Written Answers Nos. 81-106
81. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he intends to allocate the necessary funds in budget 2024 to meet the demands of an organisation (details supplied) for a living wage for all PhD researchers, regardless of funding source; and if he will make a statement on the matter. [15751/23]
View answerI’d like to thank the Deputy for raising this important issue.
The quality of our researchers is fundamental to the quality of our research system and its collaboration with partners in industry and policymakers, both in Ireland and abroad.
Under Pillar 4 of our national research and innovation strategy, Impact 2030, we have committed to ensuring that researchers have the right skills development and career opportunities so that they can make their maximum contribution, whether in academia, industry, the public sector or elsewhere.
As part of this commitment, I announced a national review of State supports for PhD researchers. I was pleased to appoint Dr Andrea Johnson and David Cagney as Co-Chairs for the review.
I met with the Co-Chairs at the end of February where they provided an update on progress of the review.
This independent review is currently underway. The two Co-Chairs are approaching completion of a very comprehensive round of stakeholder consultations and written submissions. This includes a workshop with researcher representative organisations, including the organisation you are referring to. The review is considering a range of critical issues such as stipend levels and the consistency of supports across the system.
The Co-Chairs will report to me shortly and the report will be presented to Government in due course. Any decision I make on measures to support PhD researchers will be informed by the outcome of this review.
82. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on veterinary provision; and if he will make a statement on the matter. [15731/23]
View answerThe Department of Further and Higher Education, Research, Innovation and Science does not place a quota on the number of places on veterinary medicine courses offered by higher education institutions, and as such the number of places provided each year is determined by the institutions themselves in line with their capacity.
The HEA is currently running an expression of interest process for Higher Education Institutions interested in building capacity in Dentistry, Pharmacy, Medicine, Nursing, and Veterinary. This process was designed to respond to national skills needs, and EOIs were sought from institutions with capability to expand existing courses or create new courses in these areas in academic year 2024-25 or 2025-26.
While this process still ongoing, it is not possible to say at this time how many places may be delivered. 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 shortly.
83. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science the participation to date by the public service and the multinational sector in traditional apprenticeships and new apprenticeships; and the initiatives planned to promote greater participation. [14944/23]
View answerAt the end of 2022, of the total apprentice population of 26,109, there were approximately 320 apprentices registered with public service employers such as the Civil Service, the Defence Forces, and Local Authorities. These apprentices were registered across over 16 different apprenticeship programmes in areas as diverse as cyber-security, accounting technician, recruitment, heavy vehicle mechanics, and stone-cutting and stone-masonry. When commercial and non-commercial semi-state organisations are included, this number becomes 938 apprentices. A key commitment of the ‘Action Plan for Apprenticeship 2021-2025’ is to grow the number of apprenticeship registrations across the public service, including local authorities, to reach 750 annual registrations by 2025. This represents in excess of a seven-fold increase on 2020 registrations and will support a long-term goal of 7% of the apprentice population being employed by public service employers. It is recognised that the diversity of the public service provides a wide basis for involvement with the range of existing apprenticeships and those programmes in development. Apprenticeship provides an opportunity to target and widen the recruitment pool for both generalist and specialist roles within the public service. My Department’s officials have undertaken a number of actions in order to make progress towards achieving this commitment: Several general and sector-focused information sessions on apprenticeship have been held. A Working Group has been established, representing Government Departments and agencies and local authorities, to develop a Public Service Apprenticeship Recruitment Plan by summer 2023. The Group’s work is based on surveying over 100 organisations in relation to their skills needs. More specifically, there has been extensive bilateral engagement with the LGMA to assist with surveying local authorities in relation to their skills needs. Engagement with the HSE and Department of Health in relation to a commitment in the Action Plan to explore a healthcare assistant apprenticeship programme for the HSE and the options for how this might be piloted. Unfortunately, we cannot estimate the number of multi-nationals registered as employers as they would not register as such when engaging with the Apprenticeship Office.
84. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 66 of 14 February 2023, if he will provide a status update on the proposed new further education college in Galway city; the status of the development of the preliminary business case; and if he will make a statement on the matter. [15752/23]
View answerAt the end of last year, I was delighted to announce that Galway and Roscommon ETB’s strategic proposal was successful at the first stage of the assessment process under the FET College of the Future Major Projects Fund.
