Written Answers Nos. 30-45
30. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the way that the lowering of the student contribution charge will lessen the cost of living for students; and if he will make a statement on the matter. [35584/22]
View answer60. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on his efforts to cut the student contribution; and if he will make a statement on the matter. [35747/22]
View answerI propose to take Questions Nos. 30 and 60 together.
I 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.
31. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the provision of apprenticeship programmes, including new programme provision expected in 2022; and if he will make a statement on the matter. [36754/22]
View answerThe ‘Action Plan for Apprenticeship 2021-2025’ sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The Plan seeks to deliver on a target of 10,000 apprenticeship registrations per annum, across a wide range of programmes, by 2025.
The expansion of apprenticeship across all sectors has widened the impact of apprenticeship in areas of skills shortage such as engineering, retrofitting, technology and fintech. Under the Plan there will be increased online visibility regarding apprenticeship engagement and development processes for employers/sectors who wish to assess the potential for new apprenticeships. Applications for new apprenticeship development are open on an ongoing basis, allowing employers to progress the development of programmes in response to emerging skills needs on an as-needed basis in all sectors of the economy.
Development of new apprenticeship programmes has continued despite 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: arboriculture, equipment systems engineer, healthcare assistant, principal engineer – professional doctorate, recruitment executive, sales, scaffolding and supply chain associate.
So far this year, bar manager, wind turbine maintenance technician and transport operations & commercial driving apprenticeships have been launched. Programme development has been approved for programmes in areas such as farming, horticulture, finance, manufacturing, construction, cybersecurity and ICT, with several other programmes at the initial proposal stage. A full list of apprenticeship programmes available and in development is attached.
|
Apprenticeship |
NFQ Level |
Duration (years) |
|
|
1 |
Arboriculture |
Level 6 |
2 |
|
BIOPHARMA |
|||
|
2 |
Laboratory Analyst |
Level 7 |
3 |
|
3 |
Laboratory Technician |
Level 6 |
2 |
|
CONSTRUCTION |
|||
|
4 |
Brick and Stone laying (c) |
Level 6 |
4 |
|
5 |
Carpentry and Joinery (c) |
Level 6 |
4 |
|
6 |
Geo-Driller |
Level 6 |
2 |
|
7 |
Painting and Decorating (c) |
Level 6 |
4 |
|
8 |
Plastering (c) |
Level 6 |
4 |
|
9 |
Plumbing (c) |
Level 6 |
4 |
|
10 |
Scaffolding |
Level 5 |
2 |
|
11 |
Stonecutting and Stonemasonry (c) |
Level 6 |
4 |
|
12 |
Wood Manufacturing and Finishing (c) |
Level 6 |
4 |
|
ELECTRICAL |
|||
|
13 |
Aircraft Mechanics (c) |
Level 6 |
4 |
|
14 |
Electrical (c) |
Level 6 |
4 |
|
15 |
Electrical Instrumentation (c) |
Level 6 |
4 |
|
16 |
Electronic Security Systems (c) |
Level 6 |
4 |
|
17 |
Industrial Electrical Engineer |
Level 7 |
2 |
|
18 |
Instrumentation (c) |
Level 6 |
4 |
|
19 |
Refrigeration and Air Conditioning (c) |
Level 6 |
4 |
|
ENGINEERING |
|||
|
20 |
Engineering Services Management |
Level 7 |
2 |
|
21 |
Equipment Systems Engineer |
Level 9 |
2 |
|
22 |
Farriery (c) |
Level 6 |
4 |
|
23 |
Industrial Insulation (c) |
Level 6 |
4 |
|
24 |
Manufacturing Engineer |
Level 7 |
3 |
|
25 |
Manufacturing Technology |
Level 6 |
2 |
|
26 |
Mechanical Automation and Maintenance Fitting (c) |
Level 6 |
4 |
|
27 |
Metal Fabrication (c) |
