Written Answers Nos. 62-79
62. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the increase in university places in September 2022; his plans to further expand course places in the coming years; and if he will make a statement on the matter. [35746/22]
View answer77. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide further details on the additional 1,056 places in higher education specifying the numbers that will be added to in-demand courses; the number of places that are over and above what is needed to meet demographic demand; and if he will make a statement on the matter. [36796/22]
View answerI propose to take Questions Nos. 62 and 77 together.
On 28th June, I announced the creation of over one thousand college places across a range of disciplines, including welfare, nursing, ICT, architecture and construction, engineering and environment. These places are available from September 2022.
The places were created following extensive engagements between my Department, the HEA and the higher education sector. The places are in areas of key skills needs, as identified by the national skills architecture, and will be permanent additions in the system. A significant effort was made to increase the capacity of in demand courses which will address areas of skills shortages. The Minister for Health and I will bring a memo to government in the coming weeks outlining a five year plan to secure additional medicine places.
A breakdown of the additional places is in the table below:
|
Discipline |
Number of places |
|
ICT |
235 |
|
Architecture & construction |
138 |
|
Healthcare |
261 |
|
Engineering |
112 |
|
Education |
64 |
|
Biological & related sciences |
69 |
|
Welfare |
59 |
|
Environment |
27 |
|
Other |
91 |
|
Total |
1,056 |
It is important to create these places in a sustainable way, taking into consideration the requirements of the expanded facilities, lecturing expertise and clinical and other placements needed, and to do so in areas that open up continuing career opportunities for learners.
63. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question Nos. 158 and 173 of 19 May 2022, if his Department has reviewed the 2023 funding provision to support Local Training Initiatives; if so, if he will outline the allocation approved; and if he will make a statement on the matter. [36680/22]
View answerThe 2022 provision of €16.83m approved by SOLAS for Local Training Initiatives (LTI) in response to ETB requests, is broadly in line with the €16.53m approved for 2021. This funding is expected to support almost 4,500 LTI beneficiaries and it will be reviewed during the year. The 2023 funding allocation for LTI will not be decided until the Further Education and Training (FET) budget for 2023 is finalised and SOLAS has considered the funding applications that will be submitted by the ETBs.
Training provision organised through LTI programmes is not intended to be permanent and it is this aspect, which provides ETBs with the flexibility to use their resources in the community effectively and in response to emerging needs. LTI programmes enable local communities to carry-out valuable and necessary projects of benefit in their communities. They are primarily designed for unemployed people, who are experiencing difficulty in gaining entry to the labour market. The importance of the role played by the LTI programme within its overall ETB provision is well-recognised.
64. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the engagements he has had with a view to increasing the provision of on campus accommodation for students. [35749/22]
View answerSince becoming Minister, both I and my Department officials have engaged and continue to engage on as ongoing basis with the Minister and Department of Housing, Local Government and Heritage and the wider higher education sector and relevant stakeholders on student accommodation issues including within the context of the advancement of the Government's Housing for All policy. Fifteen meetings have taken place this year.
As a country, we know that we need to dramatically increase the supply of all types of housing and accommodation, including student accommodation. That is why the Government has launched Housing for All, led by the Minister for Housing, Local Government and Heritage setting out a series of actions which will be delivered to address the housing crisis. The plan is backed by the largest housing budget in the history of the State to transform our housing system, in excess of €20 billion.
In recent weeks I have met with the presidents and chairs of all the traditional universities and technological universities to discuss any immediate proposals they may have identified or be able to identify in relation to any additional student accommodation provision that may be pursued in the short to medium terms and my Department is continuing to liaise with the higher education institutions in this regard.
In this context the Department understands that hundreds of additional bed spaces are to be made available by HEIs for the start of the forthcoming academic year and that in addition a major development of 674 additional bed spaces underway at NUI Galway is expected to be delivered later in the academic year.
As with housing and accommodation policy more generally, there are significant issues to be considered including with respect to financing and funding, affordability issues, addressing viability gaps for developments, complying with State aid rules and ensuring value for money. The potential for interventions, taking account of these issues, is being considered in collaboration with relevant Departments across Government. I will be attending the Cabinet Housing next week to discuss student accommodation policy to discuss this further with my Cabinet colleagues.
65. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of health care courses or programmes available to persons wishing to enter or remain in therapy disciplines including speech and language, occupational therapy, physiotherapy, social workers and psychology; the number of course places available in each of the years 2019, 2020 and 2021, in tabular form; and if he will make a statement on the matter. [36284/22]
View answerThe following enrolment data was sourced from the HEA SRS database.
