Written Answers Nos. 997-1026
997. Deputy Michael Ring asked the Minister for Further and Higher Education, Research, Innovation and Science when a person (details supplied) in County Mayo will be called for phase 2 of their electrical apprenticeship; and if he will make a statement on the matter. [12435/23]
View answerUnder the Further Education and Training Act (2013), SOLAS has statutory responsibility for planning, funding, and co-ordinating Further Education and Training (FET) in Ireland.
My officials have referred your query to SOLAS for direct reply on this individual matter. If you have not received a response from SOLAS within 30 days, please feel free to come back to my office for further follow-up.
998. Deputy Michael Ring asked the Minister for Further and Higher Education, Research, Innovation and Science when a person (details supplied) in County Mayo will be called for their second off-the-job training in respect of their apprenticeship; and if he will make a statement on the matter. [12436/23]
View answerUnder the Further Education and Training Act (2013), SOLAS has statutory responsibility for planning, funding, and co-ordinating Further Education and Training (FET) in Ireland.
My officials referred your query to SOLAS and due to the provisions outlined in GDPR a response on this individual matter was issued to the apprentice on March 21st 2023.
999. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the number of SUSI applications submitted for dependents under 23 years of age that applied for irreconcilable estrangement from parents; and the number of applications granted regarding estrangement from parents in each of the years 2017 to 2022, in tabular form [12449/23]
View answerFor student grants purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students.
A student may be assessed as an independent mature student if he or she has attained the age of 23 on the 1st of January of the year of first entry to an approved course or of re-entry following a break in studies of at least three years and is not ordinarily resident with his/her parents from the previous October. Otherwise he or she would continue to be assessed on the basis of parental income.
Only in exceptional cases, where compelling evidence of estrangement from parents/guardians is provided, can candidates who are under 23 be assessed without reference to their parents/guardians income or address, Article 21(3) (b) of the Scheme refers.
The assessment of a case of estrangement is carefully considered to ensure there is sufficient evidence to demonstrate that the exceptional circumstances pertaining in such cases genuinely exists. Cases of genuine estrangement are relatively rare and almost always will involve exceptional circumstances unique to a particular family situation. The scheme does not stipulate precisely how an awarding authority satisfies itself that such circumstances prevail. This is to allow the awarding authority sufficient flexibility to assess the evidence of irrevocable estrangement in each individual case. The type of documentary evidence required is dependent on the applicant's individual circumstances.
Please see below for the number of applicants who applied for a SUSI grant stating estrangement from 2016/17 to 2022/23.
|
2016/17 |
2017/18 |
2018/19 |
2019/20 |
2020/21 |
2021/22 |
2022/23* |
|
|
Total Applications Received Stating Estrangement |
99 |
136 |
107 |
152 |
214 |
262 |
218 |
|
Estrangement Approved |
55 |
77 |
70 |
77 |
65 |
117 |
79 |
|
Estrangement Not Approved |
44 |
59 |
37 |
75 |
149 |
145 |
139 |
|
Of Estrangement Not Approved -Subsequently Awarded Without Stating Estrangement in the Application |
19 |
25 |
16 |
21 |
55 |
26 |
19 |
*Please also note that figures for the 2022/23 academic year are likely to change as processing is ongoing.
1000. Deputy Duncan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the provision of a new loan scheme for medical students; and if he will make a statement on the matter. [12497/23]
View answerMy Department does not have a role in relation to loans which might be offered by lenders to students for particular purposes. This is a matter between the relevant lenders and the students applying for such loans.
In May 2022 the Government approved Funding the Future – a landmark policy on the future of higher education. The Government has decided that the funding model for higher education will continue to be a mixed one, comprising funding streams from the Exchequer, employer contributions and student contributions. Student loans, which were proposed in the Cassells report, will not form part of the funding model through my Department.
Notwithstanding the above, I am acutely conscious of the challenges facing students and the need for the progressive implementation of measures to address cost as a barrier to education. Entry to medicine in Irish higher education institutions is provided through both undergraduate and graduate entry routes.
Funding supports are available to assist students attending undergraduate medicine courses including:
- First time undergraduates, including medical students, may be eligible to have their tuition fees, exclusive of the student contribution, paid on their behalf via the Department's Free Fees Initiative. In addition, students can apply to SUSI for supports towards the student contribution and also maintenance grants.
- Students pursuing Graduate Entry programmes, including Graduate Entry Medicine (GEM), do so as second degree courses and consequently are not eligible for free fees funding or for student grants. However, in order to widen access to GEM programmes, the fees of participating EU students are partly subsidised by the State via supports to higher education institutions, with the balance of fees, as determined by the institution attended, payable by the student.