Level 6 |
4 |
|
28 |
OEM Engineer |
Level 6 |
3 |
|
29 |
Pipe fitting (c) |
Level 6 |
4 |
|
30 |
Polymer Processing Technology |
Level 7 |
3 |
|
31 |
Principal Engineer – Professional Doctorate |
Level 10 |
4 |
|
32 |
Sheet Metalworking (c) |
Level 6 |
4 |
|
33 |
Toolmaking (c) |
Level 6 |
4 |
|
34 |
Wind Turbine Maintenance |
Level 6 |
3 |
|
FINANCE |
|||
|
35 |
Accounting Technician |
Level 6 |
2 |
|
36 |
Insurance Practitioner |
Level 8 |
3 |
|
37 |
International Financial Services Associate |
Level 6 |
2 |
|
38 |
International Financial Services Specialist |
Level 8 |
2 |
|
HAIR |
|||
|
39 |
Hairdressing |
Level 6 |
3 |
|
HEALTHCARE |
|||
|
40 |
Healthcare Assistant |
Level 6 |
2 |
|
HOSPITALITY & FOOD |
|||
|
41 |
Bar Manager |
Level 7 |
3 |
|
42 |
Commis Chef |
Level 6 |
2 |
|
43 |
Chef de Partie |
Level 7 |
4 |
|
44 |
Sous Chef |
Level 8 |
2 |
|
45 |
Butcher |
Level 5 |
2 |
|
ICT |
|||
|
46 |
Network Engineer Associate |
Level 6 |
2 |
|
47 |
Software Developer Associate |
Level 6 |
2 |
|
48 |
CGI Technical Artist (Animation, Games, VFX) |
Level 8 |
2 |
|
49 |
Cybersecurity |
Level 6 |
2 |
|
50 |
Telecommunications and Data Network Engineering Technician |
Level 6 |
2 |
|
LOGISTICS |
|||
|
51 |
Lean Sigma Manager |
Level 9 |
2 |
|
52 |
Logistics Associate |
Level 6 |
2 |
|
53 |
Supply Chain Associate |
Level 7 |
3 |
|
54 |
Supply Chain Manager |
Level 9 |
2 |
|
55 |
Supply Chain Specialist |
Level 8 |
2 |
|
56 |
Transport Operations and Commercial Driver |
Level 6 |
2 |
|
MOTOR |
|||
|
57 |
Agricultural Mechanics (c) |
Level 6 |
4 |
|
58 |
Construction Plant Fitting (c) |
Level 6 |
4 |
|
59 |
Heavy Vehicle Mechanics (c) |
Level 6 |
4 |
|
60 |
Motor Mechanics (c) |
Level 6 |
4 |
|
61 |
Vehicle Body Repairs (c) |
Level 6 |
4 |
|
PROPERTY SERVICES |
|||
|
62 |
Auctioneering and Property Services |
Level 6 |
2 |
|
RECRUITMENT |
|||
|
63 |
Recruitment Executive |
Level 8 |
3 |
|
SALES |
|||
|
64 |
Retail Supervision |
Level 6 |
2 |
|
65 |
Sales |
Level 6 |
2 |
* (c) denotes pre 2016 Craft apprenticeship
Apprenticeships in development
|
No. |
Apprenticeship |
Development Step |
|
1 |
Farm Manager L7 |
Step 5: Occupational Profile Approved |
|
2 |
Advanced Quantity Surveyor L9 |
Step 7: Creation of Industrial Training Officer |
|
3 |
Civil Engineering L6 |
Step 2: Approval for Development |
|
4 |
Civil Engineering L7 |
Step 2: Approval for Development |
|
5 |
Cybersecurity Practitioner L8 |
Step 9: Approval of Employers, Registration of Apprentices |
|
6 |
Farm Technician L6 |
Step 5: Occupational Profile Approved |
|
7 |
Executive Chef L9 |
Step 4: Programme Development |
|
8 |
Horticulture L6 |
Step 5: Occupational Profile Approved |
|
9 |
International Financial Services Advanced Specialist L9 |
Step 4: Programme Development |
|
10 |
Manufacturing Data Integration Engineer L7 |
Step 4: Programme Development |
|
11 |
Precision Machinist & Quality Control L6 |
Step 4: Programme Development |
|
12 |
Robotics & Automation L6 |
Step 2: Approval for Development |
|
13 |
Roofing & Cladding L5 |
Step 4: Programme Development |
|
14 |
Stud Farm Assistant Management L7 |
Step 5: Occupational Profile Approved |
|
15 |
Software Solutions Architect L9 |
Step 8: Implementation Plan & Budget agreed |
|
16 |
Sports Turf Management L6 |
Step 5: Occupational Profile Approved |
Significant financial supports have been introduced this year under the Action Plan:
- The annual Employer Grant of €2,000 per apprentice means that, for the first time, employers of all apprentices now have access to financial support, either through direct payment of allowances to apprentices or through the grant. This will help to promote engagement with the non-craft programmes, including the development of new programmes.
