Written Answers Nos. 409-428
409. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will ensure that students (details supplied) are enabled to continue their studies as planned at the commencement of their course; and if he will make a statement on the matter. [44370/22]
View answerI understand that in early July this year, the Technological University of the Shannon (TUS) terminated the agreement between the former Athlone Institute of Technology and Cavan Institute whereby students undertook the first year of the Level 7 BA degree in Applied Social Studies in Social Care in Cavan Institute and completed the remaining years in Athlone. TUS based their decision on foot of queries raised in a report from CORU, the Health and Social Care Professionals Council.
All students who successfully completed Year 1 of the link programme in Cavan Institute have been accommodated and will be progressing to Year 2 in TUS (Athlone). TUS (Athlone) are also contacting all eligible applicants who applied to the outreach link programme in Cavan Institute, to offer them a place on the same programme delivered in the TUS Athlone campus. Supports required for individuals to assist in taking up this progression opportunity are currently being worked out directly between TUS and individual applicants.
Some students have elected to undertake programmes in Cavan Institute and been offered places accordingly.
410. Deputy Michael Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science if the case of a child (details supplied) will be examined; and if he will make a statement on the matter. [44475/22]
View answerThe Rehab Group's National Learning Networks operating throughout the county offer vocational courses funded by the Education and Training Boards and rehabilitative training programmes funded by the HSE. From my officials enquiries of Kerry ETB, I understand that the person concerned is not attending an ETB funded course. Accordingly as the course is a HSE course the question of Personal Assistant support is a matter for the HSE/Rehab.
411. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons employed in his Department that have a formal agreement to work from home one day per week, two days per week and five days per week; his Department’s policy in respect of facilitating requests by persons to work from home; and the number of persons that have made requests to work from home in 2021 and to date in 2022, that have been declined. [44581/22]
View answerA phased return to physical attendance in the workplace commenced for staff members in my Department following the easing of Government restrictions earlier this year. The majority of staff of my Department are currently attending the office for a minimum of two days per week and working remotely for the remaining days. Following the publication of the Blended Working Policy Framework for the Civil Service by my colleague the Minister for Public Expenditure and Reform, my Department has developed a draft blended working policy based on the overarching framework, tailored to its business requirements. Consultation on this policy is currently underway with staff representatives. Once agreed and rolled out, staff members will be eligible to make applications to work remotely for a number of days per week. This will require the approval of line management, in line with the parameters set out in the Department’s blended working policy in relation to the maximum number of remote working days permitted.As per the overall framework and in line with the Department’s policy, staff members will not be permitted to work 100% remotely and managers will be instructed not to facilitate that form of working arrangement.
412. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of different further education and training courses offered in each county in tabular form if they are full or part-time; and if he will make a statement on the matter. [44592/22]
View answerDetails of Further Education and Training courses are available on www.fetchcourses.ie. This database, which was developed by SOLAS, in partnership with Education and Training Boards Ireland (ETBI) and other Further Education and Training providers, can be searched by location, provider, award, learning field, programme category and delivery mode.
413. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons that were granted a SUSI grant in each of the past ten years and to date in 2022; and if he will provide a breakdown by county for the year 2021 and to date in 2022, in tabular form. [44679/22]
View answer414. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who applied for a SUSI grant in each of the past ten years and to date in 2022; and if he will provide a breakdown of the number of persons by county for the year 2021 and to date in 2022, in tabular form. [44680/22]
View answer415. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who were refused a SUSI grant in each of the past ten years and to date in 2022; and if he will provide a breakdown of the number of persons by county for the year 2021 and to date in 2022, in tabular form. [44681/22]
View answer416. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons for whom SUSI funding has been withdrawn during the academic year in each of the past ten years and to date in 2022; and if he will provide a breakdown of the number by county for the year 2021 and to date in 2022. [44682/22]
View answerI propose to take Questions Nos. 413 to 416, inclusive, together.