- First time undergraduate and graduate entry students may also apply to the Student Assistance Fund (SAF) for financial support. This Fund provides financial support to full and part-time students who are experiencing financial difficulties while attending college and can provide assistance towards their rent, childcare costs, transport costs and books/class materials. Applications can be made to this Fund through the Access Office in a student’s higher education institution.
- In addition, tax relief at the standard rate of tax may also be available in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
Within the framework of ‘Funding the Future’, my Department has been working to address the cost of provision of Graduate Entry Medicine by increasing the subsidy paid to higher education institutions. It has been agreed that the State contribution towards Graduate Entry Medicine places will gradually be increased over a multi-annual period from a rate of €11,950 per student in the 2021/22 academic year to a new rate of €14,500. The balance of fees, as determined by the institution attended, will remain payable by the student.
1001. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on plans to provide new student accommodation for students at Dublin City University; and if he will make a statement on the matter. [12544/23]
View answerMy Dept of Further and Higher Education, Research, Innovation and Science, recently announced a State investment of up to €41 million to support the delivery of a phase one development of 405 additional student accommodation beds on Dublin City University's Glasnevin Campus. This funding is part of the wider Government short term initiative to activate purpose built student accommodation projects with planning permission.
The Higher Education Authority and my officials are working closely with DCU to complete the necessary due diligence process for this project in advance of it proceeding to tender and construction.
This project together with projects across a number of Higher Education Institutions is in direct response to the targets of the Government's "Housing for All" strategy.
The provision of additional student accommodation will not only ease the pressure within the student sector but it will also free up housing for families and relieve some of the pressures in the wider housing market.
My Dept and I continue to work on a strategic policy and methodology for state supported student accommodation provision which I will update Government on by the end of June. This policy approach will acknowledge the importance of appropriate supply and affordability of student accommodation for our higher education sector in meeting the increasing number of student numbers and realising the commitment as set out in Housing for All.
1002. Deputy Johnny Guirke asked the Minister for Further and Higher Education, Research, Innovation and Science if any projects under his remit are on hold due to Capital Funding pressures; if he will indicate the projects, in tabular form; and if he will make a statement on the matter. [12628/23]
View answerMy Department have no projects that are on hold due to capital funding pressures.
1003. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science if he would consider a specific bursary for young carers attending third level institutions, similar to the successful young carer's grant launched in Scotland in 2019; and if he will make a statement on the matter. [12703/23]
View answer1004. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider further initiatives to support the transition of young carers to further and higher education and apprenticeships via access programmes, similar, but in addition to, the HEAR programme; and if he will make a statement on the matter. [12704/23]
View answer1005. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department carries out any economic or value for money evaluation in respect of the annual €1 million bill for the two Cork PPP projects; and if he will make a statement on the matter. [12717/23]
View answerThe Public Private Partnership (PPP) model does not cater for economic or value for money evaluations post entering into contract. I can confirm that value for money evaluations were carried out prior to executing the PPP contracts for both projects referred to by the Deputy. There is no provision within the contract, to carry out any such evaluations within the agreed contract, nor is there scope to renegotiate the contract.
However the Monthly Performance Report which is agreed between the PPP Co and the institution does include for deductions from the monthly unitary charge for non delivery or non-performance of agreed services.
1006. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the arrangements with respect to the €5 million in emergency funding provided to IT Tralee in 2019/2020; and if he will make a statement on the matter. [12718/23]
View answerAs the Deputy is aware, an emergency once off and repayable funding allocation of €5m was provided to the Institute of Technology Tralee (IT Tralee) by the HEA and Department in 2019.
Serious cash-flow difficulties emerged in the Institute and it was identified in 2018 that the Institute would need additional funding and a series of cost saving measures to ensure its sustainable future. The once off and repayable funding was provided in 2019 to ensure immediate stability of the college and predicated on the completion of the financial sustainability plan for the college. The provision of emergency funding was essential to maintain current services at the Institute.
In April 2020, the HEA approved the Institute’s sustainability plan prepared with the assistance of Deloitte consultants and submitted it to the Department for consideration and progression. The plan includes actions to reduce the cost base and increase income including from additional apprenticeship blocks, increasing student numbers and lifelong learning course uptake.
IT Tralee merged with Cork Institute of Technology (CIT) to form Munster Technological University (MTU) from 1st January 2021.
A repayment schedule has been put in place between DFHERIS, the HEA and MTU to enable repayments on the €5m loan to commence in May 2024.
1007. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the impact of rising interest rates on the borrowing of our university sector; and if he will make a statement on the matter. [12719/23]
View answerIrish universities have autonomy to borrow within a framework agreed with the Higher Education Authority (HEA), the Department of Finance and Department of Public Expenditure and Reform. Based on data provided to the HEA, total university borrowings at 30 September 2022 were €977m (2021: €942m).
