Written Answers Nos. 1446-1460
1446. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if there will be any increase in the number of graduate entry medicine places for Irish/European Union students in 2022; and if he will make a statement on the matter. [40301/22]
View answerEnsuring an appropriate pipeline of suitably qualified healthcare professionals is a key priority. 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 Minister for Health Stephen Donnelly TD and I jointly announced an agreement with the Irish medical schools to increase the number of places available for EU students by 200 over the next five years.
The agreement reached with the medical schools will begin with an additional 60 EU students in September 2022, climbing to 120 in September 2023, and up to 200 by 2026.
The additional places in September 2022 will be distributed across the medical schools as follows:
- NUIG – 11 undergraduate places
- TCD – 11 undergraduate places
- RCSI – 11 undergraduate places
- UCC – 11 undergraduate places
- UCD – 11 undergraduate places
- UL – 5 graduate entry places
1447. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the standards that private colleges are required to meet in terms of outlining criteria and processes for selecting applicants for Springboard+ subsidised courses; and if he will make a statement on the matter. [40302/22]
View answerCourses approved for Springboard+ funding must lead to a higher education and training award that is included on the National Framework of Qualifications (NFQ) at Levels 6 to 9 from one of the following Irish awarding bodies:
- Quality and Qualifications Ireland (QQI), including combinations of modules from already validated courses leading to a major award. (*Combinations should be submitted to QQI for approval prior to or at the same time as submission to Springboard+ to ensure adequate time for validation)
- Institutes of Technology
- Universities
- Technological Universities
- Royal College of Surgeons in Ireland
or
Lead to a higher education and training award that is a comparable award based on recognition advice available from QQI.
As part of the validation process for awards the higher education provider must provide details on the entry requirements for applicants, including the previous qualifications they have attained, work experience and anything else considered appropriate. The validating body will take this into consideration as part of this process to ensure that the awards are aligned to the correct level on the National Framework of Qualifications (NGQ). The provider must ensure that their processes for selecting applicants are in line with the terms of the validation so that applicants are assured the programmes they undertake are aligned to the NFQ.
In advertising courses the providers must include information on entry requirements to Springboard+ programmes.
1448. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the anomaly by which lone parents and people with a disability in receipt of rent supplement and disability allowance, one-parent family payment and jobseeker’s transitional payment, who want to take-up education or training are not eligible for SUSI maintenance; and if he will make a statement on the matter. [40309/22]
View answerThe Student Grant Scheme is the principal financial support for students participating in higher education. The Scheme provides for fee and maintenance grants to all students who meet the qualifying criteria such as means, residency, nationality and progression. The decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
Particular priority is afforded to those on the lowest incomes and social welfare dependents through the special rate of grant, which is payable at the higher non-adjacent rate of €6,115 or the adjacent rate of €2,575, depending on the distance travelled to the college attended.
In assessing an application for the 2022/23 academic year, SUSI will have regard to the following qualifying criteria for the special rate of maintenance grant:
1. The student must qualify for the standard rate of grant;
2. Total reckonable income, after income disregards and Child Dependant Increase(s) are excluded, must not exceed €24,500;
3. As at 31st December 2021, the reckonable income must include one of the eligible long-term social welfare payments prescribed in Schedule 2 of the Student Grant Scheme 2022.
One Parent Family Payment, Jobseekers Allowance Transition and Disability Allowance are eligible payments for the purposes of qualifying for the special rate of grant. All three social welfare payments, where paid to the applicant, are income disregards for student grant purposes and are not included in the means test. This treatment, along with other provisions of the scheme, ensures that those students most in need receive supports commensurate with their needs.
As in any statutory scheme, a core principle of the student grant scheme is that there is consistency of approach and an equitable treatment for applicants as part of the means assessment process. All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme. The terms and conditions of funding are applied impartially to all applicants.
Apart from the student grant scheme, students with disabilities are also entitled to support under the Fund for Students with Disabilities (FSD) which provides funding to higher and further education institutions to assist them in offering supports and services to eligible students with disabilities so that they can participate on an equal basis with their peers. The purpose of the FSD is to provide students with a disability with the necessary assistance to enable them to access, fully participate in and successfully complete their chosen course of study.