A list of courses available in the therapy disciplines requested is contained in the attached spreadsheet.
|
Table 1: Enrolments by Discipline |
|||
|
Enrolments by Discipline |
2018/2019 |
2019/2020 |
2020/2021 |
|
Speech and Language |
463 |
478 |
477 |
|
Occupational Therapy |
498 |
487 |
504 |
|
Physiotherapy |
819 |
822 |
834 |
|
Social Workers |
5090 |
4958 |
5152 |
|
Psychology |
3055 |
3234 |
3530 |
|
Table 2: Courses by Discipline |
|||
|
Courses by Discipline |
2018/2019 |
2019/2020 |
2020/2021 |
|
Speech and Language |
11 |
11 |
10 |
|
Occupational Therapy |
8 |
9 |
9 |
|
Physiotherapy |
11 |
11 |
12 |
|
Social Workers |
40 |
55 |
53 |
|
Psychology |
79 |
78 |
78 |
66. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase undergraduate and graduate entry places for medical, nursing, health, social care and well-being further and higher education places in 2022 and 2023; the number of places he will add; and if he will make a statement on the matter. [34615/22]
View answerEnsuring an appropriate pipeline of suitably qualified healthcare professionals is a key priority. The challenges presented by Covid-19 have given extra urgency to the need to address the long-term workforce planning needs of the health system. My Department is strongly committed to supporting the health of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce, and support a range of clinical teams in our health services.
I recently announced 1,056 extra college places for September 2022, which includes places on welfare and nursing programmes. In the coming weeks, the Minister for Health and I will bring a memo to Government to outline a five-year plan to secure extra places in medicine.
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 Department of Health is receiving technical support under the European Commission Technical Support Instrument (TSI) 2021 to develop a Health and Social Care Workforce Planning Strategy and Workforce Planning Projection Model based on international best practice.
A key outcome of project is the development of the necessary tools, processes, and technical capacity to produce rolling health and social care workforce planning action plans and implement targeted policy measures for health and social care workforce reform. Officials in my Department are engaging with the Department of Health and the project team to support this outcome.
I will ensure that there is continued engagement with all stakeholders to ensure that we deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector.
67. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons granted a SUSI grant in each of the past ten years and to date in 2022. [36550/22]
View answerThe number of persons granted a SUSI grant in each of the past ten years and to date in 2022 is below. While the information goes back to the 2012/2013 academic year, it is important to say the first year that SUSI processed all applications was the 2015/2016 Academic year, and the numbers should be read in that context.
|
2012-13* |
2013-14* |
2014-15* |
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
2020-21 |
2021-22 |
|
40,615 |
59,855 |
75,255 |
84,012 |
84,111 |
82,077 |
79,797 |
76,348 |
79,275 |
76,419* |
*Data for academic year (2021/22) may change as processing is ongoing
68. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is working with the Department of Social Protection to reinstate SUSI maintenance grant for lone parents in receipt of the back to education allowance; and if he will make a statement on the matter. [36766/22]
View answerThe statutory based Student Grant Scheme and Student Support Regulations are reviewed annually by my Department, following consultation with various stakeholders. In particular my Department consults with the Department of Social Protection on an ongoing basis around various support schemes available to students in both Departments.
Students in receipt of the Back to Education Allowance (BTEA) are not eligible for maintenance support under the student grant scheme, as this would result in a duplication of income support payments. However, students in receipt of BTEA, may be considered for SUSI fee supports up to a maximum of €6,270.
Under the third National Plan for Equity of Access to Higher Education 2015-2021, which expired in December 2021, Lone parents were identified as a target group that are currently under-represented in higher education. The Programme for Access to Higher Education (PATH) Fund is the funding mechanism that supports the implementation of the NAP through its three Strands – Strand 1 supports access to initial teacher education, Strand 2 provides a three-tiered bursary scheme to NAP target group students and Strand 3 supports regional clusters of higher education institutions with the aim of attracting additional students from groups currently under-represented in higher education. All three strands support the inclusion of Lone Parents.
It is a condition of the 1916 Bursary Fund that at least 20% of bursaries be made available to Lone Parents. Since the commencement of PATH 2, over the last 4 years a total of 235 Lone Parents were allocated a 1916 Bursary, exceeding the 20% requirement each year.
The new National Access Plan will succeed the third National Plan for Equity of Access to Higher Education. Work on finalising the next Plan is almost complete. My Department and the HEA has led a public consultation process and has engaged with a wide range of stakeholders in the preparation of this Plan. The New Plan seeks to target underrepresented students, vulnerable students or students who have experienced disadvantage and therefore face challenges in accessing higher education and experiencing belonging in higher education.
69. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if he has considered an increase to the apprentice pay rates given the rising cost of living. [36772/22]
View answerApprentices 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.
70. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline the way that apprenticeship training will help meet the evolving skills needs of the economy; and if he will make a statement on the matter. [36758/22]
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.
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.
71. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he will take to ensure that universal design for learning policies that are embedded within each further and higher education institution and universal design for learning principles are incorporated within all class preparations; and if he will make a statement on the matter. [36729/22]
View answerOn 2nd June 2022, I announced new initiatives to support autistic students and those with an intellectual disability access higher 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 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.
These measures are to be put in place under a new PATH Strand 4: Universal Design for All and improving opportunities for Students with Intellectual Disabilities to engage in Higher Education.
PATH 4 (Programme for Access to Higher Education) aims to:
- support a more diverse student body in Higher Education that includes students with an intellectual disability
- support capacity building and embed universal design approaches for all, particularly students with autism and an intellectual disability in higher education
- develop policies and subsequent implementation plans to promote participation of students with intellectual disabilities in higher education
- advance a holistic student-centred partnership approach within the tertiary education sector which will enable students with an intellectual disability reach their potential.
A key priority of Future FET: Transforming Learning, the national Further Education and Training (FET) Strategy 2020-2024 is to ensure consistency of support for all learners, underpinned by a universal design approach. This approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities. I was delighted to launch the UDL for FET Practitioners Guidance last summer which SOLAS and Education Training Boards Ireland [ETBI] partnered with AHEAD to develop, with substantial consultation and engagement with FET practitioners. This practical guidance document builds on existing good inclusion practices in the FET sector and outlines how universal design for learning principles and practices can help FET practitioners reduce barriers to learning by building and incorporating flexibility, accessibility, learner voice, and choice in the fabric of the learning interactions they design. SOLAS is continuing to develop the knowledge and resources that promote and drive consistent learner support, based on the UDL principles in partnership with key stakeholders.
73. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the number of additional further education places that will be provided up to the end of 2025; and if he will make a statement on the matter. [36658/22]
View answerWorking targets for the in FET System Performance Framework 2022-2024 were set out in the SOLAS Corporate Plan 2021-23 which is published on the SOLAS website. It was noted that the targets would continue to be reviewed when the 2021 full-year position became clear and in light of changes to the external environment.
SOLAS and the 16 Education and Training Boards are currently developing new three year Strategic Performance Agreements for Further Education and Training delivery over the next three years. The agreements will include targets for the number of learners across all programme types annually. These Agreements will be published in Q3 2022.
The level of provision will also be impacted by decisions taken in the Estimates Campaigns for the intervening years.
74. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science his future plans for MTU Kerry Campus; and if he will make a statement on the matter. [36718/22]
View answerA new 9,042m2 STEM building is planned for Munster Technological University (MTU) Kerry Campus, under the Higher Education PPP programme, consisting of labs, agri-machinery workshops, classroom spaces and ancillary space. The new STEM building will replace older infrastructure on the South Campus and will increase the capacity of the institution by some 440 students.
An entrance upgrade project was approved for funding of €393,000 on 21st October last to improve access at the North Campus. The funding allows for the addition of a right hand turning lane, lighting and pedestrian access upgrades. This is due for completion shortly.
I expect MTU Kerry Campus apprenticeship provision to be included in a nationwide announcement of funding for apprenticeship infrastructure I will be making in the coming days.
MTU has ambitious development plans for its campuses, including in Kerry. The Technological Sector Strategic Projects Fund (TSSPF), which I announced in February, will support additional capacity, upgrading and enhancement of infrastructure in Technological Universities. Proposals submitted for support under that Fund are currently under assessment.
75. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that he is taking to ensure the roll-out of a sexual violence response programme (details supplied) to all third level educational institutions; and if he will make a statement on the matter. [36283/22]
View answerI thank the Deputy for her question on this matter.
Tackling sexual violence and harassment in our tertiary education system is and will remain, a key policy focus for me and my Department. In August 2020, I wrote to all publicly funded HEIs outlining my commitment to tackling sexual violence and harassment in higher education and requesting a number of actions in this area, including the development of institutional action plans on tackling sexual violence and harassment. In this regard, I have been advised that all publicly-funded HEIs now have such action plans in place. I have also expanded the remit of the HEA’s Centre of Excellence for Gender Equality to cover all areas of equality, diversity and inclusion, as well as oversight of the implementation of the Framework for Consent in HEIs.
