Written Answers Nos. 14-29
14. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which third and fourth level education continues to focus on the need to supply suitably qualified staff, in both the public and private sectors, in areas currently experiencing difficulties in obtaining and retaining staff; and if he will make a statement on the matter. [36710/22]
View answerA core mission for my Department is to continue to advance efforts to ensure that Ireland offers learning opportunities to all who wish to pursue them on a lifelong basis, provides the right skills and competences to learners to succeed, and produces further and higher education graduates, apprentices and trainees with the right skills to support our economy, society and essential public services.
At an institutional and provider level this requires agility, responsiveness and continual engagement with employers to understand emerging and evolving skills needs.
At a national level, the National Skills Council advises on the prioritisation of identified skills needs and on how to secure delivery of these needs. Key high level trends identified at recent National Skills Council meetings include automation and digitisation, digital literacy and transversal skills. Information on these trends is then used to guide the implementation of key skills strategies and initiatives such as the National Skills Strategy 2025; Technology Skills 2022; Springboard+ and the Human Capital Initiative.
Engagement with the national skills architecture has also informed the development of new undergraduate places for the coming academic year. On 28th June, I announced the creation of close to 1,000 targeted places across areas of key skills needs. These places will be permanent additions in the system, and will be in areas including Healthcare, ICT, Architecture and Construction, Engineering and Environment.
Apprenticeships are playing an increasing role in meeting our skills needs as a country. 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 broadly comparable pre-pandemic year. Development of new apprenticeship programmes has continued despite the pandemic challenges with 65 apprenticeship programmes currently on offer.
The further education and training sector also plays a critical role in meeting critical skills needs. 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. This includes building on traditional areas of strength such as healthcare and construction and building capabilities aligned with emerging skills needs, in areas related to sustainable development.
15. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the measures in place within the third level education sector to support a zero tolerance approach to sexual harassment and gender based violence, including commitments under the Third National Domestic, Sexual and Gender-based Violence Strategy; and if he will make a statement on the matter. [36749/22]
View answerWith the launch of the Third National Domestic, Sexual and Gender-based Violence Strategy, I have been very clear that the tertiary education and training sector must lead the way in changing cultures, behaviours and practices across society to ensure that bullying and sexual harassment and bullying are not tolerated. There is a particular responsibility on those charged with educating the next generation in ensuring that their learners are equipped to lead the change more widely across society.
I fully support the core principle underpinning the strategy that we must take a zero tolerance approach. Everyone is entitled to a safe environment to study and work free from violence and harassment, and that informs the policy approaches and interventions that have been adopted across the sector.
Tackling sexual violence and harassment has been and will continue to a particular policy priority for me and my Department. In fact, one of the very first actions I took after my appointment as Minister in 2020 was to write to all publicly funded higher education institutions outlining my commitment to tackling sexual violence and harassment in higher education and requesting that institutions take a number of actions in this area, including the development of institutional action plans on tackling sexual violence and harassment. All publicly-funded institutions now have such action plans in place.
The Framework for Consent in Higher Education, which was launched in 2019, has had funding of over €400,000 allocated to a number of initiatives since its launch by my Department.
In addition, the Higher Education Authority has allocated funding of over €500,000 towards consent workshops, the development of the anonymous report and support tool, and the UCC Bystander intervention programme.
I am committed to ensuring that these initiatives and any further actions required successfully deliver on the objective of securing zero tolerance of sexual harassment and gender based violence across the entire tertiary education sector.
16. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science his Department’s strategy to support universal design and inclusive practices in further and higher education; and if he will make a statement on the matter. [36757/22]
View answerThe principles of universal design for learning (UDL) and inclusive practice are informing strategies and initiatives across the full scope of my Department’s remit.
Fostering inclusion is one of the three core pillars of the national Further Education and Training Strategy 2020-2024. SOLAS, Education and Training Boards Ireland and the 16 Education and Training Boards have progressed a series of actions nationwide to support the goal of Fostering Inclusion. Such actions include the development and roll-out of a series of good practice guidelines and promoting the concept of inclusion across the Further Education and Training (FET) Sector.