This proposal will now move to the next stage of the process which will entail the development of a preliminary business case in line with public spending code requirements. SOLAS and officials from my department will meet with Galway and Roscommon ETB this week as part of a workshop to provide an overview of these templates. I look forward to receiving Galway and Roscommon ETB’s developed proposal.
The proposal put forward by GRETB relates to the development of Mervue Training Centre which would provide a state-of-the-art FET Campus and consolidate FET provision to one city location. The proposal would see the number of full-time students increase by 40%; while the number of part-time students would increase by 25%.
85. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the actions he has taken, in conjunction with the HSE and the Higher Education Authority, to identify capacity gaps within children's disability network teams and provide additional places on third-level courses to fill these gaps; and if he will make a statement on the matter. [15775/23]
View answerThe Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service.
Significant engagement is ongoing between my Department, the Department of Health, the Department of Children, Equality, Disability, Integration and Youth, and the Department of Education to develop a joined-up approach to meet system level demand in therapeutic disciplines for children’s disability services.
A working group, including representation from the Department of Health, HSE and CORU, as well as the higher education sector, has been established to specifically examine how placements can be secured to facilitate greater numbers of training places. The securing of appropriate placements is essential to building capacity in healthcare and therapeutic discipline programmes.
As the Deputy is aware the Higher Education Authority (HEA) recently sought expressions of interest from higher education institutions interested in building capacity in Dentistry, Pharmacy, Medicine, Nursing, and Veterinary from academic year 2024-25 or 2025-26. The HEA have advised higher education institutions of their intention to utilise a similar Expression of Interest process in 2023 to build capacity in the therapy disciplines.
Officials from my Department also participated in the Interdepartmental Working Group which was tasked with developing an Action Plan for Disability Services. The department will work with the HSE and the Department of Health and the Department of Children (DCEDIY) to progress actions arising out of this plan.
86. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprenticeships registered to date in 2023; his plans to promote apprenticeship; and if he will make a statement on the matter. [15744/23]
View answerThe ‘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. The Plan seeks to deliver on a target of 10,000 apprenticeship registrations per annum, across a wide range of programmes, by 2025.
Apprenticeship has undergone transformation over the past 7 years. Expansion to date has widened the impact of apprenticeship to areas of skills shortage such as engineering, technology skills, logistics, and fintech. There is a clear need to broaden the awareness of apprenticeship as a work-based route to internationally recognised qualifications and experience for people progressing in their career, school leavers, and career changers. Growing that message is a key feature of planning for apprenticeship in the coming years. There will be a continued focus on employers in 2023 and increasing the number of apprenticeship employers. It is proposed that a target is set for 1,000 additional employers active in 2023 bringing the total number of active employers up to 10,000.
We are making significant progress in realising the ambition of the Plan. A key objective is to make apprenticeship more attractive to employers and learners, to ensure their continued engagement and to attract those who have not previously
- ngaged with the system. Progress to date includes:
- The establishment of the National Apprenticeship Office (NAO), the appointment of its first Director and the initiation of its work plan;
- The removal of legislative barriers to the development of apprenticeship programmes in professions, enabled by the approval of the Oireachtas of the Higher Education Authority Bill, 2022;
- The establishment of the National Apprenticeship Alliance (NAA), representing the broad range of partners involved in apprenticeship;
- The establishment of the Access and Inclusion subcommittee, to help make apprenticeship more reflective of the national population;
- Securing resources for access measures, including a bursary programme for under-represented groups;
- The introduction of the apprenticeship employer grant of €2,000 and a gender bursary grant of €2,666;
- The allocation of €17.2m in additional capital investment for SOLAS and the HEA, building on the €20 million Apprenticeship Capital Fund investment in 2021;
- The inclusion of apprenticeship options on the CAO website from November 2021.