Additional supports to lone parents are available through the PATH 2 1916 Bursary Fund. Eligible students can be pursuing an approved full-time or part-time undergraduate course that meets the guidelines of the Fund in one of the institutions approved for funding. 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. PATH 2 funding will continue into 2022/2023.
DFHERIS bursaries and FSD funding does not negatively affect SUSI grant eligibility for students.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). Students can apply for the SAF to help with either temporary or ongoing financial difficulties and can be assisted towards their rent, childcare costs, transport costs, medical costs and books/class materials. This Fund is administered on a confidential, discretionary basis and assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended.
1449. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the proposals there are to increase the number of pharmacy students in colleges, particularly in view of the shortage of community pharmacists; and if he will make a statement on the matter. [40342/22]
View answerMy 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. 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.
Officials in my Department are actively engaging with the Department of Health on determining the longer term skills needs of the healthcare services, and the role which the further and higher education sector can play in meeting those skills needs.
My Department does not place a quota on the number of places on pharmacy courses offered by higher education institutions, and as such the number of places provided each year is determined by the institutions themselves in line with their capacity. A number of additional places have been provided in recent years, leading to an increase in the number of new entrants beginning their studies in 2020, the most recent year for which statistics are available.
|
Year |
2016/17 |
2017/18 |
2018/19 |
2019/20 |
2020/21 |
|
New Entrants |
284 |
276 |
317 |
356 |
392 |
For the 2022/23 year, an additional 10 places are being provided on pharmacy courses, and an additional 22 places have been created on pharmacy technician courses.
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.
1450. Deputy Ivana Bacik asked the Minister for Further and Higher Education, Research, Innovation and Science if it is planned to increase capacity for veterinary medicine training in Ireland; and if he will make a statement on the matter. [40412/22]
View answerMy Department does not place a quota on the number of places on veterinary medicine courses offered by higher education institutions, and as such the number of places provided each year is determined by the institutions themselves in line with their capacity.
Funding the Future, a landmark policy document, was launched in May 2022. It provides the policy basis for the vision and direction of higher education funding in a sustainable way. A key element of this policy framework is a focus on driving skills and engagement, with a particular focus on essential public services. Through this policy framework my Department and HEA will strengthen planning for provision, and alignment between the sector and the national skills architecture, including workforce planning for key public services.
Officials from my Department have been engaging extensively with the Higher Education Authority and the higher education sector to identify where additional places can and should be provided in the higher education system for the next academic year and beyond. These additional places will be targeted at areas of acute skills need as identified through our national skills architecture. However there are real, material limits on the number of places that can be created on courses with significant practical elements and placement requirements, such as veterinary medicine.
1451. Deputy Aengus Ó Snodaigh asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of doubling funding for Irish medium third level education and of doubling funding for Acadamh na hOllscolaíochta Gaeilge. [40497/22]
View answerRecurrent grant funding is allocated to higher education institutions under the remit of this Department via (a) a grant to the Higher Education Authority (HEA) for direct disbursement to the Higher Education Institutions and (b) recurrent grant funding provided to institutions directly funded by this Department.
As autonomous bodies, the internal disbursement of grant funding, including how much is allocated to individual areas including Irish language courses, is the responsibility of each individual institution. The specific amount spent on courses delivered through the medium of Irish in the higher education sector is not readily available.
In addition to recurrent grant funding, ring-fenced allocations for specific or important strategic objectives are reserved by the Department or the HEA from time to time. Two Irish language priority provisions are ring-fenced and funded by the Department through the HEA;
1) € 1,766,000 per annum for NUI Galway for Acadamh na hOllscolaíochta Gaeilge; and
2) € 900,000 per annum for universities and colleges to support increased use of Irish among students and staff.
In the Further Education and Training (FET) sector, Education and Training Boards (ETBs) are responsible for structuring their provision according to the demands and needs of learners and according to local and national skills priorities. This is being carried out in conjunction with Strategic Performance Agreements in place between SOLAS and each of the ETBs.
Courses are offered on a demand basis and include courses provided through Irish. As in the Higher Education sector, the full provision for Irish language courses in the further education sector is not readily available. Table A details the 2021 estimated cost of providing Irish Language courses through ETBs.