In this context, I was delighted to launch the ‘Universal Design for Learning for FET Practitioners: guidelines last year. SOLAS is also continuing to develop the knowledge and resources that promote and drive consistent learner support, based on UDL principles in partnership with key stakeholders.
Last year I allocated €5.4 million on strategic projects to help students with disabilities in higher education institutions, which included a range of universal design initiatives.
Last month, I announced further funding for a range of new initiatives to support autistic students and those with an intellectual disability access third level education. The proposals, which will form part of the proposed new National Access Plan, will allocate ring-fenced funding of €3 million a year to 2025 so higher education institutions can implement universal design and inclusive practices on their campuses, and enhance opportunities for students with intellectual disabilities in higher education.
Funding in 2022 will be specifically directed towards universal design and inclusive practices. This includes improving campus accessibility improvements such as supporting autism friendly campuses such as wayfinding apps, signage, small-scale capital works such as autism-friendly spaces such as sensory rooms or quiet zones.
17. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science the supports in place for students to access to mental health supports in further and higher education, including waiting time for appointments; and if he will make a statement on the matter. [36750/22]
View answerThe mental health and well-being of students is a priority for my Department, especially in light of the COVID-19 pandemic which brought increased stress and anxiety levels for students.
My Department has progressed a number of initiatives, in partnership with the Higher Education Authority and Higher Education Institutions (HEIs), over the last number of years to address the mental health and well-being issues faced by students in higher education.
At a policy level this has included establishing a range of policy frameworks including the national student mental health and suicide prevention framework and the Healthy Campus charter and framework.
My Department allocates funding for mental health supports to the HEA for direct disbursement to the institutions as autonomous bodies. €2 million is provided to address student mental health and well-being in higher education each year. This is allocated by the HEA to HEIs through the recurrent grant.
An additional €3m to underpin student well-being and mental health in higher education institutions 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.
The HEA have advised my Department that although specific information on waiting times for appointments is not available, the additional funding over the past two years has resulted in all higher education institutions reporting a reduction in waiting times, with some institutions being in a position to offer rapid access resources.
This funding has also enabled support services in institutions to use new platforms and communication channels to reach out to students, rather than waiting for students to contact their student mental health services.
In the Further Education and Training area, learners may have access to internal psychological supports from qualified Education and Training Board personnel. Funding for these supports are dispersed under general individual programme and learner support headings. SOLAS also allocates funding for Guidance, Counselling and Psychological Services for Youthreach participants.
My Department, working with the HEA and SOLAS and the tertiary education institutions themselves will continue to work to ensure that there is appropriate access to mental health services for students and learners, including through the Estimates for 2023.
18. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science if there is an ongoing evaluation of the various supports and helpline set up for displaced Ukrainian students wishing to apply for higher education in Ireland in order to determine and address particular barriers to access that they are experiencing; and if he will make a statement on the matter. [36740/22]
View answerThe National Student and Researcher (NSR) Helpdesk is a key element of my Department’s response and is the single national point of contact for all qualified persons seeking to access higher education in Ireland.
The Helpdesk has been gathering and assessing all queries made to it to date, allowing the higher education institutions (HEIs) to work with these potential students to inform them of their options and to help them with their admissions applications, based on the evidence and information they provide.
This process will enable my Department to develop a clear picture of the demand for places and work with the higher education system on the provision of these places, recognising that final decision-making on admissions rests with the relevant institutions.
On 21 June, I secured Government agreement to introduce a series of measures to help these displaced students and researchers. These measures include a new temporary tuition scheme, an extension of eligibility to Springboard, a new bursary scheme for those who wish to take SOLAS approved PLC courses and an extension of the Student Assistance Fund.
The European Commission have also indicated to Member States to be flexible in their use of the national Erasmus grant to support displaced persons wishing to continue their full-time education, and my officials are now working with the HEA to put this in place. Finally, existing supports for mental health and well-being provision in the HEIs will be extended to include displaced students.