The information sought by the Deputy is currently being compiled by SUSI, who are the awarding authority. I have arranged for officials from my Department to forward the information directly to the Deputy's office once it is received from SUSI.
417. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that he is taking to reduce the student registration fee for third level institutions; and if he will make a statement on the matter. [44700/22]
View answerOn 5 September, in advance of the budget, I published, for the first time, a costs of education paper which will set out the possible policy options, and their indicative costs, to aid public discussion on how we should prioritise any interventions to address costs of education. The paper “Funding the Future, an annual options paper on reducing the cost of higher education can be found here: www.gov.ie/en/publication/28c9d-funding-the-future-an-annual-options-paper-on-reducing-the-cost-of-higher-education/
This paper is further step in deepening my commitment to the progressive consideration and implementation of measures to address costs as a barrier to education, within the overall context of Government policy towards costs of living and other relevant strategies including those related to access and participation in education.
I have already taken a number of significant steps in this regard, including major changes to the SUSI student support scheme and the elimination of participation fees for PLC courses from this September.
With this in mind, it is important to highlight the very substantial financial support, currently well in excess of half a billion euro, provided by the taxpayer towards tuition fees and the student contribution for students in higher education. This comprises State funding of tuition costs amounting to €357 million per annum for 146,000 eligible higher education students and €190 million paid by the Exchequer under the Student Grant Scheme in respect of all or some of the €3,000 student contribution which benefits over 65,000 eligible students.
It is important to recognise that the overall funding provided by the student contribution, which is shared between the students and families and the State, is a significant element of the income of our higher education institutions. The student contribution rate therefore requires consideration not just in the context of costs of education for families but also in terms of implications for the sustainable model of funding higher education.
I have, however, been clear and consistent in stating that I believe the value of the student contribution share, as paid by students and families compared to the states contribution, is too high and that a priority for me in the forthcoming Estimates process will be to seek a reduction for student and families with an increase in the funding provided by the state, particularly in the context of the cost of living challenges being experienced by families.
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.
As I look towards the next budgetary cycle, I will be examining all the levers I have to address the cost of education in a way that has impact for students and families and that applies broadly and fairly across society. Unfortunately at this time it is not possible to pre-empt the outcome or funding for student support measures in advance of Government's Budget 2023 announcement on 27 September.
418. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the reason that a person (details supplied) has monies outstanding to Maynooth University; and if he will make a statement on the matter. [44753/22]
View answerThe Student Grant Scheme, administered by SUSI, provides grant assistance to students pursuing an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
I have been advised by my officials that the student outlined by the Deputy registered onto a course in the Technological University of Dublin (TUD), and, onto a course in Maynooth University in the 2021/2022 academic year. Where students are registered with a college and withdraw after 31 October and before the end of January, colleges are entitled to claim half the fees awarded. As the student in question did not withdraw from TUD until December 2021, TUD correctly made a claim to SUSI for half the fees awarded. SUSI does not have discretion in deciding to pay fee claims made by colleges. The onus is on the student to ensure that they withdraw correctly from a course onto which they have previously registered.
As things stand, this student’s full fee grant entitlement has been paid in accordance with the registration details received by SUSI and valid fee claims submitted by both colleges on the basis of the student having registered on both courses and not formally withdrawn or deregistered within the timeframe necessary to avoid a charge becoming due.
If the student in question were to request that TUD backdate their withdrawal date to an earlier date prior to 31 October 2021, the student could then notify SUSI who could request a refund from TUD, and, once fees were refunded, advise Maynooth to invoice for the outstanding balance.
419. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if Ireland will consider applying to join the European Organisation for Nuclear Research due to the enormous scientific and research benefits associated with membership; and if he will make a statement on the matter. [44777/22]
View answerUnder the National Development Plan 2018-2027, as part of Project Ireland 2040, the Government outlined its intention to review Ireland's membership of international research organisations, including CERN. The Government gave a specific commitment in Innovation 2020 to initiate discussions with several international research organisations. Four organisations were identified – CERN, the European Southern Observatory, ELIXIR and LOFAR - and membership of three of these organisations has now been completed.