Education and Training Board Irish language courses provided in 2021, with estimated cost.
|
Education & Training Board |
2021 Expenditure€’000 |
2021 Courses Provided |
|
|
Education & Training Board |
2021 Expenditure€’000 |
2021 Courses Provided |
|
|
1 |
Cavan & Monaghan |
Nil |
Nil |
|
2 |
Cork |
€38 |
10 |
|
3 |
City of Dublin[1] |
€135 |
22 |
|
4 |
Donegal |
€15 |
18 |
|
5 |
Dublin & Dun Laoghaire |
€122 |
26 |
|
6 |
Galway & Roscommon[2] |
€1,350 |
73 |
|
7 |
Kerry |
€76 |
14 |
|
8 |
Kildare & Wicklow |
Nil |
Nil |
|
9 |
Kilkenny & Carlow[3] |
€11 |
2 |
|
10 |
Laois & Offaly |
€9 |
7 |
|
11 |
Limerick & Clare |
€17 |
7 |
|
12 |
Longford & Westmeath |
Nil |
Nil |
|
13 |
Louth & Meath |
€44 |
19 |
|
14 |
Mayo, Sligo & Leitrim[4] |
Not Available |
18 |
|
15 |
Tipperary |
€53 |
7 |
|
16 |
Waterford & Wexford |
€4 |
2 |
[1] City of Dublin ETB (CDETB) – Excluded from the table is €65k of expenditure incurred by CDETB prison service. No learner figures are available for the Irish Prison Service (IPS) as individual prisoner data is not available due to IPS GDPR restrictions.
[2] In 2021 Galway Roscommon ETB (GRETB) directly delivered 58 courses in the Gaeltacht serving 466 learners. GRETB also provided community education grants for a further 15 courses serving 100 learners.
[3] Kilkenny & Carlow ETB (KCETB) – Expenditure is estimated based on current salary costs of teachers providing services
[4] Mayo, Sligo & Leitrim ETB (MSL ETB) proactively encourages the use of the Irish language and the delivery of courses in Irish, and currently delivers part-time courses through the Irish language via the Community Education programme, as required. The total budget for Community Education in MSL ETB for 2022 is approx. €571,000 with €150,000 being made available to grants aiding community initiatives. As they continue to openly support participation in Irish speaking across all provisions and as it is a variable amount, the information to accurately quantify the amount spent on courses and/or teaching through Irish is not available.
1452. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the dates in 2021 and to date in 2022 that he has met formally with the CEO of Dublin-Dun Laoghaire Education and Training Board in tabular form. [40577/22]
View answerInformation in relation to formal engagements I have had with the CEO of Dublin Dun Laoghaire Education and Training Board (DDLETB) is attached, as requested by the Deputy.
|
Engagement |
Date |
|
Unified Tertiary System Webinar |
20 June 2022 |
|
On Show - IADT Graduate Showcase 2022 |
08 June 2022 |
|
Inaugural Meeting of the National Apprenticeship Alliance (NAA) |
24 March 2022 |
|
Visit of European Commissioner for Jobs and Social Rights Mr Nicolas Schmit to Youthreach Clondalkin |
03 March 2022 |
|
Collinstown Park CC virtual visit |
29 March 2021 |
1453. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of Science Foundation Ireland PhDs granted per annum for each of the years 2019 to 2021 and to date in 2022; and if he will make a statement on the matter. [40610/22]
View answerI assume the Deputy is referring to the number of PhDs that were supported by SFI for the years 2019 to 2021.
The below numbers relate to the number of PhDs working on SFI funded awards in the years 2019, 2020 and 2021. The figures for 2022 will not be available until May 2023.