- The gender-based bursary of €2,666 is available for those who employ apprentices in the minority gender on any national apprenticeship programme with greater than 80% representation of a single gender. It is an expansion of the ‘female bursary’ available to craft apprenticeship employers prior to 2022 and there are currently 42 programmes which meet the criterion.
Employer feedback during the consultation process of the Action Plan highlighted that non-financial supports were particularly important for SME employers. Recognising this, supports to be in place during 2022 include:
- The National Apprenticeship Office is linking potential consortia members, education providers, and supporting consortia members and/or provide supports to build in-company training capacity.
- A development plan is to be delivered for a user-centred apprenticeship management system to simplify employer participation within and across apprenticeship
- Proposed amendments to the Industrial Training Act, 1967, included in the Higher Education Authority Bill, 2022, will widen the scope for new apprenticeship programmes in an expanded range of sectors.
The increased diversity of new apprenticeships, many of which have off-the-job training delivered through online or blended learning provides a significant opportunity for widening of access to apprenticeship for rural businesses and learners. In addition, Education and Training Boards, Institutes of Technology and Technological Universities are spread throughout the country and play a very important role in ensuring apprenticeship provision has a strong regional dimension.
32. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 112 of 19 May 2022, when the final report of the expert panel commissioned by Solas to review the funding model for further education and training will be published; and if he will make a statement on the matter. [36527/22]
View answerThe report of the expert panel commissioned to review the FET funding model has been finalised and SOLAS are finalising arrangements for a formal launch of the report in the next few weeks. I want to thank the panel members for their very valuable contributions in bringing forward a comprehensive set of recommendations. As previously noted, this review is an important enabler for the FET Strategy and I look forward to working with SOLAS and the further education and training sector more broadly to implement the recommendations.
33. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that he is putting in place to address student poverty; if he will consider introducing free public transport and investing in student accommodation to ensure that it is affordable; if he will subsidise IT facilities; and if he will make a statement on the matter. [36666/22]
View answerFollowing the establishment of my Department, as Minister, I have had a very strong focus on and commitment to ensuring the affordability of higher and further education for all. This is demonstrated by the broad range of initiatives that have been introduced, or are being planned, to support the achievement of this objective over the past two years.
Over 43,600 students have already been approved for support through the Student Grant Scheme for 22/23. The recent review of the Scheme makes a number of recommendations on issues including the rates of grant, income thresholds, eligibility criteria 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.
In this year’s Budget I have made the first changes to SUSI undergraduate grant rates and eligibility thresholds in a decade, as well as changing the non-adjacency rules to benefit students who are commuting. Also 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.
On 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, in the context of overall Budgetary decision-making.
In this context, I want to see the student contribution in higher education reduced in a meaningful way over the course of future Budgets.
On accommodation affordability, restrictions have also been put in place to limit the amount that students can be required to pay up front for their accommodation.
I will be attending the Cabinet Committee on Housing next week to discuss student accommodation policy. This will provide the opportunity to consider with my Government colleagues options for delivery of more student accommodation at affordable rental levels for students.
The distribution of laptops to disadvantaged students helps tackle the digital divide. It is expected that 20,000 students will receive a laptop under the initiative. The Devolved Capital Grant provides flexible capital funding to eligible higher education institutions to support small-scale building works and equipment purchase or renewal, including ICT.
The Department of Transport have introduced a new "Youth Travel Card" which will offer 50% discount on fares across the public transport network for those aged 19 to 23.
Finally, as set out in the Summer Economic Statement the Government is committed to further significant actions in Budget 2023 to address the serious cost of living issues currently confronting all in our community.
34. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he is satisfied that all third level institutions have sufficient mental health and well-being measures in place for their students; his consideration on the recent ESRI research report on mental health in young adults; the further measures that are being considered to increase the current levels of supports available in third-level institutions; and if he will make a statement on the matter. [36747/22]
View answerThe recently published report by the ESRI, produced in partnership with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY), reports that the COVID-19 pandemic has resulted in poorer mental health among young adults. Over the past two years, we have increased mental health supports to acknowledge the significant pressures students are under. Each institution was asked to focus on the recruitment of additional staff and measures to address demand for the services.
The funding of mental health services will be considered by my Department as part of the overall estimates process for Budget 2023.
35. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science the expenditure measures that his Department has taken to reskill and retrain those who have been affected in their employment as a result of Covid-19; and if he will make a statement on the matter. [31031/22]
View answerOur key response to assist those adversely impacted by the pandemic were those measures introduced in the July 2020 Jobs Stimulus and reinforced in Budget 2021 to upskill and reskill individuals and businesses. Collectively, these measures provided funding for 50,000 education and training places.
Within the further education and training sector, the Skills to Compete initiative delivered through ETBs, working in tandem with INTREO offices, Regional Skills Fora, and Enterprise Ireland, supports those who have lost their jobs as a result of the pandemic, to re-enter the workforce. The funding provided for 21,000 places on skills to Compete courses. An additional 8,550 places were funded through Skillnet Ireland supported programmes, including via Skills Connect, which was launched to enable people reskill quickly, secure new roles within their sector, or undertake innovative conversion courses to access job opportunities in new sectors.
The Apprenticeship Incentivisation Scheme was introduced to support the continued recruitment and retention of apprentices across apprenticeship programmes during the COVID-19 period. With provision for 10,000 places, the scheme ended for new applications on 31st December 2021. Specific provision was also made available for 1,500 places under retrofit training and 1,600 places on the Skills to Advance initiative, led by SOLAS, which aims to equip employees with the skills to progress in their current job, or to take advantage of new job opportunities.
In the higher education sector, the funding supported over 8,000 additional places on Springboard+ and HCI Pillar 1, modular programmes and post-graduate places under the Postgraduate Skills Provision programme.
My Department has continued to invest in the 2022 Budget across these measures to strengthen the financial position of universities and provide capacity for extra students and support and develop apprenticeships by funding a new employer apprenticeship grant and establishment of a new Apprenticeship Office. We are also investing to upskill people in the key skills areas of the economy, such as for climate and low carbon initiative and we continue to support the upskilling of employees via Skillnet Ireland and Skills to Advance.
36. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science the capital budget that he will seek to allocate to the South East Technological University in the next Budget; and if he will make a statement on the matter. [34616/22]
View answerI am strongly committed to the development of a larger footprint and a high quality multi-campus environment for South East Technological University (SETU). In that regard, my Department and the Higher Education Authority (HEA) are currently engaging with SETU to advance a number of capital projects.
In Waterford, options are being reviewed for campus expansion. In this regard, SETU has prepared and submitted a detailed preliminary business case, in accordance with Public Spending Code requirements. The final document was submitted to the HEA earlier this year and is under active review. The Deputy will also be aware that the largest project under the Higher Education Public Private Partnership (PPP) Programme is planned for delivery at SETU Waterford - a new Engineering, Computing and General Teaching building - which is anticipated to commence construction in 2023.
I also remain strongly committed to the development of a new campus for SETU in Wexford. Wexford County Council has confirmed they are currently in negotiations to acquire a site in Wexford town for the new campus and will take all steps up to and including Compulsory Purchase Order (CPO) if necessary.
At the SETU Carlow campus, a new Science and Health building, a significant investment also planned for delivery via PPP, will support state of the art Health Science programme provision.
Exchequer funding for capital projects in SETU and in other higher education institutions is provided under the National Development Plan (NDP). The NDP identifies capital ceilings for Government Departments for each year to 2025. The development of the Wexford campus and Waterford footprint expansion are still at an early stage, and project budgets remains to be agreed as part of the assessment process. The higher education capital budget is managed at an overall level, in conjunction with the HEA, with the allocation to a higher education institution in any one year determined by the pace of progress of its project(s) through design, planning, procurement and delivery.
37. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he has plans to introduce free higher education; and if he will make a statement on the matter. [36675/22]
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.
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.
In addition it is important to highlight the expanding pathways to post leaving cert education which are accessible to all learners as they prepare for their chosen career. In addressing this, as part of budget 2022, we have removed the Post Leaving Certificate participant contribution fee of €200. This will come into effect in September 2022.
We are working hard to introduce new apprenticeship programmes, such as the ones in bar managing and wind turbine maintenance which we launched in March, and we have also improved the financial incentives on offer to employers to take on apprentices, particularly female ones.
We are also working hard to improve pathways from further to higher education as part of our Unified Tertiary System strategy. There should be no barriers for students who want to pursue their chosen educational and career goals.
For the academic year 2022/23, we will also see significant enhancements to the financial supports that students who need them most receive through the Student Grant Scheme; where:
- 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;
- The qualifying distance criterion for students to qualify for the non-adjacent rate of grant will be reduced from 45km to 30km.
My Department also provides funding by way of the Students Assistance Fund to students in eligible Higher Education Institutions who are experiencing financial difficulties while attending third level. The total allocation for the Fund in the 2021/22 academic year, including additional Covid supports, is € 18.5 million.
39. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is successfully making apprenticeships available to marginalised groups; and if he will make a statement on the matter. [35664/22]
View answer72. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is successfully making apprenticeships available to marginalised groups; and if he will make a statement on the matter. [35585/22]
View answerI propose to take Questions Nos. 39 and 72 together.
One of the five overarching objectives of the ‘Action Plan for Apprenticeship 2021-2025’ is "Apprenticeship for All" so that the profile of the apprenticeship population more closely reflects the profile of the general population. The Plan promotes general access, diversity and inclusion in apprenticeship through targeted actions to encourage participation from under-represented groups including people with disabilities, women and those from ethnic minorities.
Targets and interventions for specific groups will be detailed through an Equity of Access subcommittee of the National Apprenticeship Alliance to ensure that the voice of under-represented groups is integral to the further development of the apprenticeship system. It is envisaged that the subcommittee will include representation from second-level, community education, youth justice programmes, broader FET provision, and higher education.
The National Apprenticeship Office will increase the visibility of underrepresented groups in apprenticeship literature and promotional material to reflect the participation and positive experience of people from all backgrounds and communities, as well as the availability of assistive supports.
The actions set out in the Plan build on the outcomes of the 2018 Review of Pathways to Participation in Apprenticeship. This has already resulted in a significant widening of measures to support increased visibility of apprenticeships.
Specific immediate actions in the Action Plan include:
- Extension of the female bursary of €2,666, which was paid to employers of female apprentices on the 25 craft apprenticeships, to encourage them to employ minority-gender apprentices to all apprenticeship programmes with greater than 80% representation of a single gender.
- All apprentice jobs are advertised on www.apprenticejobs.ie, with information on apprenticeship now accessible from the CAO website. A dedicated apprentice guidance line has been established to support this initial period of increased visibility of apprenticeship to school leavers
Other actions which will be delivered, including through the Equity of Access subcommittee include:
- Access to apprenticeship programmes and pre-apprenticeship courses will be clearly labelled, with progression routes into apprenticeship clearly identified and information on these courses will be published on www.apprenticeship.ie.
- An employer survey will determine baseline attitudes and knowledge of supports available to employers for supporting employees with a disability.
- Participation targets for under-represented groups, and additional specific actions to support those target groups, will be set with the Equity of Access Subcommittee and monitored on an ongoing basis to ensure that interventions supporting increased diversity within the apprentice population.
I am satisfied that these measures and the implementation process for the Action Plan for Apprenticeship overall will have a significant impact in ensuring greater diversity in the apprenticeship population as a whole.
40. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the current levels of qualifying income for third level SUSI grants and fees; the average household income in the State at the moment; and if he will make a statement on the matter. [36660/22]
View answerReckonable income under the Student Grant Scheme is household income from all sources including income from a student’s employment. 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 2022/2023 are assessed based on household income earned in 2021 (1st January to 31st December 2021).