I am confident the series of supports outlined will address the needs of those displaced students and researchers and my officials and I will continue to closely monitor their implementation and the level of demand being sought, with the help of the NSR Helpdesk to ensure we meet the needs of these displaced students.
19. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the way that he plans to address the ongoing issue of low pay and precarious contracts of many academic staff now exacerbated by the spiralling cost of living; and if he will make a statement on the matter. [36674/22]
View answerI am acutely conscious of the serious concerns as strong inflationary pressures impact on the cost of living for all in our society and communities, including those working in the higher and further education and training sector.
The Government's Summer Economic Statement published earlier this week sets out the Government’s budgetary strategy which will seek to protect public services, allow us to introduce further measures to address the cost of living pressures in the autumn, and at same time maintain fiscally sustainable expenditure into the medium term.
As far as pay levels are concerned, as the Deputy will be aware, WRC-facilitated talks with the public sector trade union movement to undertake a review under “Building Momentum” were recently adjourned and all sides are reflecting on their positions to seek to reach a mutually acceptable position. I know that the official side will continue to engage positively, as they seek to address the concerns which have triggered the review process.
I have engaged as Minister with staff representatives in higher education on issues of concern such as, for example, low pay and short-term contracts. Clearly, a key issue is establishing the scale and scope of these issues. In this regard, a recent HEA report indicated that 11% of headcount are hourly-paid in the technological sector, with 17% falling into this category in traditional universities. It is accepted that data collection of this category is challenging. Institutional report of staff data under the Employee Control Framework will be one element which we will address with the sector in the context of our wider reform discussions.
Funding the Future sets out the Government's objectives for funding higher education on a sustainable basis and my commitment to an ambitious programme of reform to be delivered alongside increased investment. A key priority of this reform process is enhancing the quality and international standing of the higher education system across its three core missions of teaching, learning and research through investment in the higher education workforce.
I am committed to working with our agencies, the sector and key stakeholders including staff representatives to ensuring that the adoption of a sustainable future model of funding will enable - amongst other objectives - steps to be taken to address the issue of precarious work in the sector.
20. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the work of the established sub-group of the national advisory forum for Ireland’s framework for doctoral education specifically in relation to PhD students and the issues of precarity and low pay that they face. [36765/22]
View answerMy Department has been undertaking an examination of the issues in relation to the long-standing institutional requirement for PhD students to undertake a range of academic support activities, as part of their postgraduate research studies. This has been done in collaboration with the Irish Universities Association and Technological Higher Education Association and the National Advisory Forum for Ireland’s Framework for Doctoral Education.
In February 2022, I wrote to the Presidents of Higher Education Institutions requesting that they undertake a sectoral exercise to agree a set of high-level principles to which all institutions can work towards. I asked that they undertake a feasibility study to determine the next steps in progressing towards greater consistency and transparency in arrangements for postgraduate researchers. This work is progressing and it is envisaged that this exercise will be completed in Autumn 2022.
More generally, the Government is committed to meeting the ambition set out in Impact 2030, Ireland’s national research and innovation strategy, that researchers and innovators working in Ireland should have the best possible experience and to make the biggest possible difference.
On 1 July, the Taoiseach and I announced a new partnership between industry and the Government to recruit and retain research talent.
Innovate for Ireland is an important collaboration between industry and the Government and will make a significant contribution to the aims of our research and innovation strategy.
The initial phase of the Innovate for Ireland initiative will seek to attract up to 400 PhD high calibre students to undertake research in Ireland that tackles national and global grand challenges such as climate change and climate adaptation; global health and pandemics; water poverty; digital society; and cyber-security.
An attractive package, including a stipend of €28,000, will be awarded through the programme to the PhD students. This has been benchmarked against similar scholarship programmes internationally. The programme will embrace all relevant disciplines from Science, Technology and Engineering to Arts, Humanities and Social Sciences.
21. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on measures to support students of DEIS schools to access further and higher education; and if he will make a statement on the matter. [36751/22]
View answerAdopting a whole-of-education perspective is critical in terms of transitions to further and higher education. Early intervention and early educational experiences are crucial in this regard.
My Department, therefore, works collaboratively with the Department of Education applying those principles to support successful transitions to further and higher education, including from DEIS schools.
Work on the development of the new National Access Plan (NAP) for the period 2022 - 2028 is almost complete. It is my intention to bring a Memorandum to Government on the new NAP shortly and publish the strategy early in the next quarter.
Priority groups under the new NAP will continue to include students from socio-economically disadvantaged groups that have low participation in higher education. The indicators that help to inform progress on NAP implementation and the delivery of increased equity of access include entry to higher education from students who have attended DEIS schools.
There has been demonstrable success in supporting transitions from DEIS schools to higher education. At the commencement of the last National Access Plan in 2015, 3,959 students entered higher education. By the 2020/21 academic year, this had increased to 5,320 new entrants from DEIS schools.
This finding is in line with a Department of Education report from 2021 which noted an increase in the transition rates of those attending DEIS schools to higher education in 2020.
These transitions have been supported in a variety of ways including the Programme for Access to Higher Education (PATH) programme, the Higher Education Access Route (HEAR) and the Education and Training Boards Ireland work on supporting DEIS learner’s transition to FET.
We will continue to measure entry to higher education for those attending DEIS schools over the lifetime of the new Plan to ensure we maintain a high level of ambition for all of our learners.
22. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will confirm plans to reduce the student contribution charge as part of the next budget; and if he will make a statement on the matter. [36795/22]
View answerI am committed to the progressive implementation of measures to address costs as a barrier to education, within the overall context of Government policy towards costs of living and other relevant strategies including those related to access and participation in education.
I have already taken a number of significant steps in this regard, including major changes to the SUSI student support scheme and the elimination of participation fees for PLC courses from this September.
With this in mind, it is important to highlight the very substantial financial support, currently well in excess of half a billion euro, provided by the taxpayer towards tuition fees and the student contribution for students in higher education. This comprises State funding of tuition costs amounting to €357m per annum for 146,000 eligible higher education students and €190m paid by the Exchequer under the Student Grant Scheme in respect of all or some of the €3,000 student contribution which benefits over 65,000 eligible students.
As I look towards the next budgetary cycle, I will be examining all the levers I have to address the cost of education in a way that has impact for students and families and that applies broadly and fairly across society. In advance of the Budget, my Department will be publishing, for the first time, a costs of education paper which will set out the possible policy options, and their indicative costs, to aid public discussion on how we should prioritise any interventions to address costs of education.
I have, however, been clear and consistent in stating that I believe the student contribution is too high, and that a priority for me in the forthcoming Estimates process will be to seek a reduction, particularly in the context of the cost of living challenges being experienced by families.
I also recognise that the overall funding provided by the student contribution, which is shared between the students and families and the State, is a significant element of the income of our higher education institutions. The student contribution rate therefore requires consideration not just in the context of costs of education for families but also in terms of implications for the sustainable model of funding higher education.
My policy position in this regard was articulated in Funding our Future, the Government's policy response to the Cassells and DG Reform Reviews on the future funding of higher education. Sustainable funding for the sector and measures to address the cost of education must proceed in tandem if we are to meet our ambition of improved outcomes for learners and the system as a whole.
23. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the position in relation to the integration into the Irish higher education system of Ukrainian students and researchers who have been displaced due to the Russian invasion of Ukraine; and if he will make a statement on the matter. [36739/22]
View answerAs of 30 June 2022, there were 38,789 displaced Ukrainian persons in Ireland, approximately 10% of which are in the 18-25 year age cohort, the one that is most likely to engage with the higher education sector while here in Ireland.
