Written Answers Nos. 61-80
62. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which it is expected to match the skill requirement of industry with the skills and qualifications of those exiting education in the current year, based on previous years' experience; and if he will make a statement on the matter. [15657/23]
View answerMy 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 which is currently being finalised.
Bodies such as SOLAS's Skills and Labour Market Research Unit and the Expert Group on Future Skills Needs 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 and Springboard+. It is also important that our education and training providers align their offerings to the evolving requirements of critical public services such as health and social care and education sectors.
This agility and flexibility is further underscored by responsiveness to priority enterprise and public service 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 country's needs is 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.
64. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his views on departmental plans to address inequities that may emerge between State-funded PhD researchers and other PhD researchers; and if he will make a statement on the matter. [15748/23]
View answerThe 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.
Of the approximately 10,000 annual doctoral enrolments, approximately 6,000 are funded publicly through our higher education institutions and public funding bodies. The latter includes competitive awards from Science Foundation Ireland and the Irish Research Council, as well as awards from the agencies of other Government departments.
The remaining 4,000 enrolments are categorised as self-funding; this includes persons funded by their employers as well as those researchers undertaking a PhD at their own initiative.
Students enrolled as PhD candidates may avail of a wide range of student supports provided by their host higher education institution. These include academic supports and a wide range of well-being supports.
As part of the commitment in impact 2030, 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 is considering a range of critical issues such as stipend levels, the consistency of supports across the system and specific supports for non-EU PhD students.
Once the Co-Chairs finalise their report, it will be presented to Government. Any decision I make on measures to support PhD researchers will be informed by the outcome of this review.
69. Deputy Verona Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the Budget for the near zero energy building training centres of excellence; if that budget has been drawn down; and if he will make a statement on the matter. [10516/23]
View answerThe government has set an ambitious target to retrofit 500,000 homes by 2030. Important steps towards delivering on this target are the increased numbers enrolling on NZEB [Near Zero Energy Building] courses and the establishment of the SOLAS Green Skills Programme Office.
Education and training for retrofitting and construction sector skills are delivered through more than 50 programmes running in NZEB Centres of Excellence. In total, six NZEB Centres will be established within the Education and Training Boards [ETBs].
Three NZEB Centres of Excellence and retrofitting training are operating in Waterford and Wexford ETB, Laois and Offaly ETB, and Limerick Clare ETB. Courses are also delivered in Cork ETB and Mayo-Sligo-Leitrim ETB and further provision will be provided through a sixth centre in Finglas, under CDETB.
To support the NZEB Centres of Excellence my Department approved funding for capital projects to establish fit-for-purpose premises. To date, just over €2 million has been approved towards the delivery of capital projects for the Centres of Excellence, with in the region of €1.7 million drawn down by the relevant ETBs to date. Further capital projects are progressing through the design stages with further capital funding approvals to follow. In addition, requests for capital funding are anticipated in respect of the Centres of Excellence, including the sixth Centre being planned by CDETB.
70. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the provision of student accommodation in Carlow; if his Department has plans to expand the offering of accommodation to students; and if he will make a statement on the matter. [15710/23]
View answerI am actively addressing the difficulties faced by students in accessing affordable student accommodation.
On 29 November 2022, I secured Government approval for funding of €1 million to support Technological Universities in the development of student accommodation strategies and feasibility studies. These will help inform the level demand and potential sources of supply of accommodation in each region. It is envisaged that this analysis will encompass current and projected enrolments, student commuting patterns, and existing and planned student accommodation.
The only on-campus provision of purpose built student accommodation in the Technological University sector is the 426 bed facility at the Waterford campus of the South East Technological University. As a consequence of this, students in Technological Universities have relied almost completely on the private rental market for accommodation. The funding being made available will facilitate SETU in the development of proposals for future student accommodation.
A borrowing framework will be necessary to enable development of purpose built student accommodation by Technological Universities. My officials will engage with the Department of Public Expenditure and Reform and the Department of Finance to advance this framework, informed by the options arising from the feasibility studies.
As well as development of purpose built student accommodation the promotion of digs accommodation and the Rent a Room Scheme and identification and reuse of vacant premises will be considered. My officials are also examining the expansion of the Capital Devolved Grant to provide assistance for the development or refurbishment of student accommodation.
72. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details for a new veterinary college; and if he will make a statement on the matter. [15705/23]
View answerEnsuring a supply of qualified Vets to meet the demands of the sector is a priority for my Department. Workforce planning requirements for the veterinary medicine sector require advice from and consultation with the Department of Agriculture, Food and the Marine and the Veterinary Council of Ireland, as the regulators of the profession.