Impact 2030, the national strategy for research and innovation, undertakes to further review and optimise Ireland’s membership of international research organisations to ensure that our engagement reflects our existing and emerging strategic priorities. Ireland continues its consideration of CERN membership in this context.
CERN membership would generate opportunities for Irish enterprise and for Ireland’s research community. However, while the benefits of CERN membership are recognised as significant, the cost is also significant and must be assessed in the context of other Departmental and national investment priorities.
CERN membership will be considered in the context of the programme for government, national investment priorities and the evolving economic situation. Ireland continues its consideration of full and associate CERN membership and my Department remains in contact with CERN officials and the Chair-people of the CERN Ireland Users Group.
420. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement and support that his Department is providing to a third level institution (details supplied); and if he will make a statement on the matter. [44792/22]
View answerBlue Diamond Drama Academy has approached my Department for financial support for its training programme for adults with Intellectual Disabilities to support them into work in the arts industry and other opportunities. Together with colleagues in SOLAS and Dublin Dún Laoghaire Education and Training Board, my officials will be meeting with representatives of the academy later this week to examine the funding request.
421. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider altering the SUSI grant procedures to allow for students to alter their applications in cases in which there is a material change in the student’s financial or domestic circumstances in the time since their application in their first year; and if he will make a statement on the matter. [44818/22]
View answerThe main support available to assist students with the cost of attending further or higher education is the Student Grant Scheme. Under the Scheme, grant assistance is awarded to eligible students attending an approved full-time course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
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. A student may wish to discuss his/her individual circumstances with the SUSI Support Desk by calling 0818 888 777.
A very important feature of the scheme is the change of circumstances provision. If a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to SUSI to have their application assessed under the change in circumstances provision (Article 32 of the relevant Student Grant Scheme).
Where a student experiences a change of circumstances during the course of their studies, he/she may apply to SUSI to have his/her application re-assessed by emailing: helpdesk@SUSI.ie quoting "Internal Review" in the email subject line.
It is necessary for the awarding authority, SUSI, to review each application under the change in circumstances provision on a case-by-case basis with reference to the terms and conditions of the relevant Student Grant Scheme. The income of all parties to the application will be assessed or re-assessed on current income and applicants may also be asked to provide evidence of same.
Any student who believes his/her student grant application has been assessed incorrectly may also avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grants Appeals Board.
422. Deputy Johnny Mythen asked the Minister for Further and Higher Education, Research, Innovation and Science if live-streaming and recorded lectures have been considered as an emergency response to the severe lack of student accommodation; if third level institutions have been resourced to provide such a service; and if he will make a statement on the matter. [44851/22]
View answerHigher Education Institutions (HEIs) are autonomous institutions within the meaning of the Universities Act 1997, the Institutions of Technology Acts 1992 to 2006 and the Technological Universities Act 2018. Under this legislation the institutions are academically independent and are entitled to regulate their own academic affairs and administrative processes, including the mode of delivery of programmes of study. HEIs have taken significant steps to ensure that teaching and learning is enhanced by the integrated use of digital technologies, both on-campus and remotely.
Many HEIs are and will be developing new blended learning programmes for validation. Such programmes need to be designed, delivered and assessed within an approved quality assurance framework developed by HEIs with reference to the Statutory Quality Assurance Guidelines for Providers of Blended Learning Programmes. Programmes that are delivered partially or fully online, need to be developed with that mode of delivery in mind rather than merely being translated or transferred from the original face-to-face programme model.
In 2021, key stakeholders from across the higher education sector worked collaboratively to reflect on the sudden move to online/remote learning in higher education, gather related evidence and to agree a way forward post-pandemic. Partners included the National Forum for the Enhancement of Teaching and Learning, QQI, USI, representative bodies of HEIs, and others. The resulting report, ‘Next Steps for Teaching and Learning: Moving Forward Together’ was launched in November 2021. The report includes recommendations for the sector with regard to blended/remote teaching and learning and the use of technology to ensure that higher education is as flexible, resilient and equitable as possible for all who learn, all who teach, all who support and lead, and our wider communities.