An analysis of university borrowings as at 30 September 2021 (the latest date for which such analysis is currently available to my Department), showed that the majority of borrowings, c.85%, were at fixed rates with c.15% at variable rates. The impact of rising interest rates is a matter for each university, as autonomous bodies, to review and manage. There is no State guarantee or underwriting provided for university borrowings.
As in other sectors, the impact of increased interest rates is impacting on the viability of infrastructure projects in the university sector and must be factored into project planning and associated value for money assessments.
For example, the Deputy will be aware that both increased construction costs and the higher cost of finance are significantly contributing to the overall cost of new student accommodation projects. A number of universities had to pause their student accommodation projects as a result of these challenges. To assist in restarting university projects, on 29 November 2022, I secured Government approval to develop both short and medium term policy responses to activate supply of affordable student accommodation.
To date our Government has approved funding support to develop nearly 1,100 additional state supported accommodation for students across a number of universities. In parallel, longer term policy development is being advanced to examine a broader range of methods to increase supply of student accommodation.
1008. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 127 of 25 May 2016, in respect of 100 major capital projects listed, to identify which projects proceeded and which have not; and if he will make a statement on the matter. [12720/23]
View answerThe information that the Deputy is seeking is not readily available. My Department is currently collecting and collating the data required which will be provided to the Deputy as soon as it becomes available.
1009. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline the various procurement stages in respect of the acquisition of Premier House by the Institute of Technology Tallaght, now TUD; and if he will make a statement on the matter. [12721/23]
View answerThe Premier House building purchase was approved by the TU Dublin (formerly IT Tallaght) governing body in 2013 to meet additional capacity needs identified by the Institute at the time. Following negotiations with a commercial property firm acting on behalf of the vendor and property advisors acting on behalf of the Institute agreement on the cost was reached.
In accordance with agreed procedures around acquisitions, funding was disbursed by the Department of Education & Skills following a recommendation from the Higher Education Authority which confirmed the acquisition provided value for money and compliance with all aspects of the Public Procurement Guidelines.
1010. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide a detailed explanation of the processes, milestones and timelines for releasing ring-fenced funding in his Department in respect of the compulsory purchase order being contemplated by Wexford Council for the acquisition of lands for a higher education campus; and if he will make a statement on the matter. [12722/23]
View answerAll processes relating to property and site acquisitions are conducted in accordance with the Public Spending Code requirements and relevant guidance from the Department of Public Expenditure, NDP Delivery and Reform.
The acquisition of the proposed site is currently being progressed by Wexford County Council. Expanding the higher education campus in Waterford and Wexford remain key priorities for me and for my Department.
1011. Deputy Matt Shanahan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail capital expenditure within each of the technological universities since their creation; and if he will make a statement on the matter. [12725/23]
View answer1012. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to establish a third-level veterinary course in Munster. [12789/23]
View answerAs the Deputy may be aware, the Higher Education Authority is currently reviewing, with an Expert Panel expressions of interest to build capacity in Medicine, Pharmacy, Nursing, Dentistry and Veterinary from 2024/2025.
I understand from the HEA that overall, responses represented a rapid, nationwide engagement with the call, with expressions of interest in developing new courses in Pharmacy and Veterinary from all four provinces.
As the Expert Panel is currently reviewing the applications, it is not possible to say at this time how many places may be delivered or where these programmes may be located. The Higher Education Authority will consider opportunities for new programme provision alongside options for current programme expansion to determine a final list of options to present to me in the coming weeks.
1013. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he will implement a review of the CAO points system to allow more students access the course of their choice (details supplied). [12832/23]
View answerIt is a priority of my Department to expand the pathways to tertiary education and expand provision of courses, particularly in areas of acute skills demand.
There are a range of options in the system, and pathways to careers that students can consider. For anyone who doesn’t gain access to their course of choice immediately, there is often an alternative education path available to them. That could be through further education or apprenticeship, or through other courses in higher education.
The Higher Education Institutions (HEIs) determine their own procedures for admission, in line with their statutory autonomy. The Central Applications Office (CAO), who are an independent body, process applications for undergraduate, and some postgraduate, courses on their behalf.
Decisions on admissions are made by the Higher Education Institutions who then instruct the CAO to make offers to successful candidates. Neither I nor my Department have a role in the operation of the CAO or the admissions decisions of institutions.
1014. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to ease the financial burdens on third level students and their families. [12833/23]
View answerThe Deputy may be aware that I already instigated improvements to the student grant scheme in Budget 2022. For the academic year 2022/23, I increased the income threshold to qualify for the standard rate of student grant by €1,000 & all maintenance grant holders benefited from an increase of €200.
I also announced a range of further measures to enhance the scheme as part of Budget 2023.
Some of these cost-of-living measures commenced in 2022.
As part of the Government's cost of living measures, every SUSI maintenance grant recipient received an additional once-off extra maintenance payment to be paid by the end of December 2022. This included PLC, undergraduate and Postgraduate Students who are in receipt of the Special Rate of Grant.