Under the Student Grant Scheme 2022, the highest income threshold for the award of 25% maintenance grant assistance ranges between €46,790 and €55,630 (varying based on the number of dependent children in the household). However, additional increments (of up to €4,950 per person) may be applied to these thresholds to take into account other relevant persons in the household (apart from the applicant) attending a full-time further or higher education course.
The income thresholds for the Student Grant Scheme 2022 are set out in Schedule 1 of the Scheme linked here: S.I. No. 118/2022 - Student Grant Scheme 2022 (irishstatutebook.ie)
The recent review of the Student Grant Scheme found that the cost of living for students has increased by over 25% between 2011 and 2021.
Addressing the costs of education for students and their families is a major priority for me. That is why I commissioned the review of the Student Grant Scheme, which was published on 4th May.
I have already taken a number of steps to alleviate financial pressures, which help to tackle issues raised in the Student Grant Scheme Review. These include:
- Increasing the grant payment for all those in receipt of a maintenance grant by €200;
- Increasing the qualifying thresholds for the standard rate of maintenance by €1,000;
- Changing the qualifying distance for the non-adjacent rate of grant to help students who live further away from college;
- This is in addition to measures I introduced in Budget 2021 i.e. increasing the postgraduate fee grant from €2,000 to €3,500 and increasing the postgraduate fee grant income threshold.
I have committed to publishing an annual costs of education paper, which will set out the range of options to address costs, including changes to the Student Grant Scheme and student contributions. This will seek to inform decision-making at Budget time regarding the measures which can be taken to continue to support students and their families.
41. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has plans for further incentives for employers making apprenticeships available; and if he will make a statement on the matter. [35665/22]
View answerThe ‘Action Plan for Apprenticeship 2021-2025’ sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The Plan seeks to deliver on a target of 10,000 apprenticeship registrations per annum, across a wide range of programmes, by 2025.
The Action Plan is based on feedback from enterprise, the education and training sector and apprentices themselves, among others, and we have listened to the issues and concerns raised.
Nobody understands the skills employers need better than the employers themselves and without their engagement there can simply be no apprenticeships or places on those programmes. That is why we are driving supports, both financial and non-financial, to encourage and support their engagement.
Significant financial supports have been introduced this year under the Action Plan:
- The annual Employer Grant of €2,000 per apprentice means that, for the first time, employers of all apprentices now have access to financial support, either through direct payment of allowances to apprentices or through the grant. This will help to promote engagement with the non-craft programmes, including the development of new programmes.
- The gender-based bursary of €2,666 is available for those who employ apprentices in the minority gender on any national apprenticeship programme with greater than 80% representation of a single gender. It is an expansion of the ‘female bursary’ available to craft apprenticeship employers prior to 2022 and there are currently 42 programmes which meet the criterion.
Employer feedback during the consultation process of the Action Plan highlighted that non-financial supports were particularly important for SME employers. Recognising this, supports to be in place during 2022 include:
- The National Apprenticeship Office will link potential consortia members, education providers, and supporting consortia members and/or provide supports to build in-company training capacity.
- Sector-specific supports to be delivered through apprenticeship consortia to support SME employers.
- A development plan is to be delivered for a user-centred apprenticeship management system to simplify employer participation within and across apprenticeship.
- Proposed amendments to the Industrial Training Act, 1967, included in the Higher Education Authority Bill, 2022, will widen the scope for new apprenticeship programmes in an expanded range of sectors.
The increased diversity of new apprenticeships, many of which have off-the-job training delivered through online or blended learning provides a significant opportunity for widening of access to apprenticeship for rural businesses and learners. In addition, Education and Training Boards, Institutes of Technology and Technological Universities are spread throughout the country and play a very important role in ensuring apprenticeship provision has a strong regional dimension.
42. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline the take up of the apprenticeship incentivisation scheme by sector and county in tabular form; and if he will make a statement on the matter. [36762/22]
View answerAs of 3rd May 2022 a total of 7,775 applications from 5,067 unique employers had been received for the Apprenticeship Incentivisation Scheme, representing an engagement of 83.2% (based on 6,088 invitees). The total number of employer applications validated and processed for payment to that date was 5,928, covering a total of 8,785 apprentices and equating to payments totalling €17.57m.