Last May, I announced the establishment of the National Student and Researcher (NSR) Helpdesk, which would be resourced by experts from the higher education system, and funded by my Department. Prior to the establishment of this resource, Ukrainian students were contacting individual higher education institutions (HEIs) creating challenges in obtaining an accurate picture of the demand for places and mitigating against ensuring a consistent approach by each HEI to issues arising.
The National Student and Researcher (NSR) Helpdesk is central to determining the demand, as well as ensuring consistency in terms of the response. It is currently gathering data on enquiries made to all HEIs in Ireland, as well as those made directly the Helpdesk itself and will start working with students on their admissions applications in the coming weeks. This will allow my Department to get a better picture of the level of demand for places.
On 21 June, I secured agreement from Government to introduce a series of measures to help these displaced students and researchers. These measures include a new temporary tuition scheme, an extension of eligibility to Springboard, a new bursary fund for those who wish to take SOLAS approved PLC courses and an extension of the Student Assistance Fund. The European Commission have indicated to Member States to be flexible in the use the national Erasmus grant, which can be used to support those displaced persons wishing to continue their full-time education here, and officials of my Department are now working with the HEA, in its role as the National Agency for Erasmus for higher education, to put these supports in place. Finally, existing supports for mental health and well-being provision in the HEIs will be extended to include displaced students.
A Working Group on English Language for Academic Purposes (EAP) was set up under the auspices of the National Steering Group, and proposals to ensure displaced students entering into the Irish higher education sector have the requisite English language skills are being finalised. I expect to have their conclusions by the end of this week.
My officials and I have been working proactively with the sector to facilitate the continued education of these displaced students and researchers. I want acknowledge the contribution all those in the further and higher education sectors who have responded generously in assisting my Department to identify and respond to the needs of displaced students and staff.
24. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline measures to improve funding supports for students in further and higher education, including an update on the review of the SUSI grant scheme; and if he will make a statement on the matter. [36755/22]
View answerOn 4th May I launched the Funding the Future framework which sets out my intention to implement a progressive range of measures to address costs as a barrier to education alongside improving core funding for higher education, in the context of overall Budgetary decision-making.
This will include progressive implementation of the Student Grant Review.
This review makes a number of recommendations on issues including the rates of grant, income thresholds, eligibility criteria, complexity of the grant system, part-time learning and postgraduate support. It is my intention to progress measures to reduce the cost of education for students and families through changes to the Student Grant Scheme over time.
This will build on improvements I have already made to the student grant scheme over the past two Budgets including improvements to postgraduate supports in Budget 2021 and a range of changes for the coming academic year. From this coming September, there will be 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 threshold to qualify for the standard rate of student grant will be increased by €1,000 and the qualifying distance criterion for students to qualify for the non-adjacent rate of grant will be reduced from 45km to 30km.
I also recently announced an increase to the amount of the holiday earnings income deduction in the 2023 Student Grant Scheme from €4,500 to €6,552. Students can now earn up to €6,552 during non-term time in 2022 without being concerned that it will affect their eligibility for a student grant in 2023.
I have also indicated 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.
My intention is that, prior to the Estimates, my Department will publish a cost of education paper, which will set out the available options to address student support and costs of education. It is my aim that this will inform public debate on the budgetary options available so that I can prioritise resources received as part of the Estimates process on the most impactful actions, and do so in a broad and fair way.
25. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline his Department’s strategy to encourage more female participation in science, technology, engineering and maths; and if he will make a statement on the matter. [36763/22]
View answerThe Government’s STEM Education Policy Statement was published in 2017 and targets a 40% increase in the number of females taking STEM subjects for Leaving Certificate, which is critical for driving better participation at third level.
Existing programmes to encourage women into STEM careers include Springboard+ and Human Capital Initiative (HCI) Pillar 1. There is a broad range of courses in STEM related areas.
HCI Pillar 3 will deliver 24 projects in higher education institutions, 20 of which involve collaborations between institutions. These projects also have a strong focus on STEM.