2021: 2,022
2020: 1,878
2019: 1,715
1454. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of students studying part-time for each of the years from 2019 to 2021 and to date in 2022, in tabular form; and if he will make a statement on the matter. [40611/22]
View answerThe number of part time enrolments for the last three academic years are in the table below. The enrolment data for 2021/2022 academic year is not yet available.
|
Enrolments |
2018/2019 |
2019/2020 |
2020/2021 |
|
Part-time |
43,029 |
45,793 |
49,658 |
1455. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of females in apprenticeship courses per annum for each of the years from 2019 to 2021 and to date in 2022, in tabular form; his plans to increase female participation; and if he will make a statement on the matter. [40615/22]
View answerOne of the five overarching objectives of the Action Plan for Apprenticeship 2021-2025 is "Apprenticeship for All". In other words, ensuring that the profile of the apprenticeship population more closely reflects the profile of the general population. As per the latest data available there are 1,443 female apprentices, up from 60 in 2016 and only 665 at the end of 2019, and representing 6% of the overall apprentice population. While this increase is mainly due to the expansion of apprenticeship into new areas, it is also important to note that female representation in craft apprenticeship has doubled in the last 2/3 years and participation in industry areas such as Polymer Processing Technology, Manufacturing, and Engineering is also increasing. Women also feature more strongly in the new apprenticeships in the hospitality, healthcare, property, sales, biopharma and ICT sectors. 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 development of the apprenticeship system. The actions set out in the Plan build on the outcomes of the 2018 Review of Pathways to Participation in Apprenticeship which has already resulted in a significant widening of measures to support increased visibility of apprenticeships. The Action Plan contains a number of key deliverables designed to secure significantly greater diversity by:- including the voice of under-represented cohorts in apprenticeship; putting in place an inclusive apprenticeship access and delivery structure; and monitoring and assessing targets and developing appropriate interventions On 14th April the Minister announced a new gender-based bursary for apprenticeship employers as part of the national Action Plan for Apprenticeship 2021-2025. The bursary, which is worth €2,666, is available to employers who employ apprentices in the minority gender on any national apprenticeship programme with greater than 80% representation of a single gender. It is being implemented with effect from 01 January 2022, and covers all new apprentice registrations from that date on eligible national apprenticeship programmes. The apprenticeship gender-based bursary is an expansion of the ‘female bursary’ available to craft apprenticeship employers prior to 2022. Of the 66 programmes, currently 41 of these meet the eligibility criteria for the bursary. This bursary is in addition to the Government supports that apprenticeship employers receive via the craft training allowance and the Employer Grant. Details of the number of females in apprenticeship courses per annum for each of the years from 2019 to 2021 and to date in 2022 in tabular form are attached.
|
Apprenticeship |
Female- 2019 |
Female-2020 |
Female-2021 |
Female- 2022 (June) |
|
|
Arboriculture |
post 2016 |
0 |
0 |
0 |
0 |
|
Accounting Technician |
post 2016 |
149 |
192 |
186 |
192 |
|
Agricultural Mechanics |
craft |
0 |
0 |
1 |
2 |
|
Aircraft Mechanics |
craft |
16 |
17 |
26 |
21 |
|
Auctioneering and Property Services |
post 2016 |
72 |
108 |
173 |
159 |
|
Bar Manager |
post 2016 |
0 |
0 |
0 |
5 |
|
Brick and Stonelaying |
craft |
0 |
0 |
0 |
0 |
|
Butcher |
post 2016 |
2 |
3 |
11 |
13 |
|
Carpentry and Joinery |
