Written Answers Nos. 46-61
46. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the Department’s supports to assist Ukrainian people seeking access to third level education in the new academic year; and if he will make a statement on the matter. [36759/22]
View answerOn 21 June, I secured agreement from Government for a range of measures to help displaced students and researchers. These measures include a new temporary tuition fee 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 also indicated to Member States to be flexible in the use the national Erasmus grant. 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 this body is finalising a proposal to ensure displaced students entering into the Irish higher education sector have the requisite English language skills and qualifications necessary to participate in their chosen course.
My officials and I have been working proactively with the sector to facilitate the continued access to higher education of displaced students and researchers from Ukraine. I want to acknowledge the generosity of all those working in both further and higher education, who have assisted my Department to identify and respond to the needs of displaced students, researchers and staff.
47. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of Ukrainian refugees and students that have fled the war in Ukraine and enrolled in third level courses or due to begin studies here this autumn; and if he will make a statement on the matter. [36291/22]
View answerAs of 30 June, there were 38,789 arrivals into Ireland from Ukraine. In line with the EU Temporary Protection Directive they have been granted access to the labour market, housing, social welfare and education on the same basis as an Irish citizen.
As enrolments to higher education colleges have not commenced yet and at this stage it is not yet possible to estimate accurately how many may wish to study while in Ireland.
However, in my engagements with the Ukrainian community here I know that the primary aim of many here is to maintain links with their home country and that is why my Department is working with the Ukrainian authorities to facilitate Ukrainian University Entrance Exams being held here in Ireland.
For those that wish to continue their education in Ireland, I have established a National Student and Researcher Helpdesk. This facility is vital in helping us to understand the scale of the provision needed and to assist those seeking to continue with their education in Ireland. While it has received over 1,700 queries to date, many of these are duplicates with those received separately by higher education institutions, while other depend on English Language competency and academic requirements. They are being worked through individually by the NSR Helpdesk.
Displaced Ukrainian students and researchers looking for help with their admissions applications should contact the National Student and Researcher Helpdesk on NSRhelpdesk@mu.ie or by phone on 01 4747788 for guidance on admissions, for help with translating their educational documentation and assessment of their English language competency.
48. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline the new Innovate for Ireland initiative, including supports and the planned process under the initiative; and if he will make a statement on the matter. [36748/22]
View answerThe Taoiseach and I recently launched Innovate for Ireland, which is a new partnership between industry and the Government to recruit and retain research talent to Ireland.
Innovate for Ireland will commence in 2023 and the initial phase will seek to attract up to 400 high calibre PhD 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.
The programme will embrace all relevant disciplines from Science, Technology and Engineering to Arts, Humanities and Social Sciences. It will also support excellent curiosity-driven research. This programme aligns with my Department's Strategy Statement 2021-2023 and also the strategic goals of the Government’s recently launched new R&I Strategy, Impact 2030.
The programme will include dimensions of training in innovation, entrepreneurship and leadership. Relationships will also be formed between the students and the company sponsors.
The next step in implementing this proposal will be a competitive call for proposals from consortia of Higher Education Institutions, this is being developed and should be initiated later this year. Work has been undertaken by my Department, the Higher Education Authority, Irish Research Council, Science Foundation Ireland, Health Research Board and private sponsors on devising a possible call framework.
Officials from my Department will also be working with relevant Departments across Government on the implementation of the programme.
49. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of progress made by Solas in reviewing an application of an organisation (details supplied) for capital funding in order to deliver on its commitment to invest in new capital projects to develop new further and education training centres of excellence; and if he will make a statement on the matter. [36310/22]
View answerI understand that Mayo Sligo Leitrim ETB (MSLETB) has identified a project associated with Mayo College of Further Education for possible funding under the Further Education and Training (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 MSLETB 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.
50. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which his Department continues to facilitate the development of apprenticeship and upskilling educational and or retraining facilities to ensure the availability of sufficient numbers of skilled operatives for the workforce to meet the needs of the recovering and expanding economy; and if he will make a statement on the matter. [36711/22]
View answerApprenticeships are employer led demand driven educational and training programmes, which aim to develop the skills of an apprentice in order to meet the needs of industry and the labour market. As apprentices are employees, the demand for and number of apprentices is primarily dictated by the employers in any area or sector.
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, to achieve a target of 10,000 annual registrations across a wide range of programmes by 2025.
Meeting these targets requires a responsive apprenticeship system that provides a strong value proposition for employers and potential apprentices, is attractive and easy to engage with, and which delivers high standards and sought after qualifications.