The TU Dublin led Convene project has introduced two new initiatives to support and develop enterprise leaders: an Executive Ph.D. for Enterprise-Based Leaders and an MBA in Life Sciences Leadership (starting Sept 2022). Convene and the TU Dublin Graduate School of Business and School of Chemical and Pharmaceutical Sciences have collaborated with the 30% Club. This will offer two scholarships for successful women applicants to boost gender representation in the Life Sciences sector.
It is also vital that we ensure that apprenticeships are seen as an option by people across society. Only a very small proportion of apprentices are women, and it is vital that we support greater diversity. That is why 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.
These initiatives will be supported through wider moves to drive gender equality in the higher education system, including through the National Gender Equality Dashboard for Higher Education Institutions; the Athena Swan Charter and the Senior Academic Leadership Initiative (SALI) which is increasing the number of women involved in decision making roles in higher education.
26. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will confirm that the recent changes to SUSI in terms of student holiday earning will not kick in until application for the 2023/2024 academic year; and if he will make a statement on the matter. [36794/22]
View answerI can confirm that I recently announced an increase to the amount of the holiday earnings income deduction from €4,500 to €6,552. Students can now earn up to €6,552 during non-term time in 2022 without being concerned that it will affect their eligibility for a student grant in the academic year 2023/2024. The main support available to students is the Student Grant Scheme administered by SUSI (Student Universal Support Ireland). The scheme provides maintenance and fee grant support for eligible 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. Reckonable income under the Student Grant Scheme is household income from all sources including income from a student’s employment. However, income from a student’s employment which represents holiday earnings outside of term time but within the reference period can be deducted from the total reckonable income assessed. When assessing reckonable income under the Student Grant Scheme it is the previous year’s income that is assessed. Therefore applications to the awarding authority (SUSI) for the academic year 2023/2024 are assessed based on household income earned in 2022 (1st January to 31st December 2022) so a change of this nature would be reflected in the Student Grant Scheme for 2023/2024 as it is only at that stage that SUSI would consider income that was earned in non-term time during 2022.
27. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the recent engagements he has with Solas and the higher education authority to identify additional solutions to address the large number of apprentices still awaiting off-the-job training; and if he will make a statement on the matter. [36746/22]
View answer38. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the number of craft apprentices waiting to access off-the-job training; the steps he is taking to help apprentices with the rising cost of living; and if he will make a statement on the matter. [36793/22]
View answerI propose to take Questions Nos. 27 and 38 together.
More than 8,400 apprentices, over 70% of those delayed by Covid-19, have now progressed with their training. This includes over 700 final year apprentices who were fast-tracked to complete their qualification.
The very welcome sustained growth in apprenticeship registrations has compounded Covid-related pressures on access by craft apprentices to off-the-job training.
Implementation of a major response plan to address the waitlists is well advanced. This includes:
- Capital funding of €20m was provided in 2020 to extend and upgrade facilities.
- Further funding of €17m has been provided to SOLAS and the HEA to address backlogs, €6 million of which is being invested in additional instructors, with over 100 additional posts approved.
- Reform measures were also implemented to help clear the lists, including changed delivery structures for off-the-job training.
Based on the end of May monthly figures (the most up to date figures available) there are 8,481 apprentices waiting to access off the job training.
To ensure that the remainder of the Covid-19 backlog is cleared and the system has the capacity to meet the training needs of rapidly increasing numbers of apprentices, expansion of the apprenticeship system is continuing in 2022. In particular, further major investment in workshops and staff is planned for this year.
Officials in my Department are in continuous engagement with SOLAS, the HEA and other partners on the matter of the backlog and it is expected that the majority of craft apprentices waiting for off-the-job training for phases 4 and 6 will be cleared later this year. The majority of phase 2 waiting lists is expected to be on target to be cleared by the end of 2022.