Further details as requested by the Deputy are being sought from SOLAS and will be forwarded to the Deputy as soon as they are available.
43. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the plans that he and his Department have to facilitate apprenticeship programmes at the Atlantic Technological University Mayo campus; and if he will make a statement on the matter. [36311/22]
View answerThe new Atlantic Technological University will play a pivotal role in the strategic development of the West and North West. The constituent Institutes have a strong involvement in craft apprenticeship programmes and are committed to delivering apprenticeship education to meet the skills demands of the region.
Apprenticeship training is currently being delivered at phase 4 and phase 6 in four trades in ATU: Carpentry and Joinery, Electrical Installation, Motor Mechanics and Toolmaking. The Insurance Practitioner Apprenticeship (level 8) is offered at the Sligo campus and Manufacturing Engineering Apprenticeships (level 6 and 7) are offered in Galway City. Wood Manufacturing & Finishing is offered at the Letterfrack Campus which is the National Centre for Excellence in Furniture Design and Technology.
New apprenticeship programmes are being evaluated for development across a wide range of disciplines. That brings opportunities for apprenticeships, both traditional and new, to both develop and expand across the new TU, in line with Government Policy as set out in the ‘Action Plan for Apprenticeship 2021-2025’, industry needs and collaboration with partners and stakeholders. As with other TUs and Institutes of Technology, ATU is expanding apprenticeship capacity in certain areas as part of the development of apprenticeship nationally and it is open to ATU to consider the best location for delivering this training across its three campuses.
44. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the challenges facing the dental sector regarding the retention of dentists in Ireland following the completion of their degrees; the steps he is taking at a University level to reduce this problem; and if he will make a statement on the matter. [36731/22]
View answerThe matter of health workforce planning and ensuring an appropriate pipeline of qualified healthcare workers within Ireland, is a major priority for my Department. The Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service.
The National Oral Health Policy, Smile agus Sláinte recognises the need for a suitably skilled workforce to provide appropriate oral healthcare across all settings. This workforce will include oral healthcare professionals providing the highest level of care in advanced oral healthcare centres or in secondary/tertiary care centres, as well as oral healthcare professionals providing oral healthcare advice and preventive care directly to the public in primary oral healthcare settings.
The Government is committed to the reform of oral healthcare services to align with the National Oral Health Policy Smile agus Sláinte, including the development of a dental workforce plan. This will require continued engagement with all dental stakeholders.
My Department and I are continuing to engage with the Department of Health and other relevant stakeholders to ensure that we can continue to deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector, including dentistry professionals.
45. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline commitments under the Second National Strategy on Education for Sustainable Development – ESD to 2030 and accompanying Implementation Plan to 2026; and if he will make a statement on the matter. [36761/22]
View answerLast week, I launched ESD to 2030: the Second National Strategy on Education for Sustainable Development, together with Ministers Foley and O'Gorman.
ESD to 2030 spans the continuum from early learning and care to third level education and research and extends beyond to engage with local communities, the youth sector and enterprise through lifelong learning. It provides a roadmap to ensuring that learners at all levels have the relevant knowledge, skills and values to make conscious choices and act for a sustainable future.
The Strategy has 5 key priority areas for action in line with UNESCO’s Framework for ESD for 2030:
1) Advancing Policy
2) Transforming Learning Environments
3) Building Capacities of Educators
4) Empowering and Mobilising Young People
5) Accelerating Local Level Actions
Objectives are identified under each of the five priority areas with a range of actions set out in the accompanying Implementation Plan to 2026. An interim review will be undertaken in 2026 to monitor progress and inform any further actions required to 2030.
While the three departments with an education remit (Department of Further and Higher Education, Research, Innovation and Science, Department of Education, and Department of Children, Equality, Disability, Integration and Youth) are co-sponsors of the strategy, it will be implemented in collaboration with a range of other government departments, further and higher education institutions, schools, local authorities, civil society and enterprise.
I recently announced funding of €6.4m with the National Forum for the Enhancement of Teaching and Learning in Higher Education to drive teaching and learning innovation and enhancement across the higher education sector. The funding is targeted to support a number of innovations under the new strategy to promote and support the embedding of ESD and inclusive and sustainable principles and practices in our higher education system.