We have made important progress to date. Last year saw a record 8,607 registrations. This is an increase of nearly 40% compared to 2019, the last “normal” year. This is a strong foundation on which to build as we advance delivery of the Action Plan, in order to embed apprenticeship as a preferred route to skills development.
Regarding the development of apprenticeship and upskilling educational and or retraining facilities:
- 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 Covid-related backlogs, €6 million of which is being invested in additional instructors, with over 100 additional posts approved
- To ensure that there is capacity to meet the training needs of rapidly increasing numbers of apprentices, expansion of the apprenticeship system is continuing in 2022, with further major investment in workshops and staff is planned for this year.
I am confident that these measures will contribute to the further development of the apprenticeship system, so that it continues to make a valued contribution to our skills response.
51. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science if he has received any estimates of the cost of participating in third level education, both when living at home and living away from home and the impact that the rising cost of living is having on those costs; and the ways in which he is supporting with these extra costs. [36447/22]
View answerAddressing the costs of education for students and their families is a major priority for me. As part of the last Budget, I prioritised a number of changes to the SUSI scheme which will benefit learners in the coming academic year.
All student grant maintenance payments, including the special rate of grant, will increase by €200 per year.
The qualifying income thresholds, except the special rate which is broadly aligned with social protection payments have increased 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 is 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 in the current academic year’s student grant scheme.
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 current academic year, including additional Covid supports, is €18.5 million.
To inform the future direction of student supports, I commissioned the review of the Student Grant Scheme, which was published on 4th May. This provides a strong evidence basis for policy interventions to support students and their families. The research confirmed that the rate of grants for undergraduate student supports provided under the Student Grant Scheme has been relatively unchanged over the previous number of years due to budgetary constraints while over the same period the cost of living for students has increased by 25%.
My Department will be taking forward implementation of the Student Grant Scheme review. This will include the publication of a costs of education paper prior to the forthcoming Estimates. This will set out options for changes to the Student Grant Scheme and other measures to facilitate public discussion, including in the House, on what measures should be prioritised to support learners and their families.
52. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the purposes for which the extra funding for third level education recently announced by him will be used; the amount of this extra funding that will be available in 2023; and if he will make a statement on the matter. [36659/22]
View answerThe Government has agreed a sustainable funding model for higher education . Following an extensive economic assessment undertaken through the European Commission's DG Reform programme, €307 million has been identified as the level of funding required to address the current underfunding in 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. This process is critical to enabling a number of key reforms, protecting quality and ensuring a fit for purpose sector which is enabled to evolve and adapt to future challenges.
It is the Government’s intention that implementing the funding and reform framework will improve quality of outcomes from tertiary education, will strengthen the agility and responsiveness of higher education and will enhance the reputation of Ireland’s higher education system internationally, including in international rankings.
The reforms and strategic outcomes identified by Government as a priority are as follows;
- Create unified knowledge and skills system which is balanced and integrated
- Strengthen representation in higher education for underrepresented groups
- Enhance quality by reducing the ratio of students to academic staff to comparable EU and OECD norms
- Reinforce alignment of sector with skills needs of the country – including those needed to deliver essential public services and meet national goals
- Drive forward a culture of lifelong learning.
I have established the HE Reform Implementation Group to bring about the benefits of ‘Funding the Future’. The work of this group and it working groups is intensively under way and all groups have met twice and are progressing their agendas.
As we move into the 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; and working with aegis bodies will assess requirements and funding availability for 2023.
53. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his views that the new places he has made available in higher education will be adequate to address the skills shortages right across the economy; and if he will make a statement on the matter. [36665/22]
View answerIreland has an advanced system of skills provision, across the spectrum of further and higher education and apprenticeship, lifelong learning and human capital development. This takes place within the framework of our National Skills Strategy and responds to challenges and opportunities for strengthening the skills profile of our workforce.
I requested that my officials engage with the higher education sector on the creation of additional places in key areas as identified by our skills architecture. On the 28th June I announced an additional 1,056 college places, which will be available from September 2022. These places are in areas including IT, architecture and construction, nursing, engineering, education and welfare.
Specific engagements with the Department of Health and relevant stakeholders are ongoing in relation to an increase in places in medicine. The Minister for Health and I will being a memo to government in the coming weeks outlining a five year plan to secure additional medicine places.
In considering options to address skills shortages, it is also important to consider the role played by apprenticeships. The expansion of third level this year will include additional apprenticeship programmes too. Over the next number of months, an additional 16 will commence. This will include Roofing and Cladding, Robotics, a degree programme in Advanced Cyber Security.
54. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the way that his Department is supporting incoming first year students from the national access routes HEAR and DARE; if he is concerned about the impact of orientation programmes for these students due to the release date of the leaving certificate results; and if he will make a statement on the matter. [36764/22]
View answerThe Higher Education Route (HEAR) and the Disability Access Route to Education (DARE) are reduced points mechanisms for entry into Higher Education. Both schemes are operated by the Irish Universities Association (IUA) on behalf of the higher education institutions who set the policy criteria for the scheme.
Admissions under the schemes are regulated by the higher education institutions themselves. Each institution determines its own admissions policy in relation to the schemes, the number of places they reserve and the allocation of those places.
It is understood that in relation to HEAR, students who accept a HEAR offer are required to attend a full-time Orientation Programme in the HEI in which they accept a place. The Orientation Programme is a compulsory element of the Higher Education Access Route (HEAR).
In relation to DARE, all students with a verified disability, regardless of whether they come through DARE or not, can avail of a variety of academic, personal and social supports while studying at third level. College supports may include: Orientation programmes; Learning support; Assistive technology; Library support; Exam accommodations; Educational Support Worker.
The post entry supports offered to those entering via HEAR or DARE by Higher Education Institutions are at their own discretion and dependent on their own resources. HEAR and DARE do not seek to prescribe this on behalf of HEIs. My Department has no role in prescribing post-entry supports for HEAR and DARE on behalf of HEIs.
I am confident that HEIs will do their best to adapt to the adjusted timeline and manage their own dates accordingly.
55. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 135 of 19 May 2022, the status of the Higher Education Reform Implementation Review Group; the membership of the group; the terms of reference of the group; the number of meetings that the group has had to date; if he will report on the content of same; and if he will make a statement on the matter. [36526/22]
View answerOn 4th May I launched the Funding the Future framework which includes the Government's policy response to the Cassells and DG Reform Reviews on the future of higher education and 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.
The Implementation Group to which the Deputy refers - per the Government's response to the Cassells Report, Funding the Future - is based on partnership between Government, the higher education sector and wider societal and enterprise interests.
Establishment of HE Reform Group:
I am delighted to chair this Implementation and review group alongside my co-chairs Professor Tom Collins and Professor Anne Looney, both experts in the field. This group will provide guidance to my Department in the rollout of the Funding and Reform Framework and focus on creating a unified system and improving pathways between further and higher education.
The group membership will endeavour to provide ongoing consensus on the outcomes required from the higher education system and to oversee progress against identified reforms to take place alongside implementation of the funding model. Two sub-groups have be established as necessary to take forward key workstreams.
The implementation group for HE Reform has been established. It’s inaugural meeting took place on 25th May last with a second meeting held on 29th June. Both sub-groups have held two meetings, WG1 on 13th June and 4th July, WG2 also on 13th June and subsequently on 1st July.
Membership: Below other members are further listed.
|
Chair |
MFHERIS |
Minister Simon Harris |
|
Co-Chair |
DCU |
Professor Anne Looney |
|
Co-Chair |
N/A |
Professor Tom Collins |
|
Member |
Sec Gen DFHERIS |
Jim Breslin |
|
Member |
DFHERIS & NSC |
Keith Moynes |
|
Member |
DFHERIS |
William Beausang |
|
Member |
Dept Education |
Dalton Tatton |
|
Member |
DETE |
David Hegarty |
|
Member |
HEA |
Tim Conlon |
|
Member |
SOLAS |
Dr Andrew Brownlee |
|
Member |
QQI |
Dr Padraig Walsh |
|
Member |
IUA |
Jim Miley |
|
Member |
THEA |
Joseph Ryan |
|
Member |
USI |
Beth O'Reilly |
|
Member |
Aontas |
Dearbhail Lawless |
|
Member |
IBEC |
Meadhbh Costello |
|
Member ICTU |
ICTU |
Patricia King |
Terms of Reference:
The Terms of Reference attached outline working groups that will address a range of issues.
Papers on recommendations from the Group will inform discussions on the Budgetary process and will be made available subsequently.
56. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science the benefits that will accrue to students this autumn as a result of changes to the adjacent and non-adjacent grant system rules; the breakdown of the number of students impacted by county; and if he will make a statement on the matter. [36719/22]
View answerThe student maintenance grant is payable at either the adjacent or non-adjacent rate. The distance to be measured is the shortest non-tolled most direct route from the student’s residence to the institution attended. In Budget 2022, I reduced the distance criterion for students to qualify for the non-adjacent rate of grant from 45km to 30km, effective from the start of the 2022/23 academic year. The adjacent rate of maintenance grant is payable in all other cases.