All higher education students who are eligible for the fees initiative benefited from a once off reduction in the Student Contribution rate of €1,000 for the 2022/2023 academic year. For those on the 50% Student Contribution rate this reduction meant that the balance the student paid to their Higher Education Institution was €1,000 (a reduction of €500) for the current academic year.
PhD students funded by the SFI and the IRC also benefited from a once off payment of €500 in the current academic year.
Post Graduate Students who met the eligibility criteria for a Postgraduate Fee Contribution Grant benefited from a once off increase in this grant of €1,000 from €3,500 to €4,500.
In addition, I increased all maintenance grants effective from January 2023 in order to provide further financial assistance to those students most in need. The special rate and Band 1 rate of maintenance increased by 14% and all other maintenance grant rates increased by 10%.
I have also made two changes to the income thresholds for the student contribution grant for the academic year 2023/24 which will reduce the cost of education for students and families by:-
- Increasing the income limit from €55,240 to €62,000 for students to avail of the 50% Undergraduate Student Contribution and
- Introducing a new Student Contribution grant to the value of €500 for qualifying families on incomes earning between €62,000 and €100,000.
It is estimated that between 42,500 and 50,000 families could receive support under the Student Grant Scheme in 2023 for the first time as a result of these measures.
I have introduced two further measures whereby income up to €14,000 as declared to Revenue under the Government's Rent a Room Scheme will not be counted as reckonable income when calculating eligibility for the 2023/2024 academic year. In addition, the holiday earnings provision under the Student Grant Scheme will allow for a deduction up to a maximum amount of €6552 (an increase from €4500) to be applied to student earnings outside of term time within the reference period when calculating reckonable income for grant eligibility for the 2023/2024 academic year. As a result of both measures some students may find that they will receive a higher rate of grant and some new students may also find themselves eligible for a grant for the first time once these measures are introduced.
In addition, for the 2022/2023 Academic Year, a further €8 million of funding has been secured for the Student Assistance Fund for the current academic year. Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). The Fund provides financial support to students who are experiencing financial difficulties while attending college. Students can apply for SAF to help with either temporary or ongoing financial difficulties and can be assisted towards their rent, childcare costs, transport costs and books/class materials. It is open to both full and part-time registered students on courses of not less than one year's duration leading to an undergraduate or postgraduate qualification. It is designed to provide a source of financial support in addition to a SUSI grant.
Applications can be made under the Student Assistance Fund (SAF) through the Access Office in the third level institution you are attending. They will have more information concerning their own HEI. More information on this fund and other supports are also available at www.studentfinance.ie.
1015. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he, in conjunction with the relevant Government departments, will take steps to alleviate the stress on the student accommodation system; and if he will make a statement on the matter. [12834/23]
View answerI am actively addressing the difficulties faced by students in accessing affordable student accommodation. Fundamentally the challenge of affordable student accommodation is one of supply of housing more generally.
The outbreak of war in Ukraine has compounded the impact of Brexit and Covid 19, coupled with the cost of construction and fossil fuels, has posed significant difficulties for higher education institutions building PBSA. The higher cost of finance has significantly contributed to the overall cost of new projects. A number of HEI’s had to pause their student accommodation projects as a result of these challenges.
To assist in restarting the HEI projects, on 29 November 2022, I secured Government approval to develop both short and medium term policy responses to activate supply of affordable student accommodation.
These landmark policy responses will, for the first time, see the state providing financial support for the construction of student accommodation, and underpins the policy commitments set out in Housing for All and the National Access Plan. They will ensure increased availability of and promote greater access to student accommodation, in particular for disadvantaged students.
In November 2022, Government approved funding support to develop accommodation for students of the University of Limerick, Maynooth University and the University of Galway. In March 2023, further funding was secured for the delivery of 405 additional student accommodation beds in DCU. These developments have or will imminently have planning permission but have stalled as a result of increased construction costs.
My Department and the Higher Education Authority (HEA) are actively working through the financial and governance due diligence process for these projects and have contracted Mazars to undertake a feasibility study on these projects, in line with the Public Spending Code.
In addition, the Department is working with the Office of the Attorney General to address EU State Aid requirements.
The Department is also examining a proposal with potential phasing options at UCD. TCD and UCC also have projects that could potentially benefit from the short-term activation scheme.
In parallel, longer term policy development is being advanced to examine a broader range of methods to increase supply of student accommodation. Support of €1m is being provided to our Technological Universities (TUs) to conduct a needs assessment and to identify appropriate regional activation responses. My Department is also examining the development of a TU Borrowing Framework in conjunction with other Government Departments, in line with the commitments in "Housing for All".
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. 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.
My officials and I are continuing to work alongside our Government colleagues to examine these range of measures to assist students with accommodation.