- The National Apprenticeship Office (NAO) Freephone advice helpline was officially launched on 19 January 2023
- The expansion of apprenticeship to all areas of the economy, with 66 programmes currently available, thus widening the impact of apprenticeship to areas of skills shortage such as engineering, technology skills, logistics, and fintech
- The submission of a memorandum to Government in November 2022 detailing the progress to date of the implementation of the Action Plan
The positive impacts of these measures are already evident in apprentice registrations. 2021 figures showed 8,607 registrations – an increase of 40% on figures for 2019 (the last full pre-Covid year). 2022 saw 8,286 registrations and a population of over 26,000. The strong growth in apprentice registrations is continuing into 2023 with registrations of 1,301 at the end of February, which represents an increase of almost 30% on this period in 2022.
The National Apprenticeship Office (NAO) will drive central branding and promotional activities targeted to heighten public awareness of the range of apprenticeship offerings. Visibility of programmes will be supported through the national Generation Apprenticeship campaign, to drive awareness of apprenticeship opportunities across a broad audience of stakeholders including radio, digital, and billboard advertising, and continued engagement with regional vocational skills showcases.
Working in co-operation with SOLAS under the #FutureFET vision, the NAO will ensure that school leavers will have access to the same level of information about apprenticeship options as those in further and higher education. The development of more vocational options and pathways, and apprenticeship taster courses, will be explored as part of Transition Year and Senior Cycle reform with the NCCA. The quality of information relayed to school leavers through guidance counsellors will also be enhanced through a dedicated information campaign.
87. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if additional places in further education will be provided in 2023 and 2024; and if he will make a statement on the matter. [15760/23]
View answerThe number of places in Further Education and Training (FET) are due to increase in line with the 12 national system targets as set out in the Strategic Performance Agreements 2022-2024 and the national system report. In these 12 areas, there are projected increases of between 6.7% and 24%, with an overall aim of ensuring a minimum of a 10% increase from 2019 levels by the end of 2024.
In addition, some of the 12 areas contain specific targets to be met, such as in Green Skills and Retrofitting. The 2022 annual performance report is due to be published in April 2023.
88. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science if he has data on the take-up of learning opportunities by people after their first job in higher education programmes, and further education programmes; and the initiatives planned to promote greater participation. [14945/23]
View answerA core objective for my Department is to ensure that individuals and businesses are offered supports and pathways to quality education, upskilling and reskilling opportunities in order to address changes in to world of work including the digital revolution and climate transformation. Lifelong Learning could not be more important as we leverage these alterations in how we live and work. Under the European Pillar of Social Rights Action Plan, we have defined our ambition of annual participation rate in Lifelong Learning of 64.2% of all adults by 2030. Ireland’s 2017 rate was 53.9%. Recent data on lifelong learning was published by the SLMRU in 2022 (SOLAS | Skills and Labour Market Research Unit | Research) It shows that 70% of those participating in Lifelong Learning Opportunities had a third level qualification at NFQ level 6 to 10, a total of 238,000 people.
The OECD Skills Strategy ran through 2022 and the early months of 2023, and has undertaken a comprehensive review of the National Skills Strategy and approach. Clear areas of focus emerging include increased focus on short, flexible and blended skilling options for individuals entering or transitioning in the workforce; and progressing ease of navigability through options for skilling and ensuring individualised, continuous learning journeys are encouraged and enabled for all.
Initiatives such as Skills to Compete, Springboard+, and eCollege, as well as ongoing work in relation to Microcredentials, Recognition of Prior Learning, Workforce Development, and cohering careers and skills information will all assist in embedding this culture.
89. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the measures being put in place to assist students who are facing huge pressures in living costs; and if he will make a statement on the matter. [15667/23]
View answerAddressing the cost of education is a key priority for me.
As part of the Government's cost of living measures, every SUSI maintenance grant recipient received an additional once-off extra maintenance payment 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.
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 additional amendments also.
- 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. This will mean students can work and not lose eligibility for their grant; and
- 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.
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, a total of €21 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
90. Deputy Willie O'Dea asked the Minister for Further and Higher Education, Research, Innovation and Science the number of medical places available in universities in Ireland; if there are plans to increase this; the number of places on these courses are taken by non-EU students; and if he will make a statement on the matter. [7504/23]
View answerAccording to the HEA's Student Record System, in the 2021/22 academic year in total there were 7,200 students enrolled across all years of medicine programmes. Of these, 3,600 were non-EU students.
The 2021/22 statistics are the most recent available. However, since this time, a significant agreement has been reached with the medical schools to increase the number of places for Irish and EU students.