In June 2022, the HEA announced €37.62 million in funding for the National Technological University Transformation for Recovery and Resilience, NTUTORR, programme. The programme was informed by the Next Steps report and this funding will enable the technological sector to systematise the learnings from the experience of digitally enabled education and support the provision of digitally enhanced teaching, learning and assessment to meet the needs of staff, students, and enterprise in the regions.
The fourth National Access Plan, 2022 to 2028, which launched last month, places an emphasis on student- centred goals, including flexibility. It aims to support students to study on a flexible basis including part-time and blended learning, and identify connectivity supports for remote learning. This is a seven-year plan with an additional dedicated investment of €35 million over the course of the plan.
Regarding student accommodation fundamentally, the challenge is one of supply of housing more generally. 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. Since taking up office, both my Department officials and I 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.
Specifically, in June this year I 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 the Department is continuing to liaise with the higher education institutions in this regard. In a welcome development, the sector indicates that hundreds of additional bed spaces have been made available by higher education institutions for the start of this academic year and NUIG will be delivering some 674 new bed spaces later next year. Subsequently in July following a case I made to the Cabinet Committee on Housing, my Department has received support to progress a new policy that bridges the challenging gap between the viability of delivering purpose-built student accommodation and subsequent rental affordability for students. This could involve the State assisting with the cost of building student accommodation in return for affordability commitments on rent. Work is continuing on this policy and the Department is also ready to work with any of the new technological universities to support them to borrow to build student accommodation.
On rent affordability, restrictions have also been put in place to limit the amount that students can be required to pay up-front for their accommodation, ending the practice whereby students were required to pay a lump sum up-front each term. The total amount that anyone is required to pay to a landlord by way of a deposit or an advance rent payment to secure a tenancy is now no more than the equivalent of two months’ rent – that is one month’s rent, and one month’s deposit.
Student accommodation is subject to rent pressure zone caps and students now have recourse to the Residential Tenancies Board for dispute resolution. In addition to the extra accommodation which is being put in place this year, amounting to hundreds of beds, it is also open to homeowners to rent a room to students. A homeowner can rent a room, retain their social welfare entitlements where applicable and earn up to €14,000 in rental income before having to pay tax.
All higher education institutions continue to support their students to find accommodation in the private rental sector through, for example, the encouragement of room rental or student digs in family homes and many also maintain online databases where students can search for and check out accommodation, advertisements for room rentals can be placed and advice on sample rental agreements provided. Institutions are actively promoting this option in their localities and I understand that there is in excess of 1,500 room rentals for students available on university databases across the country this week.
423. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science if a student who obtained their degree as a social care worker from a third level institution (details supplied) and who is currently working as a social care worker will have their qualifications recognised by CORU under the grandparent scheme; if their QQI qualification will be recognised; and if he will make a statement on the matter. [44893/22]
View answerMy Department has been advised by the Department of Health of the following arrangement regarding social care workers.
The Social Care Workers Register is due to open on the 30 November 2023. This will begin a two-year transition period for existing practitioners to apply to register with CORU. On 30 November 2025, the title 'Social Care Worker' will become a legally protected title in Ireland.
The Regulated Professions (Health and Social Care) (Amendment) Bill 2022, www.oireachtas.ie/en/bills/bill/2022/80/ will amend s.91 of the Health and Social Care Professionals Act 2005 http://revisedacts.lawreform.ie/eli/2005/act/27/revised/en/html and require that an applicant demonstrates two years of professional practice, which may comprise of professional experience as a Social Care Worker gained in a number of periods over a five-year period up to 30 November 2025. In addition if an applicant does not have an approved ‘Schedule 3 Qualification’, they are required to undertake an assessment of professional competence. The Social Care Workers Registration Board has not yet set its requirements for how such an assessment will be completed. This will be done in advance of its register opening and further information will be available to applicants. In comparable professions, an applicant is required to present a portfolio and undertake an interview to assess the competence of an applicant.