1016. Deputy Michael Ring asked the Minister for Further and Higher Education, Research, Innovation and Science if he will include an independent expert on veterinary education in the Expert Advisory Panel set up by the HEA to ensure that any new programme of veterinary medicine in relation to the establishment of a new school of veterinary medicine, meets the standards of the regulatory bodies; and if he will make a statement on the matter. [12837/23]
View answerAs the Deputy may be aware, the Expressions of Interest is an independent process managed by the Higher Education Authority. I am satisfied that as with all HEA processes, this process is being conducted to the highest standards and will be externally validated. This includes the expert advisory panel.
I understand from the HEA that the panel is comprised of representatives from Government Departments and regulatory and professional bodies that have direct professional experience and/or academic expertise in the relevant disciplines, or knowledge of the higher education system at a senior level.
Higher Education Institutions are autonomous bodies and are responsible for their own day-to-day management and operational affairs, including the management of academic affairs and course provision. The accreditation of courses with the relevant regulatory authorities in Ireland and abroad is a matter for individual institutions in line with this autonomy. EU Directive 2005/36/EC provides for mutual recognition of qualifications of a range of professions including veterinary surgeons on the basis of coordinated minimum conditions for training.
The Veterinary Council of Ireland is the competent authority as regulator with robust accreditation processes to ensure all veterinary training in Ireland meets international standards. Any programmes deemed viable by the HEA will be subject to Veterinary Council of Ireland accreditation processes to validate and ensure high standards of veterinary medicine in Ireland through it's accreditation. Such accreditation enables professional recognition in Ireland which then further affords access to registration in the UK, Europe and Australasia.
The HEA will consider opportunities for new programme provision alongside options for current programme expansion, to determine a final list of options to present to me in the coming weeks.
1017. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the total number of beds which are available in purpose built student accommodation in Cork, Dublin, Limerick and Galway, in particular, in tabular form; the number of new beds which have been made available in each of the years 2019 to 2022; the number of units currently under construction; and if he will make a statement on the matter. [12881/23]
View answerI am aware of and actively addressing the difficulties faced by students in accessing affordable student accommodation. Fundamentally the challenge of affordable student accommodation is one of supply of housing more generally, and the impact of the global economy on the cost of construction.
To assist with the shortage of accommodation for our students, on 29 November 2022, I secured Government approval to develop both short and medium term policy responses to activate supply of affordable student accommodation.
These landmark policy responses will, for the first time, see the state providing financial support for the construction of student accommodation, and underpins the policy commitments set out in Housing for All and the National Access Plan. They will ensure increased availability of and promote greater access to student accommodation, in particular for disadvantaged students.
To date our Government has approved funding support to develop nearly 1,100 additional state supported accommodation for students across a number of universities. These developments have or will imminently have planning permission but have stalled as a result of increased construction costs.
In parallel, longer term policy development is being advanced to examine a broader range of methods to increase supply of student accommodation. Support of €1m is being provided to our Technological Universities (TUs) to conduct a needs assessment and to identify appropriate regional activation responses. The funding will provide consultancy support to undertake a cohesive and regional focused feasibility study for each TU.
My Department is continuing to examine larger scale proposals with planning permission with potential phasing options at UCD, UCD and UCC also have projects that could potentially benefit from the short-term activation scheme, whilst we finalise the methodology for a long term state supported student accommodation scheme.
In parallel, further policy development is being advanced to examine a broader range of methods to increase supply of student accommodation.
In response to the queries raised by the Deputy, my Department receives reporting on the completion of both public and private student accommodation bed spaces since 2016. The total number of PBSA bed spaces across Cork, Dublin, Limerick and Galway, at the end of 2022, was over 36,000
The below tables provide the information requested:
- The total number of beds which are available in purpose built student accommodation in Cork, Dublin, Limerick and Galway.
- The number of new beds which have been made available in each of the years from 2019 to 2022 in Cork, Dublin, Limerick and Galway.
- The number of units currently under construction in Cork, Dublin, Limerick and Galway.
|
Total Beds Public + Private |
|
|
Cork |
6,491 |
|
Limerick |
6,892 |
|
Galway |
4,295 |
|
Dublin |
18,643 |
|
2019 |
2020 |
2021 |
2022 |
|
|
Public Private |
Public Private |
Public Private |
Public Private |
|
|
Cork |
0 35 |
0 808 |
255 348 |
0 868 |
|
Limerick |
0 8 |
0 0 |
0 0 |
0 68 |
|
Galway |
0 0 |
0 559 |
0 0 |
0 0 |
|
Dublin |
0 1,805 |
0 2,611 |
0 2 |
0 603 |
|
Under Construction |
|
|
Cork |
981 |
|
Limerick |
2 |
|
Galway |
674 |
|
Dublin |
4,139 |
Note: There is a margin of error rate of plus or minus 5% for the above figures.
