
With regard to the recently published surveys of student and staff experiences of sexual violence and harassment in higher education, I want to take this opportunity to thank students and staff across the country who took the time to engage with this survey and share their experiences with us. A total of 11,417 responses were analysed (7,901 students and 3,516 staff) and inform the findings.
The survey findings point to some positive developments in the higher education institutions that can be built upon in areas such as awareness raising and education. But there are also some deeply troubling findings, such as the levels of sexual harassment experienced by staff and students that responded to the survey and particularly the female students that reported that they had experienced sexual violence.
My Department is now working with the expert Advisory Group established by the Higher Education Authority (HEA), to consider the recommendations from these reports and to determine how best to respond to the survey findings.
With regard to bullying in higher education, I wrote to the Presidents of the Higher Education Institutions in June 2021; to request their support and participation in two surveys being undertaken by researchers at the specialist DCU Anti-Bullying Centre, with the support of the Department. The first survey focused on work-related experiences of staff in Irish higher education institutions which I will publish in the coming weeks and the second will focus on student experiences of bullying and will be rolled out in late 2022. By documenting the experiences and recommendations of staff and students, we will develop the strongest possible policies and practices in higher education institutions to tackle and eradicate inappropriate behaviours in the workplace.
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.
158. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 54 of 8 March 2022, his Department’s plans for the continuing development of Local Training Initiatives; and if he will make a statement on the matter. [25350/22]
View answer173. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is considering measures to improve the career pathways and ensure the continuity of contract for staff working within Local Training Initiatives; and if he will make a statement on the matter. [25351/22]
View answerI propose to take Questions Nos. 158 and 173 together.
The 2022 provision of €16.83m approved by SOLAS for Local Training Initiatives (LTI) in response to ETB requests, is broadly in line with the €16.53m approved for 2021. This funding is expected to support almost 4,500 LTI beneficiaries and will be reviewed during the year.
Training provision organised through LTI programmes is not intended to be permanent, and it is this aspect that provides ETBs with the flexibility to use their resources in the community effectively and in response to emerging needs. LTI programmes enable local communities to carry-out valuable and necessary projects of benefit in their communities and they are primarily designed for unemployed people, who are experiencing difficulty in gaining entry to the labour market. The importance of the role played by the LTI programme within its overall ETB provision is well-recognised.
LTI programmes are carried out in the local community run by local community groups and associations. Staff delivering courses are typically employed by the relevant community group or association and the terms and conditions approved for Local Training Initiative (LTI) co-ordinators is a matter for their employers. As such my Department has no role in relation to the career pathways for staff within LTIs.
159. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to encourage ethnic, religious and socio-economic diversity among students of psychology; and if he will make a statement on the matter. [25365/22]
View answerI would like to thank the Deputy for their question.
Diversity is a key strength of Irish higher education. In recent decades our universities, institutes of technology, and colleges have been transformed, from predominantly national institutions catering primarily for school-leavers, to internationally oriented institutions engaged with an increasingly diverse student body, of all ages, backgrounds and gender identities.
The current higher education legislation requires institutions to promote gender-balance among students and staff, and for the Higher Education Authority (HEA) to promote the attainment of equality of opportunity. The new HEA legislation will advance this agenda by requiring the HEA to advance equality of opportunity, diversity and inclusion in higher education. Higher education institutions will also be required to prepare an equality statement setting out their policy regarding access and equality, including gender equality.
With regard to the Deputy’s specific question, the ethnic, religious and socio-economic diversity within any particular higher education course is not determined by Higher Education Institutions (HEIs). The student mix on any course is determined by issues such as: individual student choices; number of places; entry requirements; job prospects upon completion; and other such factors. It is not practical nor appropriate for any individual HEI to set predetermined criteria regarding the ethnic, religious and socio-economic diversity.
National Access Plan Equity of Access to Further and Higher Education continues to be a national priority for the Government and the Department of Further and Higher Education, Research, Innovation and Science. Inclusion is a key goal in my Department's Statement of Strategy. The Programme for Government also reflects the importance of supporting learners at risk of educational disadvantage and learners with special education needs in higher education. My Department is committed to the continued roll-out of supports and targeted initiatives in 2022 to tackle educational disadvantage and support equity of access, participation and success in both further and higher education.
The development of the new Strategic Action Plan for Equity, Participation and Success in Higher Education is at an advanced stage. The plan is being developed collaboratively between my Department and the Higher Education Authority. The plan has involved significant consultation with interested stakeholders, including higher education institutions, students, individuals and representatives of priority groups. There was a strong response to the consultation process and a total of 122 submissions were received from a wide range of stakeholders. This approach of the Plan will be rooted strongly in partnership approaches, across Government, institutions and communities. It will focus on improving the learning experience and success of learners and seek to enhance support for people who are under-represented in the learner population in higher education. We hope to have a more student centred plan that drives our strategic goal of inclusion which is a cornerstone of my Department priorities. I secured an additional €5m in budget 2022 to bring forward targeted measures to support the implementation of this plan when it is published.
160. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address funding inequality in relation to studying counselling or educational psychology in which students pay approximately €45,000 in fees over three years without receiving payment for the work often provided to public services; and if he will make a statement on the matter. [25364/22]
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 health services.My Department understands there is a longstanding arrangement in place under which the HSE recruit Trainee Clinical Psychologists and sponsor their training in order to encourage employment with the HSE of suitably qualified professionals. This arrangement is made by the HSE and is not the responsibility of my Department. The question of whether similar arrangements should be put in place in relation to other psychological specialities in order to meet their workforce needs is a matter for consideration by the appropriate recruiting bodies.
Issues arising from sponsorships and employment eligibility in relation to psychologists, and indeed more generally, are matters for relevant employers rather than the responsibility of my Department.