I have prioritised these changes for the 2022/23 academic year and they will benefit thousands of students building on the improvements that have already been made and have been a priority for me since taking up my Ministerial appointment. At this time, it is not possible to determine the breakdown of students per county as the application process is still open.
The attached table shows the improvements I have made in the rates of maintenance grant from September 2022.
|
Band name |
2021/22 rate |
Budget 2022 increase |
2022/23 new rate |
|
Special rate – non adjacent |
€5,915 |
€200 |
€6,115 |
|
Standard rate full maintenance non-adjacent Band 1 |
€3,025 |
€200 |
€3,225 |
|
Standard rate part maintenance non-adjacent Band 2 |
€2,270 |
€200 |
€2,470 |
|
Standard rate part maintenance non-adjacent Band 3 |
€1,515 |
€200 |
€1,715 |
|
Standard rate part maintenance non-adjacent Band 4 |
€755 |
€200 |
€955 |
|
Special rate - adjacent |
€2,375 |
€200 |
€2,575 |
|
Standard rate full maintenance adjacent Band 1 |
€1,215 |
€200 |
€1,415 |
|
Standard rate part maintenance adjacent Band 2 |
€910 |
€200 |
€1,110 |
|
Standard rate part maintenance adjacent Band 3 |
€605 |
€200 |
€805 |
|
Standard rate part maintenance adjacent Band 4 |
€305 |
€200 |
€505 |
57. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding the engagement he has had with the offshore renewable sector; if he is conscious of the need to ensure a steady pipeline of qualified graduates for this sector; the initiatives planned to promote this course of study; and if he will make a statement on the matter. [36716/22]
View answerA dynamic and evolving economy will always have skills demands and challenges. Our imperative is to ensure agility and responsiveness in the skills ecosystem. Through 2022 Ireland, in partnership with the OECD, is reviewing Ireland’s skills strategies, policies and approaches to help us ensure that our skills system is future proofed. A 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 is an employee development policy framework which enables targeted support for vulnerable groups in the Irish workforce;
- Skills to Compete are 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;
- 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.
The Green Tech Skillnet provides training opportunities in wind energy both for those working in the industry and for people looking to enter the wind industry. The Green Tech Skillnet is an enterprise-led network facilitating the workforce and development needs of the Irish renewable energy industry. It is promoted by Wind Energy Ireland (WEI), the representative body for the Irish wind industry, working to promote wind energy as an essential, economical and environmentally friendly part of the country’s low-carbon energy future. A number of renewable energy programmes are funded under HCI and Springboard+, among other Green Skills courses. This includes: a Graduate Diploma in Sustainable Energy Systems at DCU; a Postgraduate Diploma in Wind Energy at Dundalk Institute of Technology; Certificate in Energy Sustainability at South East Technological University; and MEng in Energy Infrastructure at Technological University of the Shannon: Midlands Midwest.
Sustainable green skills are embedded in the Further Education and Training Strategy, which provides that climate change and sustainable development are key components of Further Education and Training (FET) processes. FET will continue to contribute to the Government’s call of action to prioritise energy, building and the environment in its processes.
It is envisaged that the SOLAS Green Skills Action Plan will contribute to clean technologies and the acceleration of the use of renewables. It will contribute to a greater awareness of energy efficiency and the benefits of retrofitting both public and private buildings. The key skills areas to be addressed will include as follows:
- Creation of awareness of the Green Agenda through education;
- Increase of capacity in this area;
- Training and upskilling, which will contribute to green transition.
Currently, a number of ‘Green Cert’ training courses are being delivered by Education and Training Boards (ETBs). A ‘Green Cert’ training course refers to a list of land-based courses, which provides qualifications in Horticulture; Agriculture; Forestry or Equine Studies. Upon completion of the Green Cert training course, a qualified person will meet the requirements of a qualified farmer for the purposes of all Revenue and Department of Agriculture (DAFM) schemes. In 2021, there were 600 Learner Enrolments registered on ETB Green Cert training courses.
In May 2021, an agreement was reached on a pilot project to be launched this year between the Campus des métiers et des qualifications d’excellence international normand des énergies (CEINE), Dublin & Dun Laoghaire ETB, Kerry ETB, Laois Offaly ETB, Limerick & Clare ETB and Cavan & Monaghan ETB. These organisations will seek to build on their shared expertise in the field of Green Technologies Skills. ETB Further Education & Training will have a primary role in ensuring that Ireland’s workforce has the required skills to meet its ambitious energy targets. LOETB has attended two meetings on the pilot for Green Technology Skills CEINE to date. The most recent meeting took place in October 2021 and it was agreed that the initial focus of the Programme would be on offshore wind turbine maintenance in conjunction with Kerry ETB. Other programmes of interest to LOETB, which were referenced at the meeting as potential "start points" of French-Irish cooperation include: Digital Technologies; Sustainable Agriculture and the transition from Peat to Renewable Energy, to name but a few.