1018. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made by his Department in respect of targets and goals set out in sustainable development goals of the 2030 United Nations Agenda for Sustainable Development under the policy remit of his Department; and if these targets and goals will be met by their respective deadlines. [12904/23]
View answerThe 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals (SDGs) is a significant and ambitious framework. A whole-of-Government approach to its implementation has been taken in Ireland.
Ireland’s Second National Implementation Plan for the Sustainable Development Goals, 2022 – 2024 was published in October 2022. The Plan was developed by the Department of the Environment, Climate and Communications in collaboration with all Government Departments, key stakeholders, and based on input from two public consultation processes. A key objective of the Plan is to achieve greater policy coherence for Sustainable Development (PCSD) with the aim of accelerating achievement of the Sustainable Development Goals (SDGs) at all levels of Government.
The Plan is supplemented by two supporting documents: an SDG policy map which identifies the lead Departments and relevant national policies for each of the 169 SDG targets; and a Policy Update document which provides policy updates for each of the SDG targets. These documents are available at www.gov.ie/sdgs.
The Central Statistics Office, in collaboration with all Government Departments, has prepared a series of statistical publications which monitor and report on how Ireland is progressing towards meeting its targets under the 17 SDGs. Reports are available for SDGs 1 – 16 and can be found on the central statistics website.
The Department of Further and Higher Education, Research, Innovation and Science is the lead Government Department in relation to SDG Targets 4.3, 4.4 and 9.5.
SDG 4.3:
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university;
A range of policy initiatives are being advanced across these areas.
The current Further Education and Training Strategy: Transforming Learning 2020 -2024 supports the active inclusion of individuals of all ages and abilities to participate in further education and training to enable every citizen to fully participate in society. The FET strategy is based around three strategic pillars - Building Skills, Fostering Inclusion and Facilitating Pathways. In addition specific enabling themes are outlined in the Strategy to underpin the delivery of the strategic pillars. They are Staffing, Capabilities and Structures, Learner and Performance, Digital Transformation and Capital Infrastructure.
To ensure that the student body entering into, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland's population, the fourth National Access Plan – A Strategic Action Plan for Equity of Access, Participation and Success in Higher Education (2022 – 2028) was launched in August 2022.
The Plan seeks to target vulnerable students or students who have experienced disadvantage and therefore face challenges in accessing higher education and experiencing belonging in higher education. The three main priority groups are: students who are socioeconomically disadvantaged; students who are members of Irish Traveller and Roma communities, and students with disabilities, including intellectual disabilities. The Plan includes national targets for each of these priority groups.
The Programme for Access to Higher Education (PATH) is a dedicated fund, committed to increasing participation by under-represented groups in higher education. In 2022, the PATH fund was increased by €5m to support the implementation of the above mentioned Strategic Action Plan for Equity of Access, Participation and Success in Higher Education 2022 – 2028 for PATH funded measures bringing the annual PATH funding to €14.3m in 2022.
SDG 4.4:
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
Ireland has a system of skills provision that spans Further and Higher Education, lifelong learning, and human capital development and which is agile and responsive to changes in the workplace in order to meet changing skill needs. Several skill initiatives are currently underway to support reskilling, upskilling, and lifelong learning. This includes initiatives such as: Springboard+, the Human Capital Initiative; Skills to Advance; Skills to Compete; Adult Literacy for Life Strategy; Skillnet training; and Apprenticeships, among others.
Upskilling and reskilling provision in higher education is available through Springboard+ and the Human Capital Initiative (HCI). Springboard+ complements the core State-funded education and training system and provides free and subsidised upskilling and reskilling higher education opportunities in areas of identified skills need. Springboard+ courses are at Level 6 (Certificate) to Level 9 (Masters) on the National Framework of Qualifications (NFQ) and are delivered by public and private higher education providers around the country.
Now in its twelfth year, over €330m has been spent on Springboard+ and over 90,000 people have benefited from the programme to date. The Springboard+ programme is managed by the Higher Education Authority, on behalf of the Department of Further and Higher Education, Research, Innovation and Science.
In 2022/23, over 13,000 places are available through Springboard + and Pillar 1 of the Human Capital Initiative, with in excess of 95% of the courses being delivered in a flexible format, which will enable more people to engage in upskilling and reskilling around the country.
Further Education and Training (FET) provision includes both labour market focused programmes and programmes with a strong social inclusion dimension. These programmes at levels 1-6 of the National Framework of Qualifications (NFQ), focus on providing skills that enable direct progression to the workplace, while also enabling pathways into higher education, and typically have a strong work-based component. They include:
- Skills to Advance is an employee development policy framework, which provides support for vulnerable groups in the Irish workforce who have lower skills levels and who need more opportunities to avoid displacement or to avail of emerging job opportunities. It allows employers to develop their workforce to adapt to changes in work practices, technology and markets. To date over 39,500 employees have started Skills to Advance training.