Last July I announced, along with the Minister for Health, an agreement to increase the number of annual intake places available for Irish and EU students by 200 per annum. This increase is being phased in and 120 of the 200 places will be available for Irish and EU students from September 2023.
It must be understood that the funding model for medical education in this country has relied on the cross-subsidisation of places for Irish and EU students by the fees paid by non-EU students.
The agreement to increase the level of funding for existing places, to move them to a more sustainable basis, was key to unlocking this expansion in Irish and EU place.
As the Deputy may be aware, the Higher Education Authority has conducted an expression of interest process for Higher Education Institutions interested in building capacity in Medicine, along with Nursing, Pharmacy, Dentistry and Veterinary.
I expect to receive the final report of options for my Department to consider in the coming days from the HEA.
91. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if student fees will be maintained at the level of €2,000; and if he will make a statement on the matter. [15734/23]
View answer256. Deputy Anne Rabbitte asked the Minister for Further and Higher Education, Research, Innovation and Science whether students will have to pay full student fees for the 2023-24 academic year; if there is any reduction in costs for students not in receipt of a grant; and if he will make a statement on the matter. [15815/23]
View answerI propose to take Questions Nos. 91 and 256 together.
As part of the cost of living response in Budget 2023, I prioritised the introduction of a significant package of measures to directly support students and their families. These measures included, for the 2022/23 academic year, a once off reduction in the student contribution.
I have been clear that I want to see the student's contribution towards tuition fees in higher education reduce in a meaningful way over the course of future budgets. In this regard I was pleased to secure Government agreement to the introduction of a permanent new rate of student contribution support through SUSI from September 2023.
For students whose families have incomes between €62,000 and €100,000, there will be a new grant of €500 towards the undergraduate student contribution for free fees students. I am also increasing the income limit for students to avail of the 50% student contribution grant. These measures mean that up to 50,000 extra students may be eligible for additional help towards paying the undergraduate student contribution.
In advance of Budget 2024 this autumn, and as I did last year, I will be publishing an options paper which will set out various measures to address the cost of education. I am doing this in order to facilitate public discussion on the various choices available to amend student supports. I will have regard to these options, including any options in respect of reducing tuition fee or tuition fee contribution costs, when making proposals regarding student supports in the context of Budget discussions later in the year.
92. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science the way he is tackling the skills shortages in the workforce; and if he will make a statement on the matter. [15664/23]
View answer93. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which provision continues to be made for increasing the supply of graduates at technical level in sufficient numbers to meet the demand; and if he will make a statement on the matter. [15697/23]
View answer254. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which efforts continue to be made to ensure the availability of adequate qualified staffing levels to meet the requirements of the workplace; and if he will make a statement on the matter. [9180/23]
View answerI propose to take Questions Nos. 92, 93 and 254 together.
My Department continues to prioritise strengthening our skills ecosystem to ensure it has the agility and flexibility to adapt to changing priorities in the skills and workforce development landscape, including increasingly rapid, technologically driven changes in the world of work. This focus is underpinned by the detailed and comprehensive OECD review of Ireland's National Skills Strategy and approach carried out in the course of the last year which is currently being finalised.
Bodies such as SOLAS's Skills and Labour Market Research Unit and the Expert Group on Future Skills Needs in the Department of Enterprise, Trade and Employment have a key role in assessing and forecasting for the skills and talent needs in an economy being transformed by digitisation and the decarbonisation imperative. The analysis which they carry out is central to informing responsive programme planning across the tertiary system; and flexible and innovative responses to changes in the world of work, such as the Human Capital Initiative (HCI) and Springboard+.
This agility and flexibility is further underscored by responsiveness to priority industry and enterprise workforce needs under key policy initiatives such as, for example; the Action Plan for Apprenticeship; Funding the Future; the Green Skills for FET Roadmap; and the National Digital Strategy Harnessing Digital.
Ireland's success in ensuring that those with qualifications from the tertiary system are meeting the economy's skills needs are evidenced by the results of the Higher Education Authority's national Graduate Outcomes Survey which shows that overall 81.9% of graduates in 2021 were in employment nine months after graduation.
94. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding Ireland's application to join the CERN programme; and if he will make a statement on the matter. [15706/23]
View answerIn November, I indicated to the House that my Department would prepare a proposal for the Government to consider joining CERN. Since then, Officials from my Department have been liaising with CERN regarding the total cost of membership, the application process and membership options. My officials have travelled to meet officials in CERN.
I should explain that any formal application by Ireland for membership will likely involve CERN sending a task force here to carry out a formal assessment of our suitability for membership. This is a normal process for any membership application and can take several months. In order to ensure appropriate engagement and examination, I currently envisage that a submission will be made to the Government in the second half of this year.
95. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details of any engagement he has had with the Minister for Agriculture, Food and the Marine with a view to further expanding apprenticeships in the agricultural sector, for example, in the wool sector; and if he will make a statement on the matter. [15753/23]
View answerApprenticeship is a demand-driven educational and training programme that aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. The development of new apprenticeships is employer-led. Employer groups and educational providers come together forming a consortia to identify a skills need and appropriate apprenticeship response in their sector.
As the Deputy may be aware, until recently there has been a long-standing legislative impediment to farming apprenticeships. This reflected the fact that under the Industrial Training Act, 1967, the development of apprenticeship programmes in “an activity of agriculture, horticulture or fishing which is an activity of primary production, or any activity of a professional occupation” was prohibited.
This statutory provision ruled out the scope to develop and implement apprenticeship programmes in these important areas where there are significant opportunities to build the skills of the workforce.
I am delighted to advise the Deputy that under the Higher Education Authority Bill, 2022 which has recently been approved by the Oireachtas, I have ensured that this legislative barrier to the establishment of apprenticeship programmes for these occupations has been removed.
In advance and in anticipation of this legislative change, apprenticeship consortia had commenced the development of the following programmes: Farm Manager, Farm Technician and Advanced Horticulture.
Development work on the three apprenticeship programmes is ongoing and programme documentation has been submitted to QQI to progress through the validation process. Teagasc will work with employers to train them in apprenticeship management during 2023 and students will be accepted from September. Further details of the programmes, including locations where the training will be provided, will be available once the validation and legislative processes are finalised.
These new apprenticeships, which will have off-the-job training delivered through online or blended learning, provide a significant opportunity for widening of access to apprenticeship for rural businesses and learners and will play a very important role in ensuring apprenticeship provision has a strong regional dimension. I am very grateful for all the work of all the stakeholders involved in bringing the apprenticeship model into one of the most important sectors of the economy.
Currently, there is no specific apprenticeship for the wool industry and officials in my Department are not aware of any such apprenticeship in development or being considered. However, this does not prevent a future consortium of employer groups and educational providers from forming a new consortium around the concept of developing an apprenticeship for this sector. The SOLAS Guidance Document for Submitting an Initial Proposal for a New National Apprenticeship together with their Handbook on Developing a National Apprenticeship provide an overview of the key features of new apprenticeships, including sectoral engagement and collaboration among enterprises and other stakeholders in the relevant industry. These publications are available on www.apprenticeship.ie.
96. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science the up-to-date position and timelines for the redevelopment of the former Pretty Polly site in Killarney as an education centre; and if he will make a statement on the matter. [15786/23]
View answerI was delighted to announce late last year that Kerry ETB’s proposal for Killarney under the College of the Future Major Projects fund was successful at the first stage of the assessment process.
This proposal will now move to the next stage of development, which will entail the development of a preliminary business case in line with public spending code requirements. My department has worked closely with SOLAS over the past number of months in developing a suite of templates and guidance notes in line with the public spending code requirements for this stage. SOLAS and officials from my department are scheduled to meet with Kerry ETB this week as part of a workshop to provide an overview of these templates.
This is a really exciting project for Kerry. This is taking a derelict site and repurposing and transforming into a state-of-the-art campus. The ambition for the centre is significant. The proposal looks at developing into a Specialist Centre of Skills Development in Hospitality Training, while supporting Renewable Energy and Sustainable Green Technologies. The development will bring the FET facility of its kind to Killarney and South Kerry. My Department and I remain committed to supporting Further Education Institutes and the wider sector in achieving their vision for FET education and provision.
97. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on any progress made to resolve the terms and conditions of employment of personal assistants who work in some education and training boards; if he will provide a timeline for when the issue is expected to be resolved; and if he will make a statement on the matter. [15102/23]
View answerAs the Deputy will be aware, where an Education and Training Board (ETB) or PLC college employs personal assistants to provide services under the Fund for Students with Disabilities (FSD), responsibility for the terms of employment rests with the individual ETB/ Further Education College. SOLAS provides FSD funding to the ETBs who manage the funding allocations to PLC colleges for services and accommodations required to support students with disabilities in accordance with the guidelines issued by SOLAS.
The Strategic Performance Agreements for 2022-24 agreed between SOLAS and the individual ETBs provide for the rolling out of the FSD across all FET provision. SOLAS has advised the Department that it will be reviewing the learner supports and associated guidelines and my Department has requested SOLAS to examine the provision of personal assistant services as part of its review.
98. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the issues raised by the chief financial officer at University College Cork surrounding the funding of third-level universities; and if he will make a statement on the matter. [15556/23]
View answerI am aware of the UCC Bursar/Chief Financial Officer's Report as included in the UCC Financial Statements for the year ended 30 September 2021 and note the matters raised in relation to sectoral funding.
In May 2022, I launched Funding the Future , a landmark funding and reform framework for higher education. The Government has now made important decisions about a sustainable model of funding for the higher education into the future. We have chosen a mixed model of investment, which includes funding from the Exchequer, employers and from students.
Under Funding the Future, a figure of €307 million was identified as representing the quantum of increase in core funding to the higher education sector which is required to deliver enhanced performance, strategic reforms and strengthened quality of outcomes. This will be advanced over a number of years through annual budgetary processes. Budget 2023 saw the first tranche of funding of €40 million delivered under the Funding the Future framework.
Overall, in 2023 we are investing €1.434 billion in recurrent grant expenditure to the higher education sector through my Department's B4 subhead and National Training Fund (NTF) Enterprise Focused provision.
The report of the UCC Bursar also references capital funding. The HEA in partnership with my Department launched the Higher Education Strategic Infrastructure Fund (HESIF) with the objective of delivering high quality higher education infrastructure. Under the first round of funding, UCC was allocated €25m, of which €18.1 million was paid in December 2022.
The devolved capital grant provides flexible capital funding to support small-scale building works including health and safety works, access works, refurbishment, energy upgrades and equipment purchase or renewal. UCC has received almost €9 million in devolved capital grants from 2020 to 2022.
It is important to note that Government investment in the tertiary sector is not limited to the recurrent grant funding provided to higher education institutions directly. The budget for further and higher education, research, innovation and science totals €3.89 billion in 2023, just under 3.9% of the total national budget. We have grown our spend significantly since forming the Department of Further and Higher Education, Research, Innovation and Science (from €3.59 billion two years ago) demonstrating the Government's commitment to helping the sector fully realise its potential in contributing to economic and societal priorities.
99. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the level of capital funding available to his Department in 2023; the general areas which will benefit from such investment; and if he will make a statement on the matter. [15759/23]
View answerThere is €633m available to my Department in 2023 in capital funding. This consists of the NDP capital allocation for 2023 of €578m and in addition the carryover of monies from 2022 of €55m
The general areas that will benefit from this capital funding break down as follows:
- Research and Innovation (€297m)
- Higher Education Capital (€234m)
- Further Education and Training Capital (€60)
- Higher Education Public Private Partnerships (€40m)
- Higher Education Authority Capital (€1m)
- Corporate (€1m)
The revised National Development Plan (NDP) provides for Exchequer investment of nearly €2.9 billion in further and higher education infrastructure, research and innovation over the five-year period 2021–2025.
In respect of planned expenditure in 2023 in the higher and further education sectors, it is not possible to be specific with regard to the level of funding to be provided to each institution. This is because the budget is managed at an overall level, with profiles regularly updated to take account of the rate of progress of individual projects through design, planning, procurement and construction.
However my Department have plans to invest in ten FET Colleges of the Future, coupled with major investments in the Technological Universities through the TSSPF Programme, while also investing heavily in capital in supporting the training of a large expansion of apprenticeship places and supporting the purchases of key sites in both the Higher Education and Further Education areas.
100. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans to introduce the teaching of human skills, also known as soft skills, into further and higher education courses in the State, as employers increasingly seek them from graduates; and if he will make a statement on the matter. [15669/23]
View answerMy Department recognises the importance of ensuring that our graduates are equipped with skills that are relevant to the needs of learners, society and the economy. Human skills, also known as soft skills or transversal skills, such as leadership, creativity, team working, problem solving and emotional intelligence are in high demand among employers, alongside technical and professional skills required in the workforce.
Promoting agility in the workplace is an important aspect of Further Education and Training (FET) provision. ‘Building Skills’ is a core pillar of the current FET Strategy, and transversal skills, including ‘human skills’ are specifically highlighted. Programmes such as traineeships, which incorporate classroom and on-the-job training, aim to give learners both the technical know-how and the practical soft skills to succeed in the modern marketplace. The Skills to Compete programme, which was introduced in 2020 to support people who had become displaced from employment as a result of the pandemic, prioritises delivering the essential skills, including soft skills for modern workplaces, as well as building strong digital skills and specific vocational skills. The Skills to Advance programme offers upskilling and reskilling opportunities through accredited QQI courses to those in employment and their employers. The objective of this scheme is to enable targeted support for vulnerable groups in the Irish workforce. Such support is provided to those persons, who have lower skills levels (including soft skills) so that they may avoid displacement and avail of emerging job opportunities in the future.
In higher education, we are actively engaging with higher education colleagues on how to incorporate these key skills into individual courses.
The Human Capital Initiative (HCI), funded by my Department, forms a key part of the strategic response to a changing world of work and the challenges the economy will face in the period ahead. HCI Pillar 3 aims to promote innovation and reform in the higher education sector and ensure that courses in areas of skills needs demonstrate innovative methods of teaching and delivery.
A number of the projects funded under HCI Pillar 3 have an explicit focus on the teaching and development of transversal skills within their programmes, providing useful learning for the wider sector. For example, Dublin City University’s ‘DCU Futures’, Maynooth University’s ‘Virtual Laboratories’, University of Galway’s ‘Designing Futures’, and University College Cork’s ‘The iEd Hub’ all place an emphasis on transversal skills, so that graduates are equipped with work-ready human skills and can adapt in a rapidly changing workplace.
Higher Education Institutions (HEIs) are autonomous institutions within the meaning of the Universities Act 1997, the Institutes of Technology Acts 1992 to 2006 and the Technological Universities Act 2018. Under this legislation, HEIs are independent and are entitled to regulate their own academic affairs and administrative processes, including in relation to course provision. Any policy around the teaching of soft skills within higher education courses is a matter for individual institutions, in line with their autonomy, and is not under the direct control of the Department of Further and Higher Education, Research, Innovation and Science.
101. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons that availed of the third-level access course in each year since it was established. [15229/23]
View answerMy Department is committed to the continued roll-out of supports and targeted initiatives to tackle educational disadvantage and support equity of access, participation and success in both further and higher education.
Third level access programmes are specific to each Higher Education Institution (HEI).
The HEA provide certain data surrounding the targets and KPIs identified in the National Access Plan (2022-2028) but they do not have or collect the data requested by the deputy.
The National Access Plan (2022-2028) commits to the collection over the course of the Plan of data on key priority groups from socioeconomically disadvantaged backgrounds, students who are members of Irish Traveller and Roma Communities as well as students with disabilities including intellectual disabilities.
102. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the ongoing engagement between his Department and the Department of Public Expenditure, National Development Plan Delivery and Reform regarding the position of adult tutors in education and training boards; and if he will make a statement on the matter. [15663/23]
View answerThere are over 3,300 adult education tutors employed across the 16 Education and Training Boards (ETBs). There is no specific public sector grade of adult education tutor and tutors are paid on an hourly rate basis, generally at the unqualified teacher rate. While progress has been made across other issues for adult tutors, the claim from SIPTU and TUI to align adult education tutors to a pay scale of an existing ETB grade remains unresolved. In 2020, the Labour Court recommended that the official side make an offer. A joint proposal has been prepared by my Department and the Department of Education, which retains regulatory responsibility for the ETB sector. This proposal is currently under discussion with the Department of Public Expenditure, NDP Delivery and Reform with a view to finalising the offer to the Unions as the earliest opportunity.
103. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science the up-to-date position and timelines for the construction of the new STEM building at Munster Technological University, Tralee; and if he will make a statement on the matter. [15787/23]
View answerThe STEM building at Munster Technological University, Tralee is one of six new facilities which together comprise the “Higher Education PPP Bundle 1” project. The contract was awarded in December 2022 and construction activities including site excavation works, preparing foundations and utility connections began in early January 2023. Construction works are currently proceeding to programme on all six sites.
In respect of the MTU Tralee facility, it is expected that construction shall conclude and the facility become operational in June 2025. I look forward to visiting Kerry shortly and turning the sod on this new project.
104. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline his plans to ensure access to public service pensions for research staff in all higher education institutions across the sector; and if he will make a statement on the matter. [15735/23]
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.
105. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the ongoing PhD review; if he will consider bringing forward emergency measures to help PhD researchers deal with the cost-of-living crisis; and if he will make a statement on the matter. [15733/23]
View answerI’d like to thank the Deputy for raising this important issue.
The quality of our researchers is fundamental to the quality of our research system and its collaboration with partners in industry and policymakers, both in Ireland and abroad.
Under Pillar 4 of our national research and innovation strategy, Impact 2030, we have committed to ensuring that researchers have the right skills development and career opportunities so that they can make their maximum contribution, whether in academia, industry, the public sector or elsewhere.
As part of this commitment, I announced a national review of State supports for PhD researchers. I was pleased to appoint Dr Andrea Johnson and David Cagney as Co-Chairs for the review.
I met with the Co-Chairs at the end of February where they provided an update on progress of the review.
This independent review is currently underway. The two Co-Chairs are approaching completion of a very comprehensive round of stakeholder consultations and written submissions. The review report will consider a range of critical issues such as stipend levels and the consistency of supports across the system.
The Co-Chairs will present their report to me shortly and the report will be presented to Government in due course. Any decision I make on measures to support PhD researchers will be informed by the outcome of this review.
106. Deputy Brendan Griffin asked the Minister for Enterprise, Trade and Employment if there are any grants or funding assistance for a small landscaping business (details supplied) in County Kerry; and if he will make a statement on the matter. [15807/23]
View answerThe Local Enterprise Offices provide a wide range of high-quality business and management development programmes that are tailored to meet specific business requirements. Whether it is starting a business or growing a business there is something suitable for anyone exploring self-employment as an option or for those who are currently operating a business.
The Mentor Programme, open to both new and existing businesses located within the LEO region, is designed to match up the knowledge, skills, insights and entrepreneurial capability of experienced business practitioners with small business owner/ managers who need practical and strategic one to one advice and guidance. The mentor contributes independent, informed observation and advice to aid decision making. All applications for mentor assistance are dealt with individually and are preceded by a business needs analysis to assess the key needs of the business and determine the most imperative mentoring objectives.
The Local Enterprise Offices offer direct grant aid to microenterprises (10 employees or fewer) in the manufacturing and internationally traded services sectors which, over time, have the potential to develop into strong export entities. However, it should be noted that the Local Enterprise Offices do not provide direct grant-aid to areas such as retail, personal services, local professional services, construction/local building services, as it may give rise to the displacement of existing businesses.
The Local Enterprise Office can assist business owners with applications to any financial institute but in particular to Micro-finance Ireland. Micro-finance Ireland offers support in the form of expansion loans of up to €25,000 to micro-enterprises looking to grow their business. Loans for commercially viable proposals can be used to help fund start-up costs, working capital or business expansion and by applying through their Local Enterprise Office, clients can avail of a 1% reduction in the interest rate charged. This loan package offers no fees, hidden costs and has fixed repayments over a maximum term of 5 years.
The Trading Online Voucher Scheme offers a voucher of up to €2,500 (with 50% co- funding by the applicant) to help businesses develop their online trading capability and includes training sessions that cover various topics, including developing a website, digital marketing, social media for business and search engine optimisation.
I would urge entrepreneurs and businesses to make contact with their Local Enterprise Office for more comprehensive information on which of the extensive suite of supports that may be available to them.