The programme in question has been validated by QQI and students who graduate from this programme will receive their awards from QQI. Validation by QQI is a separate process from recognition by CORU.
424. Deputy Claire Kerrane asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the recent review of SUSI; when changes will be implemented; if students who were refused a SUSI grant for September will be able to apply again under the new criteria if such changes are implemented; and if he will make a statement on the matter. [44947/22]
View answerThe review of the Student Grants Scheme was published on the 4th May 2022 and makes a number of recommendations on issues including the rates of grant, income thresholds, adjacency criteria, part-time learning and postgraduate support.
I have already instigated improvements to the student grant scheme in Budget 2022. For the academic year 2022/23:-
- There has been an increase to all student grant maintenance payments, including the special rate of grant, of €200 per year which will benefit all students entitled to receive a maintenance Grant;
- The income threshold to qualify for the standard rate of student grant has been increased by €1,000;
- The qualifying distance criterion for students to qualify for the non-adjacent rate of grant has been reduced from 45km to 30km.
I also recently announced an increase to the amount of the holiday earnings income deduction from €4,500 to €6,552. Students can now earn up to €6,552 during non-term time in 2022 without being concerned that it will affect their eligibility for a student grant in the academic year 2023/2024.
The independent Review of the Student Grant Scheme was a very important commitment in the Programme for Government and will help shape decision-making on how we support students over the years to come. The issues raised in the Review are subject to consideration by my Department as part of the ongoing budget process.
On 5th of September, in advance of the Budget, I published, for the first time, an annual options paper on reducing the cost of education which sets out possible policy options, and their indicative costs.
The paper “Funding the Future, an annual options paper on reducing the cost of higher education can be found here: www.gov.ie/en/publication/28c9d-funding-the-future-an-annual-options-paper-on-reducing-the-cost-of-higher-education/.
At this time it is not possible to pre-empt the outcome of Budget 2023 and any measures which may follow. As is usual with Budget announcements all details of measures impacting my Department and, if applicable, how they will apply will be made available as soon as possible on/after budget day.
425. Deputy Claire Kerrane asked the Minister for Further and Higher Education, Research, Innovation and Science if there are any other financial supports available to students in third level who have been refused a SUSI grant; and if he will make a statement on the matter. [44948/22]
View answerThe 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. A student may wish to discuss his/her individual circumstances with the SUSI Support Desk by calling 0818 888 777.
A very important feature of the scheme is the change of circumstances provision. If a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to SUSI to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. The income of all parties to the application will be assessed or reassessed on current income and applicants may also be asked to provide evidence of same.
Any student who believes his/her student grant application has been assessed incorrectly may also avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grants Appeals Board.
My department provides funding for students in third-level institutions experiencing exceptional financial need, through the Student Assistance Fund (SAF). Students can apply for the SAF to help with either temporary or ongoing financial difficulties and can be assisted with the cost of:
- books and class materials
- rent and other utility bills
- food
- essential travel
- childcare costs
- medical costs
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.
The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education.
I would also encourage students to review information on the student assistant fund, the fund for students with disabilities and other financial supports available at www.studentfinance.ie and to contact their Access Office in the third level institution attended.
426. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the manner in which funding is allocated to level nine courses through the recurrent grant allocation model; and if he will make a statement on the matter. [44983/22]
View answer427. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the average State-funding provided per level nine student in public higher education institutions; and if he will make a statement on the matter. [44984/22]
View answerI propose to take Questions Nos. 426 and 427 together.
The provision of Higher Education funding on an annual basis is part of overall expenditure management and budgetary policy for Government. It is worth noting that Government investment in Higher Education is not specifically allocated against a per student metric and state investment in the sector is not limited to the recurrent grant funding of institutions.