- The Skills to Compete initiative, launched in 2020, forms part of the SOLAS Recovery Skills Response Programme, which is part of Ireland’s National Recovery and Resilience Plan (NRRP). To date, over 29,000 learners have enrolled in Skills to Compete Courses.
SDG 9.5
Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending
Impact 2030, Ireland’s new national research and innovation strategy to 2030, was launched in May 2022. The approach to research and innovation in Ireland aims to ensure that our national investment in research and innovation makes as big a difference as possible to as many people as possible. This includes:
A key Strategy indicator to monitor the growth in researchers in the labour force, and initiatives to support researcher mobility beyond academia including, but not limited to, industry.
Ambition to increase investment in research and innovation to 2.5% of the domestic economy by 2030.
A central focus, as outlined in Pillar One, is on the role of research and innovation in delivering on wider policy objectives across society, the economy and the environment, including climate action. The National Grand Challenges Programme , a €71 million all-of-Government endeavour included in Ireland’s National Recovery and Resilience Plan (funded under the EU Recovery and Resilience facility), will incentivise and facilitate researchers and innovators to employ interdisciplinary R&I approaches to tackle national and global societal challenges in support of green transition and digital transformation objectives.
I and my Department are committed to continuing to progress the SDGs and the programmes of work as set out above in order to advance this important agenda.
1019. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the efforts being made by his Department to support the transition of young carers to further and higher education; if there are apprenticeships via access programmes; if he or his Department have engaged with a group (details supplied); and if he will make a statement on the matter. [12922/23]
View answer1020. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if he will actively engage with the three third-level institutions which offer pharmacy degree programmes, namely University College Cork, Royal College of Surgeons Ireland and Trinity College Dublin, to increase the number of places available to study same; and if he will make a statement on the matter. [12937/23]
View answerAs the Deputy may be aware, the Higher Education Authority has completed the first stage of an expression of interest process for Higher Education Institutions interested in building capacity in Pharmacy, Medicine, Nursing, Dentistry and Veterinary.
The second stage of this process is currently underway, involving the review of applications from the EOI process by an Expert Advisory Panel.
The Higher Education Authority will consider opportunities for new programme provision alongside options for current programme expansion to determine a final list of options to present to me by the end of quarter one this year.
My Department will consider these options together with the Department of Health, having regard to workforce plans and projected demand for graduates from that Department.
1021. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the reason for scaling back the Governments research and development target from 2.5% of GNP to 2.5% of GNI*; and if he will make a statement on the matter. [12991/23]
View answer1022. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the reason for scaling back the governments R&D target from 2.5% of GNP set out in Innovation 2020 to 2.5% of GNI* in impact 2030; and if he will make a statement on the matter. [12992/23]
View answerI propose to take Questions Nos. 1021 and 1022 together.
Ireland’s policy of investing in our research and innovation (R&I) capability over the past twenty years has had a significant impact on our industrial development, contributing to job creation and economic prosperity. As a result of a sustained commitment to research, development and innovation, Ireland has successfully built-up research capacity and an international reputation for research excellence.
Ireland’s previous research intensity ratio committed to increasing overall (both public and private) investment in R&I to reach 2.5% of Gross National Product (GNP), and was adopted as part of the Europe 2020 strategy in 2011 and restated in Innovation 2020 in 2015.
During this period, Ireland’s total public and private expenditure on R&I (i.e., Gross Expenditure on R&D or GERD) has increased significantly in real terms, from €2.6 billion in 2011 to an estimated €4.6 billion in 2020, a 79% increase in value.
Despite this, a key challenge to reaching the target is that increases in R&I investment are not keeping pace with Ireland’s economic growth, which has increased at a rate well above the EU average. Over the period 2011 to 2020, Gross Domestic Product (GDP) increased by 117%, GNP increased by 105% and Modified Gross National Income (GNI*) increased by 57%.
GNI* was developed to provide a better approximation of the size of the Irish economy. It is an important indicator for fiscal purposes, especially for ‘ratio analysis’ where it provides significant added value. For example, the Department of Finance has frequently highlighted the shortcomings of the debt-to-GDP ratio as a measure of the debt burden. Now that the modified measure is available, the Department of Finance supplements the Government’s European budgetary requirements with debt-to-GNI* figures.
Similarly, R&D expenditures as a percentage of GNI* provide a more reliable benchmark against other countries. This is in addition to the calculations as a percentage of GDP and GNP. Because of this, during the development of Impact 2030: Ireland’s Research and Innovation Strategy, it was decided through consultation with the Department of Finance to tie our national research intensity target to GNI*.
Research intensity as a percentage of GDP, GNP and GNI* will continue to be reported in the annual Research and Development Budget Survey, the latest edition of which will be published by my Department shortly.