No decisions have been made at this stage in relation to a new veterinary college.
The Higher Education Authority is concluding an Expressions of Interest process to identify where capacity could be built in key disciplines including Veterinary Medicine. An Expert Advisory Panel, appointed by the Authority, has reviewed the opportunities for new programmes. 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.
This is an independent process, managed by the HEA. A report with options and recommendations from the process will be presented to me by the HEA shortly.
73. Deputy Violet-Anne Wynne asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he has taken to ensure that regional universities and technological universities and institutions will be equipped to train the offshore renewable energy workforce; and if he will make a statement on the matter. [15778/23]
View answerThe growth of offshore renewable energy is critical to meeting our climate action targets. The Government is committed to ensuring that the education and training system, including both higher and further education providers, is appropriately positioned to support the development of the skills required by this sector.
In this context, my Department is participating on the cross-Departmental Offshore Wind Energy Taskforce, with a focus on the workforce and skills required for offshore wind in Ireland.
My Department, in collaboration with the Department of the Environment, Climate and Communications and the Greentech Skillnet, is leading an analysis of the skills and workforce requirements for offshore wind, through the preparation of a detailed skills assessment, and the establishment of an Expert Advisory Group. These actions will ensure that future output from the tertiary sector is aligned with projected workforce requirements, is regionally appropriate, and is informed by sectoral, Departmental and industry experts.
At present, my Department supports a number of initiatives to meet skills needs for the green transition. Springboard+ and the Human Capital Initiative support a number of courses with a focus on offshore renewable energy, including a Postgraduate Diploma in Wind Energy at Dundalk IT and a Masters of Engineering in Energy Infrastructure at Technological University of the Shannon: Midlands Midwest. Building on this, the HCI Pillar 1 Call 2023 invited proposals for funding for a range of areas, including those related to offshore renewables – this includes Planners for Offshore Renewable Energy; Marine Ecologists; and Grid Engineers. The call closed on February 23, 2023 and applications are under evaluation.
My Department will continue to work closely with relevant partners in the education sector and industry to understand and deliver the skills, training, and education requirements for offshore renewables.
74. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science if the Government undertakes any analysis of the number of people from the Traveller community who enter third-level education per year; and if so, if he will provide data on same. [15230/23]
View answerMy Department is committed to supporting equity of access, participation and success for Irish Travellers in Higher Education.
The most recent National Access Plan sets out the situation starkly. 1% of Travellers have a third level qualification, compared to 55% of the population. Collectively, we need to do much better.
Gathering accurate data on Irish Traveller participation in higher education is difficult and is highly dependent on self-identification. The HEA collects data on the number of Traveller students in higher education utilising the Equal Access Survey, which, is an annual voluntary set of questions asked of all first-year undergraduate new entrant students to publicly funded higher education institutions.
The data indicate that there has been a modest rise in the number of Traveller new entrants over time, increasing from 23 in 2011/2012 to 52 in 2021/22. There was, however, a dip in this trend during Covid with only 33 new entrants in the 2020/21 academic year.
Overall Traveller enrolment within higher education institutions has grown from 77 in 2011/12 to 119 in 2020/21. Overall enrolment figures for 2021/22 are not yet available.
The National Access Plan used data from the Equal Access Survey and the Census to set a targets of increasing the number of Travellers in higher education to 150 by 2028. This target, and progress towards it, will be reviewed in a Mid-Term review in 2025. My aim will be to make sufficient progress, in close collaboration with the sector and Traveller representative groups, to allow a more ambitious target to be included arising from this mid-term review.
To underpin delivery towards this target I established a new strand of ring-fenced funding of €1.35 million over three years. This initiative, PATH 5: the Irish Traveller and Roma Fund, will support progress towards higher level of participation by Travellers and will also support the development of targets for Roma students.
Some 1,310 learners engaged in FET in 2022 self-identified as Travellers and, from a policy perspective, my Department is particularly looking at how we can better support transitions between further and higher education, which is a key route to enhancing participation in higher education.
75. Deputy Gino Kenny asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the national review of State supports for PhD researchers; if he will commit to continuing the examination of the working status of PhD researchers, including consultation with all stakeholders and an examination of international comparators; and if he will make a statement on the matter. [15757/23]
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 is considering a range of critical issues including the employment status of PhD researchers, as well as stipend levels and the consistency of supports across the system. There are very significant complexities involved and options will need very careful consideration as part of the review.
Once the Co-Chairs report to me, following consideration by my Department and, where relevant, other departments, the report will be presented to Government. Any decision I make on measures to support PhD researchers will be informed by the outcome of this review.
76. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science the way his Department is providing assistance to young adults with disabilities, in particular those with intellectual disabilities, to travel to training centres; and if he will make a statement on the matter. [15761/23]
View answerSome 12,500 learners who took part in Further Education and Training (FET) courses in 2022 declared themselves as having a disability. Some of these learners took part in programmes specifically designed for people with a disability such as the Specialist Training Provision programme, while others participated across the broader FET provision programmes.
The provision of public transport services falls within the remit of the Department of Transport and I welcome the provision in Budget 2023 to continue the Young Adult Card and its expansion to 16, 17 and 18 year olds in third level education, so that they can also avail of half-price public transport fares.
Within the FET sector, a range of supports, including transport supports, are provided through the Education and Training Boards (ETBs) to support the participation of learners with a disability. For example, some providers of Specialist Training Provision will have their own transport, while others link into other local transport providers.
SOLAS manages the Fund for Students with Disabilities which provides funding to PLC colleges to assist them in offering supports, including transport supports, to eligible students with disabilities so that they can participate on an equal basis with their peers. Need assessments determine the supports provided to students, in accordance with the guidelines issued by SOLAS.
One of the national targets set out in the Strategic Performance Agreements in place between SOLAS and the ETBs for 2022 to 2024, is to widen participation of learners from priority cohorts, including people with a disability. SOLAS is reviewing its Fund for Students with Disabilities guidelines to see how it can be rolled out across all FET programmes and, building on its 2017 research into barriers to FET for vulnerable groups, SOLAS intends to commission further research and examine barriers to participation in FET, with particular reference to persons with a disability.
77. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the integration of Carlow College into St. Patrick's; and if he will make a statement on the matter. [15709/23]
View answerIntegration of Carlow College, St. Patrick's into an autonomous higher education institution is in the first instance a matter for the respective governing authorities of Carlow College and any potential partner higher education institution.
In this context, the College is continuing to engage with the South East Technological University (SETU) on potential incorporation.
My Department approved a business case for an increase in the level of funding paid to Carlow College, St. Patrick's under the Free Fees Initiative for the 2022/23 academic year and subsequent years. This increase in funding will make a contribution towards stabilising the cash flow position while the College considers its strategic options and engages with SETU. However, it remains necessary for the College to address its overall sustainability.
The Higher Education Authority is open to assisting SETU in resourcing terms to facilitate more detailed analysis of the potential financial, academic and strategic fit of a proposed incorporation should the SETU governing body wish to do so.
My Department understands that a decision on proceeding with this analysis would likely come after the SETU governing body have duly considered and formally approved the TU's inaugural strategic plan, which will go before the governing body in the coming months.
78. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department continue to ensure a steady stream of graduates to meet the demand in education, health and engineering, given the demands likely to emerge now and in the future; and if he will make a statement on the matter. [15698/23]
View answerEnsuring an appropriate pipeline of suitably qualified graduates to meet the critical skills needs in healthcare, education and engineering is a priority for my Department.
My Department is strongly committed to supporting the tertiary education sector in supplying graduates with the key competencies and skills to be effective to meet the professional demand in these areas.
Officials from my Department have been engaging extensively with the Higher Education Authority and the higher education sector to identify where additional places can and should be provided in the higher education system.
These additional places will be targeted at areas of acute skills need as identified through our national skills architecture. Over one thousand additional places were announced last summer which were made available in September 2022, these included healthcare programmes such as medicine and nursing.
The Higher Education Authority are finalising the Expressions of Interest process, where EOIs were sought from HEIs to build capacity in Medicine, Dentistry, Nursing, Pharmacy and Veterinary Medicine. It is planned to have a similar process for the therapy disciplines.
I look forward to receiving the final report of options for my Department to review shortly.
80. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will commit to the abolition of all third-level and postgraduate fees in budget 2024; and if he will make a statement on the matter. [15749/23]
View answerIn May 2022, I launched Funding the Future, a landmark funding and reform framework for higher education. I also set out my intention to advance a progressive range of measures to address cost as a barrier to education, in the context of overall budgetary decision-making.The Government has now made important decisions about a sustainable model of funding for the higher education into the future. Critically, we have definitively taken income contingent student loans off the table. We have instead chosen a mixed model of investment, which includes funding from the Exchequer, employers and from students.I have been clear that I want to see the student's contribution toward tuition fees in higher education reduce in a meaningful way over the course of future budgets. This should, however, be done in a way which does not negatively impact on sustainable core funding for higher education.
As part of Budget 2023, in addition to the once-off cost of living measures introduced, 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 a grant for the first time or a higher rate of grant 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 possible 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.