Regarding the recent increases in the cost of living, apprentices are primarily employees and all of the 65 apprenticeships are subject to a contract of employment. For the majority of apprenticeships, the rate of pay is agreed between the apprentice and the employer. 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. However, it is important to note that as employees, eligible apprentices are also entitled to access general employment supports through the social welfare system. This option is open to any employee, apprentice or not, who finds themselves in difficulty. There are allowances paid to apprentices and we are examining these in the context of the upcoming Estimates process.
28. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to develop and support further and higher education in County Monaghan. [35748/22]
View answerAs the Deputy will be aware, Cavan Monaghan Education and Training Board (CMETB) provides a broad range of further education and training options in Monaghan Institute and at other locations around County Monaghan. These options include various Adult and Community Education Programmes; PLC courses, Skills to Compete and Skills to Advance courses, Youthreach, as well as Apprenticeships and Traineeships. Tanagh Outdoor Education Centre also provides a range of specialised programmes.
The Letterkenny Campus of Atlantic Technological University has since 2019, collaborated with Monaghan Institute to offer a level 7 Degree in Health and Social Care on an outreach basis. My objective of encouraging the development of a more integrated tertiary education system is intended to increase opportunities for this and for other types of collaboration between higher and further education in the future.
The FET provision in County Monaghan, as across the country, is being supported and expanded by the investment under the National Recovery and Resilience Plan, the Action Plan for Apprenticeship 2021-2025, the Adult Literacy for Life Strategy and Future FET: Transforming Learning, the FET strategy 2020-2024.
CMETB is leading one of 10 projects, which is funded nationally by SOLAS under the Skills to Advance Innovation for Collaboration Fund. This project, Upskilling of the Food Sector for the Future through action learning, focusses on identifying key skills for the future for the Food Sector and applying modern technology to design and deliver an approach, which will deliver agreed skills in a timely manner. It is envisaged that once this model is validated, it will provide a national framework for supporting SMEs and LEOs in the future.
It is also important to set-out these plans in the context of the border regions. The demand for skills does not stop at the border and for this reason, I fully endorse the development of cross-border projects in conjunction with the Regional Colleges in Northern Ireland. This measure will not just address skills provisions, but also ensure compatible education and training provisions in all regions. I believe that the new PEACE PLUS programme will provide further opportunity for these collaborations to flourish.
Finally CMETB has identified a project associated with Monaghan Institute for possible funding under the FET College of the Future Major Projects Fund, a new capital investment programme for the FET sector. This capital investment programme will support additional capacity, upgrading and enhancement of infrastructure in the FET sector, in line with the FET College of the Future principles as set out in the Future FET Strategy. The proposal submitted by CMETB is being assessed alongside other proposals from the sector to determine the initial major projects to proceed to the development of a detailed business case.
29. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science his engagement with the Minister for Health to increase the number of graduates from clinical therapies, including but not limited to occupational therapy, physiotherapy, speech and language therapy, and psychology in order to address shortages in disability services. [36282/22]
View answerEnsuring the health and well-being of the population, including those availing of disability services, is a priority for Government. My Department, in collaboration with the Department of Health, the HSE, professional training bodies and regulators, will continue to explore options to increase the current provision of professionals providing clinical care therapies, in the context of demand projections and the appropriate skills required by the workforce into the future.
Correspondence issued from the Secretary General of my Department to the Department of Health and the Department for Children, Equality, Disability, Integration, and Youth, earlier this year, to further develop structured engagement regarding workforce planning for health and social care professions, including increasing capacity of third level education.
The European Commission is providing economic and technical support to the Department of Health to develop a Health and Social Care Workforce Planning Strategy, Action Plan and Planning Projection Model. Officials in my Department have met with the Department of Health and the Consultants of this Project on a number of occasions to provide input into the process and share information.
Officials in my Department are also actively participating on the National Disability Inclusion Strategy Steering Group. Work of the Steering Group includes, the new National Access Plan: Strategic Action Plan for Equity, Participation and Success in Higher Education, 2022 – 2026, which is due for publication shortly. It is anticipated that the new plan will be published in Q3 2022. One of the key target groups will be people with disabilities.