The Wind Turbine Maintenance Technician (WTMT) Apprenticeship was launched in March 2022. Kerry ETB is the coordinating provider for the apprenticeship. It is estimated that there will be in the region of 18 registrations by year end. It will run for a duration of 3 years and is offered at Level 6 on the NFQ. The rationale for this apprenticeship is that there is no current apprenticeship which provides the range of knowledge, skills and competencies needed for the role of wind turbine maintenance technician. This Apprenticeship is for people who wish to pursue a career in the maintenance of large scale commercial wind turbines. It is designed to meet the needs of the growing Irish Renewable and Sustainable Energy sector. This apprenticeship will create a pathway into this career for school leavers or those who do not currently possess any relevant qualifications.
Kerry ETB recognised the shortage of training and education opportunities in this area, and in consultation with a number of employers implemented the highly successful wind turbine maintenance traineeship. This traineeship typically lasts 39 weeks and includes a minimum of 30 percent on-the-job training. Upon completion, trainees may receive a City and Guilds Level 3 NVQ Diploma in Electrical Power Engineering. This has been run in Kerry ETB’s training facility since 2014 with very high placement rates for trainees involved. However, the entry requirements for this traineeship require potential trainees to hold one of the following:
- Advanced Craft Certificate (Electrical)
- Advanced Craft Certificate (MAMF)
- Advanced Craft Certificate (Motor Mechanic)
- BEng with related work experience
The Department of Environment, Climate and Communications has established a cross-Departmental Offshore Wind Delivery Taskforce to drive delivery and capture wider and longer term economic and business opportunities associated with the development of offshore renewables in Ireland. This will include the identification of supporting infrastructure development and supply chain opportunities as Ireland’s offshore wind industry is developed.
A cross-departmental Offshore Wind Delivery Taskforce has been established to accelerate delivery of offshore wind actions and ensure alignment of activities in progress across Government. One of the key objectives of the Taskforce is to ensure the longer term economic and business opportunities associated with the development of offshore renewables are captured.
Ireland has an ambitious skills agenda driven out by an advanced system of skills provision, across Further and Higher Education, lifelong learning and human capital development, which is agile and responsive to changes in the world of work, in order to address evolving skills needs.
58. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who had their SUSI grants withdrawn from them during the academic term in each of the past ten years and to date in 2022. [36551/22]
View answerThe information that the Deputy is requesting is not readily available so I have asked Student Universal Support Ireland (SUSI) to prepare a response to this query and this will be provided to the deputy directly as soon as it is available.
59. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science when new signage for the Technological University of the Shannon, Ennis campus will be erected. [36580/22]
View answerNeither I nor my Department have any function in this matter. On-campus operational matters of this type are matters for the higher education institution in question to decide. However, my Department understands that Technological University of the Shannon are in a detailed procurement process for the provision of signage on its campuses. There will be new TÚS signage on the Ennis campus building and all other campuses this autumn.
61. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail progress on apprenticeship commitments, including take up of apprenticeships by sector and county to date in 2022, in tabular form; and if he will make a statement on the matter. [36760/22]
View answer279. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which the number of apprentices is likely to increase in the current year and subsequently; and if he will make a statement on the matter. [36993/22]
View answerI propose to take Questions Nos. 61 and 279 together.
A key objective of the ‘Action Plan for Apprenticeship 2021-2025’ is to ensure that the apprenticeship system will increase its contribution to meeting Ireland’s skills and human capital requirements by delivering on a target of 10,000 apprenticeship registrations per annum by 2025.
In 2021, a record 8,607 new apprentices were registered in the apprenticeship system. This is an increase of nearly 40% compared to 2019, the last “normal” year.
The attached table shows all apprenticeship registrations across the 16 ETBs for 2022, to the end of June. Where fewer than five apprentices were registered, the number is given as "Less than 5" in order to protect individuals' identities.
There have been a total of 3,057 apprentice registrations (2,667 craft registrations and 390 consortia-led registrations) to the end of June.
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.
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 , Supply Chain Associate. So far this year, bar manager, wind turbine maintenance technician and transport operations & commercial driving apprenticeships have been launched. A further 16 programmes are in development.
This progress shows the continued appetite for apprenticeship as a valued option in our national skills architecture.