craft |
7 |
6 |
9 |
9 |
|
CGI technical Artist |
post 2016 |
2 |
2 |
2 |
0 |
|
Chef de Partie |
post 2016 |
14 |
15 |
19 |
23 |
|
Commercial Driver |
post 2016 |
0 |
0 |
0 |
0 |
|
Commis Chef |
post 2016 |
23 |
21 |
40 |
35 |
|
Construction Plant Fitting |
craft |
0 |
0 |
3 |
2 |
|
Cybersecurity |
post 2016 |
4 |
8 |
9 |
11 |
|
Cybersecurity Practitioner |
post 2016 |
0 |
0 |
0 |
0 |
|
Electrical |
craft |
47 |
62 |
117 |
116 |
|
Electrical Instrumentation |
craft |
7 |
8 |
13 |
16 |
|
Electronic Security Systems |
post 2016 |
2 |
5 |
2 |
2 |
|
Engineering Services Management |
post 2016 |
0 |
0 |
0 |
0 |
|
Equipment Services Engineer |
post 2016 |
0 |
0 |
1 |
1 |
|
Farriery |
craft |
0 |
0 |
1 |
1 |
|
GEO Driller |
post 2016 |
0 |
1 |
1 |
1 |
|
Hair Dresser |
post 2016 |
11 |
84 |
224 |
205 |
|
Health Care Assistant |
post 2016 |
0 |
0 |
48 |
33 |
|
Heavy Vehicle Mechanics |
craft |
3 |
4 |
6 |
7 |
|
Industrial Electrical Engineer |
post 2016 |
1 |
2 |
3 |
3 |
|
Industrial Insulation |
craft |
0 |
0 |
0 |
0 |
|
Instrumentation |
craft |
2 |
2 |
3 |
4 |
|
Insurance Practitioner |
post 2016 |
103 |
125 |
132 |
79 |
|
International Financial Services Associate |
post 2016 |
11 |
12 |
9 |
10 |
|
International Financial Services Specialist |
post 2016 |
11 |
17 |
13 |
14 |
|
Laboratory Analyst |
post 2016 |
11 |
22 |
35 |
35 |
|
Laboratory Technician |
post 2016 |
12 |
13 |
19 |
16 |
|
Lean Sigma Manager |
post 2016 |
0 |
10 |
25 |
27 |
|
Logistics Associate |
post 2016 |
18 |
28 |
43 |
30 |
|
Manufacturing Engineer (Level 7) |
post 2016 |
5 |
6 |
16 |
18 |
|
Manufacturing Technology (Level 6) |
post 2016 |
11 |
17 |
22 |
22 |
|
Mechanical Automation & Maintenance Fitting |
craft |
7 |
9 |
8 |
7 |
|
Metal Fabrication |
craft |
1 |
1 |
2 |
3 |
|
Motor Mechanics |
craft |
15 |
19 |
41 |
43 |
|
Network Engineer Associate |
post 2016 |
7 |
10 |
6 |
6 |
|
OEM Engineer |
post 2016 |
0 |
2 |
2 |
2 |
|
Painting and Decorating |
craft |
5 |
4 |
6 |
6 |
|
Pipefitting |
post 2016 |
1 |
0 |
1 |
1 |
|
Plastering |
craft |
0 |
0 |
0 |
1 |
|
Plumbing |
craft |
4 |
5 |
4 |
7 |
|
Polymer Processing Technology |
post 2016 |
2 |
4 |
5 |
4 |
|
Principal Engineer |
post 2016 |
0 |
0 |
2 |
4 |
|
Recruitment |
post 2016 |
0 |
14 |
24 |
27 |
|
Refrigeration and Air Conditioning |
craft |
1 |
2 |
4 |
6 |
|
Retail Supervision |
post 2016 |
38 |
79 |
93 |
88 |
|
Sales |
post 2016 |
0 |
8 |
12 |
13 |
|
Scaffolding |
post 2016 |
0 |
0 |
0 |
0 |
|
Sheet Metalworking |
craft |
1 |
1 |
1 |
2 |
|
Software Developer Associate |
post 2016 |
28 |
47 |
61 |
59 |
|
Sous Chef |
post 2016 |
1 |
0 |
6 |
6 |
|
Stonecutting and Stonemasonry |
post 2016 |
0 |
0 |
0 |
1 |
|
Supply Chain Associate |
post 2016 |
0 |
0 |
5 |
3 |
|
Supply Chain Manager |
post 2016 |
0 |
3 |
12 |
14 |
|
Supply Chain Specialist |
post 2016 |
0 |
3 |
11 |
11 |
|
Telecommunications and Data Net. Tech. |
post 2016 |
4 |
3 |
5 |
5 |
|
Toolmaking |
craft |
3 |
4 |
4 |
4 |
|
Vehicle Body Repairs |
craft |
2 |
5 |
4 |
4 |
|
Wind Turbine Maintenance Technician |
post 2016 |
0 |
0 |
0 |
0 |
|
Wood Manufacturing and Finishing |
craft |
1 |
4 |
4 |
4 |
|
Grand Total |
665 |
1017 |
1535 |
1443 |
1456. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the funding allocated and spent in the fund for students with disabilities for each of the years 2011 to 2021 and to date in 2022; if he will provide a breakdown of spending within the fund in tabular form; and if he will make a statement on the matter. [40680/22]
View answerThe purpose of the fund for students with disabilities (FSD) is to provide resources to higher education institutions for the delivery of key services and supports for students with disabilities. The FSD operates firmly within the context of the wider education policy landscape in Ireland, which emphasises the importance of the system being one in which students of all backgrounds can succeed within the mainstream, including those with disabilities.