Government provides financial support to the higher education sector through a number of streams including direct recurrent grants, and indirectly through a number of specific parameters including free fees, policy initiatives, competitive programme calls, Springboard+, Human Capital Initiative and SUSI fee supports. In addition institutions can receive research funding from national and international research activities.
In terms of recurrent grant funding my Department allocates funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions (HEIs). The funding allocations to the HEIs, through the HEA’s Recurrent Grant Allocation Model (RGAM), are based on a funding formula that is informed by eligible student numbers from the previous academic year. Eligible Level 9 students are included in the funding model. The annual core grant is allocated by the HEA to the higher education institutions as a block grant as a contribution towards teaching, research and supporting activities.
Institutions are advised in their annual grant letter that the internal allocation of funds between teaching, research and supporting activities are a matter for each institution. Thus, there is full institutional autonomy to deploy this block grant in the most effective manner to achieve it mission across teaching, research and supporting activities. In this regard it is not possible to attribute a set amount as provided per level nine student or to level nine courses in public higher education institutions.
In terms of how the RGAM utilises student numbers the HEA advise that eligible student numbers are converted to full-time equivalents (FTEs) and weighted for the relative costs pertaining to different disciplines.
The three main subject price groups by which students are weighted are: Non-lab (weighting of 1), Fieldwork (1.3) and Lab (1.7) which relate to the areas of study. Under the RGAM, postgraduate Level 9 students (taught & research) receive additional weightings. An amount of funding is allocated on the basis of research and access measures and Level 9 students are also included in the metrics which inform these allocations.
The overall funding available is divided by the total number of weighted FTE student numbers and the resulting amount per FTE is called “standard resource”. The standard resource is then multiplied by the number of weighted FTEs in each University and technological institution. A moderator is applied as a part of the model, to protect institutions from sudden significant fluctuations in recurrent funding.
As referenced above the core grant is allocated as a single “block” grant to HEIs for teaching, research and supporting activities. The internal allocation of funds between teaching, research and supporting activities is a matter for each institution.
428. Deputy Michael McNamara asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that his Department is taking to address the backlog in craft apprenticeships, such as electrical, plumbing, carpentry, joinery bricklaying and stonelaying across SOLAS and the higher education sector; and if he will make a statement on the matter. [45032/22]
View answer429. Deputy Michael McNamara asked the Minister for Further and Higher Education, Research, Innovation and Science the number of electrical, plumbing, carpentry and joinery and bricklaying, stonelaying apprentices, respectively, waiting to progress their off-the-job training in phase 2, phase 4 and phase 6, respectively, across SOLAS and the higher education sector in tabular form; and if he will make a statement on the matter. [45033/22]
View answerI propose to take Questions Nos. 428 and 429 together.
Apprenticeships are employer led demand driven educational and training programmes that 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 that 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.
In tandem with the impacts of Covid-19 public health measures, this growth is one of the factors impacting capacity in the training system. As a result, the number of craft apprentices waiting to progress their off-the-job training in phase 2, phase 4, and phase 6, attached in tabular form are the figures for the end of July which are the most recent available.
At the end of July there were 7464 apprentices waiting for off the job training. This month will see over 2,000 of these apprentices take up places in the coming academic term.
The number of apprentices waiting is steadily reducing from almost 12,000 in August 2021. Key is this is the continued development of apprenticeship and upskilling educational and or retraining facilities, including:
- Capital funding of €20 million was provided in 2020 to extend and upgrade facilities.
- Further funding of €17 million 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.
Specifically, the funding includes:
- The development of two large training hubs dedicated to electrical training for the next three years;
- Expansion of electrical, plumbing, and carpentry programmes across further and higher education;
- The construction of electrical workshops at Kilkenny and Carlow ETB and the development of a training facility in Donegal;
- A call for additional phase 2 capacity in craft programmes that include carpentry, plumbing and refrigeration Expansion of electrical apprenticeships in ATU Donegal and MTU Kerry.
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.