To assist institutions with implementation of the Framework, funding of over €400,000 has been allocated by my Department to a number of initiatives since its launch. These initiatives have mainly focused on training, education and awareness raising initiatives. The HEA has allocated further funding of over €500,000 towards consent workshops, the development of the anonymous report and support tool, and the intervention programme referred to by the Deputy. The HEA has allocated €20,000 to support the roll out of a pilot of the online version of the programme referenced to all HEIs in 2022.
In January 2019 the Online Programme referenced by the Deputy was launched. The programme educates and empowers participants to recognise acts of sexual harassment and violence and to cultivate their capacity to demand a zero-tolerance approach to all such behaviour, enabled by their upskilling in making safe and effective interventions. Stepping in to identify and stop sexual harassment and violence rightly places the spotlight on the perpetrator and their behaviour whilst providing support for the vulnerable party. Each intervention can be both informative and transformative for the parties involved. Through targeted training, these interventions can be normalised, and ultimately identify a new level of expectation, and a new normal for all in society.
This training is a key targeted educational initiative to support staff and students in higher education to identify and challenge all forms of sexual harassment and violence.
The Intervention programme has advised that it has responded to the growing interest from second levels schools by developing a pilot Intervention programme training programme. This was initially developed in collaboration with 7 Cork City and county schools. Training has subsequently been delivered to 140 teachers, and it is being rolled out in 45 schools.
76. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail new initiatives to support autistic students and those with an intellectual disability to access third level education; and if he will make a statement on the matter. [36752/22]
View answerInclusion is one of the core strategic goals for the Department of Further and Higher Education, Research, Innovation and Science. A key ambition is to ensure that supports and opportunities are provided for learning to all. This means recognising the needs of vulnerable learners, people who are most marginalised and people with special and additional needs and assisting them in accessing and progressing through tertiary education.
The new National Access Plan, a Strategic Action Plan for Equity of Access, Participation and Success 2022-2028, (NAP), which is almost complete, will continue to support increased participation in Higher Education for students with disabilities.
The new plan seeks to continue to target under-represented students as well as vulnerable students or students who have experienced disadvantage and therefore face challenges in accessing higher education and experiencing belonging in higher education.
€5m was secured under Budget 2022 to support new pilot initiatives and enhance existing initiatives under the Programme for Access to Higher Education (PATH) Fund to address priority actions under the NAP, including new initiatives to support autistic students and those with an intellectual disability access third level education.
A decision has been taken to ring-fence €3m of this fund for a four year pilot period to support the implementation of PATH Strand 4: Universal Design and Engagement of Students with Intellectual Disabilities in Higher Education. (The allocation of the remaining €2m to measures which will support the implementation of the new plan is currently under consideration).
This important development will support all students with disabilities including autistic students and will help to build on the existing but limited provision already available in Higher Education Institutions for students with intellectual disabilities.
PATH 4 will be implemented on a phased basis as follows:
Phase 1 (2022) will comprise a once off fund totalling €3 million for Universal Design, to be allocated to higher education institutions in 2022.
This will advance universal design and inclusive practices in higher education. It will support student success for all students and learners in higher education and will be of particular benefit to students with special educational needs, including students with autism. Phase 1 will allow the sector to prepare and build/enhance capacity for engagement in Phase 2 of Path 4. It will enhance commitment to universal design and inclusive practice across the sector, which will also benefit the broader category of students with Special Educational Needs including students with autism.
Phase 2 will involve a three-year pathfinding pilot to support an enhancement of course provision for students with intellectual disabilities and to inform future policy considerations for students with intellectual disabilities.
The procurement of expertise to support the Department and HEA is planned to support the management of a structured engagement process (including engagement with learners themselves) to design an appropriate call for proposals for students with an intellectual disability in ways that facilitate appropriate evaluation.
78. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will confirm that the 25 per cent increase recommended SUSI review does not take account of recent price increases; if his Department will have updated estimates; and if he will make a statement on the matter. [36792/22]
View answerI believe the Deputy is referring to the recent review of the Student Grant Scheme and the findings 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 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.
79. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the capital expenditure in 2021 for further education colleges; the level of capital funding provided for this sector in 2022; and if he will make a statement on the matter. [36657/22]
View answerThe National Development Plan commits to a step up in investment in further education and training infrastructure.
Capital expenditure increased from €5.5m in 2018 to €20.8m in 2021. I can advise the Deputy that the overall 2022 further education capital allocation is €47.5m.