The FSD is designed to complement, rather than substitute for, the core system. It is important to state allocation is made on a calendar year rather than an academic one and HEI’s will be paid again at the beginning of new academic year. Therefore figures for 2022 are not finalised.
Please see attached spreadsheet with allocation and expenditure from 2011 until June 2022.
1457. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will publish the mature students research study commissioned by the Higher Education Authority from an organisation (details supplied) in 2020; and if he will make a statement on the matter. [40681/22]
View answerIn 2020 the HEA commissioned a study on the issues and challenges associated with first-time mature student participation in higher education and to make recommendations that will support increased participation from this group.
Following a competitive tender process, Indecon Economic Consultants were appointed to carry out a study which included a comprehensive stakeholder consultation process and survey of current, former and prospective mature students.
The final report was published by the HEA on 14th June 2021 and its findings and recommendations will inform the actions, goals and priority groups for the next National Access Plan 2022-2028.
Work on this new Strategic Action Plan is almost complete. The Minister will be bringing a Memorandum for Government to Cabinet shortly.
A recommendation of the Study of Mature Student Participation in Higher Education (2021) is that access targets and supports need to focus on mature students who are from disadvantaged communities. Mature students in Ireland are defined as those who are 23 years or over on 1 January in their year of entry to higher education.
The report is available on the link below
hea.ie/assets/uploads/2021/06/Study-of-Mature-Student-Participation-in-Higher-Education_June-2021.pdf.
1458. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will publish the review of monitoring and oversight of higher education institutions commissioned by the Higher Education Authority by an organisation (details supplied) in 2020; and if he will make a statement on the matter. [40682/22]
View answerThe review referred to by the Deputy was commissioned by the Higher Education Authority (HEA) independently of my Department and was carried out in the context of its statutory role with regard to the effective governance and regulation of the higher education sector.
I understand that the HEA undertook the review in order to identify improvements in the reporting and monitoring activities related to the core recurrent grant between the HEA and the higher education institutions and to provide recommendations to the HEA. This included a review of existing procedures and reporting developed by the HEA to meet the requirements of the Department of Public Expenditure and Reform Circular 13/2014 (Management of and Accountability for Grants from Exchequer Funds).
It is not generally practice for the HEA to publish such reports, however, the HEA has provided my Department with a copy of the report which is attached for the Deputy's information. Following engagement by the HEA with the sector all of the recommendations outlined in the report have been fully implemented.
1459. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the details of each time that the Higher Education Authority enlisted the services of consultants in 2021; the date and value of each contract; and if he will make a statement on the matter. [40683/22]
View answerDetails of consultancy services the Higher Education Authority engaged in 2021 are set out in the attached spreadsheet.