The change from GNP to GNI* does not represent a scaling back in our ambition to increase the levels of both public and private investment in R&I. Government investment in R&I is now approaching €1 billion per annum. As part of our overall research intensity rate target of 2.5% of GNI*, we will continue to increase public investment in order to deliver the solutions, the people and the academic-enterprise collaborations that will support a strong and sustainable economy that addresses key economic and societal challenges.
1023. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware that affidavits are not accepted by SUSI as proof of estrangement from parents, and if he could outline the reasoning behind this. [13043/23]
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.
For student grant purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students. A student may be assessed as an independent student (i.e. assessed without reference to parental income and address) if he/she has attained the age of 23 on the 1st of January of the year of first entry to an approved course and is not ordinarily resident with his/her parents from the previous 1st October. Otherwise, he/she would be assessed as a dependent student, i.e., assessed with reference to parental income and address.
Article 21(3) (b) of the Scheme states candidates who are under 23 can be assessed without reference to their parents/guardians income in exceptional circumstances such as being irreconcilably estranged from both parents. The scheme does not stipulate precisely how an awarding authority satisfies itself that such circumstances prevail. This is to allow the awarding authority sufficient flexibility to assess the evidence of irrevocable estrangement in each individual case. The type of documentary evidence required is dependent on the applicant's individual circumstances. While an affidavit, if accompanied by other supporting documentation, may be considered as evidence of independent living, an affidavit in isolation is not considered acceptable as sole proof of residence.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down in writing by an appeals officer in SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required time frame (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant). Such appeals can be made by the appellant on line via www.studentgrantappeals.ie.
1024. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made on the issue of pension provision for research staff grades who do not have access to public service pensions in higher education Institutions, particularly in relation to the technological university sector (details supplied). [13110/23]
View answerI am firmly of the view that there should be access to public service pensions for research staff in all higher education institutions across the sector.
As such, my Department has been engaging positively with management bodies, the Department for Public Expenditure, National Development Plan Delivery and Reform and the Department of Education on a business case to support access to the single public service pension scheme for those researchers who are not currently able to join the scheme.
This is a complex matter and is admittedly taking some time to resolve, but I wish to assure the Deputy that officials are working to achieve a resolution as soon as possible.
1025. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether it is unfair that part-time lecturers in NCAD are being treated less favourably than their full-time colleagues (details supplied); if he will intervene and instruct NCAD to provide equal opportunities to all staff; and if he will make a statement on the matter. [13114/23]
View answerAs the Deputy will be aware, NCAD is a recognised college of University College Dublin, and, as such, has autonomy in relation to its human resource policies.
At the same time, employers in the higher education sector are of course required to operate in accordance with the provisions of employment legislation, public sector pay policy and national industrial relations agreements.
I would encourage any employee of a third level institution who has concerns regarding their working or contractual conditions to raise them with their employer in the first instance or to avail of the dispute resolution mechanisms open to them if necessary.
1026. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the funding options that are available to a person (details supplied); and if he will make a statement on the matter. [13166/23]
View answerThe Deputy will be aware that the HEAR scheme is a reduced points mechanisms for entry into higher education. The HEAR scheme is managed and operated by the Irish Universities Association (IUA) on behalf of the Higher Education Institutions who set the policy criteria for the scheme. Admissions under the schemes are regulated by the higher education institutions themselves.
Under the scheme a person can make an appeal for reasons such as missing the closing date. Appeals relating to missing the HEAR application closing date should be made in writing to the CAO Independent Appeals Commission.
The CAO Independent Appeals Commission will consider appeals from:
- Applicants who miss the HEAR March 1 deadline
- Applicants who missed the HEAR March 15 deadline, i.e. applicants who applied to HEAR by March 1 but did not provide any of the required supporting documents by March 15.
- Applicants who miss the July Review & Appeals deadlines, i.e. applicants who met the March 1 and March 15 deadlines, received an ineligible application outcome letter from HEAR but missed the Review & Appeals deadline
As such, the Department of Further and Higher Education, Research, Innovation and Science has no role in the administration of the scheme or the appeals process.
However, I can advise the Deputy that the review and appeals process is in place to make sure that all HEAR applicants are treated fairly and that the assessment procedures have been applied consistently. Further information on the appeals process is available at: www.accesscollege.ie/hear/making-an-application/hear-review-and-appeals/
Subsequently, applicants also have recourse to make an appeal to the Ombudsman. The Ombudsman’s service is free, independent and impartial, and the applicant may wish to consider contacting the Ombudsman’s Office to see whether an appeals process is open to him/her.
Further information and contact details for the Ombudsman’s Office are available at: www.ombudsman.ie/publications/information-leaflets/The-Ombudsman-and-Education-services.pdf