|
Consultant Name |
Gross Value € |
Contract Details |
|
Advance HE |
223,000 |
Gender Equality Charter for Irish Higher Education Institutions |
|
Bid and Tender Management Services Ltd |
5,407 |
Procurement Advice |
|
BDO |
5,320 |
Review of HE Landscape funding |
|
Byrne Actuaries |
6,150 |
Pension Actuary Services |
|
CBRE Limited |
30,098 |
2020 Space Survey for Capital Programmes |
|
CIS Construction Information Services |
5,167 |
Student Accommodation Research and Analysis |
|
Crowleys DFK |
7,102 |
Tax Advice |
|
Crowleys DFK |
7,975 |
HEA Finance & Governance and Audit & Risk Committees membership as Non Executive Member |
|
Crowleys DFK |
37,514 |
Process Auditors |
|
Crowe Advisory Ireland Limited |
12,507 |
IRC Invoicing for Enterprise Partnership programmes (Issuing invoices to third parties involved in this programme) |
|
David Hudson |
2,399 |
Consultancy Finance System |
|
Deloitte Ireland LLP |
32,521 |
Internal Audit |
|
Dr Magdalena Staniek |
1,666 |
Consultancy for Erasmus Programmes |
|
Ernst & Young |
82,330 |
Business process review |
|
ESRI Ireland Ltd |
30,674 |
Consultancy service for the higher education space survey data and developing a system |
|
Eversheds Sutherland |
58,169 |
Legal Services |
|
Eversheds Sutherland |
21,860 |
Contract and Procurement Advice |
|
Graduate Outcome Survey |
63,633 |
Survey payments to various Higher Education Institutes |
|
International Graduate Insight Group Ltd |
99,106 |
Student Survey and Statistical Consulting Services |
|
John Gibney |
21,000 |
Oversight of the LIT Coonagh Fit Out (Phase 1) project |
|
Journey Partners |
3,998 |
Interview Services |
|
Karatas Consultants Limited |
1,514 |
Consultancy for International Programmes |
|
Lucy Michael Research |
24,354 |
Race & Equality Surveys |
|
Kwintessence |
4,732 |
Consultancy Services for European Research Grant Application |
|
KOS Ergonomic Solutions Ltd |
1,150 |
Ergonomic Assessments |
|
Mazars |
3,449 |
Data Protection Consultancy |
|
Mazars |
43,173 |
Annual Governance Statements Reviews |
|
Mazars |
168,697 |
Audits and External Reviews |
|
Michael O'Connell |
2,029 |
HEA Finance & Governance and Audit & Risk Committees membership as Non Executive Member |
|
MKO Estates and Project Management Ltd |
914 |
Consultancy Services for Capital Programmes |
|
NUIG |
28,334 |
Review & Analysis Sexual Violence & Harassment Surveys |
|
O'Brien Governance Design |
2,362 |
Governance and Process Auditor Services |
|
OECD |
145,000 |
Review of Technological University Organisational Structures |
|
Orbidal Group Ltd |
14,363 |
Procurement Consultancy |
|
Ortus Economic Research Ltd |
9,221 |
Review of IRC Gender Strategy and Action Plan |
|
QQI |
25,000 |
Evaluation of the comparability of the Advanced Certificate and Higher Certificate Qualification |
|
Raiseaconcern |
2,915 |
Assessment of Protected disclosure |
|
Raiseaconcern |
11,826 |
Legal Advice |
|
Royal Irish Academy |
20,000 |
Gender Review |
|
Scipol Services Ltd |
4,428 |
IRC Strategy Development |
|
Typetec |
5,504 |
IT Network and Security Review |
Note: The HEA are not in a position to provide specific contract dates as the details provided are taken from their payments system and represent payments made in 2021.
1460. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 1220 of 14 June 2022, the reason for the substantial decline in the level of European Social Fund funding in 2022 from previous years. [40684/22]
View answerThe European Social Fund (ESF) is the EU's key instrument for investing in people, focusing on improving employment and education opportunities as well as enhancing social inclusion and tackling poverty. ESF Funding is allocated over 7 year programming periods aligned to the EU’s Multi-annual Financial Framework (MFF).
It is important to note that the activities included in the ESF programmes are fully funded up-front by the Exchequer with the ESF funding claimed in arrears.
The original overall expenditure under the 2014-2020 ESF Operational Programme was €1,157m with EU co-financing of €613m (including both the ESF and Youth Employment Initiative allocations). Following the exceptional measures introduced by the Commission in response to the COVID 19 pandemic, the Programme Monitoring Committee in September 2020 agreed to (and subsequently approved by the Commission in December 2020):
(a) transfer €60m of the ESF allocation to the European Regional Development Fund (ERDF) to support the cost of supplying essential Personal Protective Equipment for use in the fight against COVID 19; and
(b) avail of the optional co-financing rate of 100% to be applied to expenditure declared during the 2020/21 financial year (from 1 July to 30 June).
The transfer to the ERDF reduced the overall expenditure to €1,037m (a reduction of €120m combining the reallocation of €60m ESF and the complementary €60m national contribution) and the EU contribution to €552.661m.
To-date, 97% of the 2014-2020 EU ESF Allocation (€552.661m) has been received and distributed, with the remaining €18m to be distributed after the formal Closure process is complete in line with the EU regulations. Accordingly, the main reason for the reduction in ESF receipts in 2022 is due to the accelerated drawdown of ESF funds in 2021.
