Written Answers Nos. 105-119
105. Deputy James Lawless asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the development of a digital skills action plan to drive the commitments in the National Digital Strategy, 'Harnessing Digital: the Digital Ireland Framework' to address both the digital talent pipeline and, workforce development; and if he will make a statement on the matter. [45532/23]
View answerIreland’s goals in relation to digital skills were designed in line with the European Digital Decade, and are set out in our Harnessing Digital Strategy. I am pleased to say we are not only meeting but exceeding our targets. In the first instance we are excelling in the provision of highly skilled ICT graduates to support a digitised economy and maintain Ireland’s competitiveness. Our share of ICT graduates stands at 8.6%, over double the EU average of 3.9%.
In 2018 we set a target of increasing the numbers of ICT graduates to over 12,400 p.a, including apprentices and trainees. I’m delighted to say that this target was exceeded in 2021, with almost 15,000 learners exiting our tertiary systems. That is a testament to our efforts to adapt and sustain a flexible system of skills provision for all learners in the face of rapid digital transition.
The second overall target we set was for the development of basic digital skills - as measured by the Commission in its Digital Economy and Society Index – to reach 80% by 2030. The 2022 figures indicate that we’re performing well in meeting this target, with 70% of people having at least basic digital skills, compared to the EU average of 54%.
In responding to the OECD Review of Ireland’s Skills Strategy, I will continue to prioritise strengthening our digital skills ecosystem to ensure it has the agility and flexibility to keep adapting to changing priorities in workforce development and society’s digital skills needs.
107. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science if he will agree to ensuring that a threshold of core funding is put in place to enable supported training organisations to continue to carry out their critical role in providing education and training for the most vulnerable students across our education system; if he will ensure that immediate funding pressures for 2023 are addressed as a matter of urgency through the process; and if he will make a statement on the matter. [45683/23]
View answer134. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the plans he has to resolve the funding crisis facing the provision of supported training; if he and his Department will meet with providers such as (details supplied) as a matter of urgency to agree sustainable funding levels; and if he will make a statement on the matter. [45684/23]
View answerI propose to take Questions Nos. 107 and 134 together.
The Education and Training Boards (ETBs) contract Specialist Training Provision (STPs) to provide learner-focused training and related services, to assist individuals to enter or re-enter the labour market. STPs address the identified training needs of people with disabilities who are experiencing exclusion and labour market disadvantage.
This includes the Rehab Group's National Learning Networks operating throughout the county who offer vocational courses funded by the ETBs and rehabilitative training programmes funded by the HSE. I am aware of the short-term funding pressures being experienced by STPs. SOLAS is engaging with the ETBs to arrange for once-off support to assist the STPs in response to these pressures.
SOLAS will continue to engage with the Department of Health to review the funding model for STPs going forward.
SOLAS are also undertaking an independent evaluation of the STPs. The purpose of the evaluation is to generate evidence-based conclusions and propose recommendations about the quality, effectiveness, on-going relevance and overall value of vocational training that is currently delivered and the integration of this training within the wider further education and training provision by ETBs. The evaluation, which is due for completion later this year, will inform the future direction of the strategy in this area.
108. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the Programme for Government commitment to further promote a culture of lifelong learning within the workforce, focusing on increasing the lifelong learning rate from the current rate of 9% to 18% by 2025; what the current rate is in 2023; and if he will make a statement on the matter. [45533/23]
View answerLifelong Learning could not be more important as we leverage continued alterations in how we live and work in the face of megatrends such as digitisation and the green transition for a sustainable economy. This focus is underpinned by the OECD Report on Ireland's Skills Strategy published on 9 May this year.
That report highlighted the need for 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. My department is working to respond to these findings.
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%.
Our recording of lifelong learning participation on an annual basis differs slightly to EU metrics, which are based on participation percentage by year, with an overall EU target of 60%. Ireland’s lifelong learning participation rates provide detail of the number of adults learners participating in education over the preceding four weeks.
Latest figures by the SLMRU (SOLAS Skills and Labour Market Research Unit) show that in Q4 of 2022, 11.8% of adults in Ireland were engaged in lifelong learning education, accounting for a substantial 440,272 of our population.
109. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which a continuous supply of graduates in the academic and technical areas is provided for in order to meet requirements of industry and education; and if he will make a statement on the matter. [45641/23]
View answerMy Department is focused on aligning planning within the higher education sector with the workforce requirements and skills needs of the country. Our approach to addressing these challenges is firmly rooted in collaborative partnership with enterprise and other stakeholders and is central to our economic and social ambitions. Planning for current and future public sector workforce and skills needs is a particular priority for my department. Officials are engaging with a number of government departments to determine the needs of their sectors in respect of crucial skill areas
The National Skills Council within its remit advises on the prioritisation of identified skills needs and on how to secure delivery of these needs. Key high-level trends identified at recent National Skills Council meetings include automation and digitisation, digital literacy and transversal skills. Information on these trends is then used to formulate our skills strategies and initiatives such as the National Skills Strategy 2025; Springboard+ and the Human Capital Initiative.
As part of the Budget 2024 announcement last week Minister Collins and I announced a range of measures which will support students on their journey and encourage more to return to education and develop the skills required in order to support our workforce needs. These measures include a new support scheme for undergraduate part-time students for the first time ever, as well as a new scheme to help small and medium enterprises with the cost of upskilling and reskilling their employees, among other initiatives.
Additionally, last month saw the introduction of new programmes which will see students commence their third level experience in further education and complete the remainder in higher education institutions. The project is being jointly managed by the HEA and SOLAS through the new National Tertiary Office, and provides students with another avenue in to higher education.
My Department will continue to build on this progress and advance efforts to ensure that Ireland offers learning opportunities to all who wish to pursue them and produces the graduates the workforce needs with the skills that our economy and society require.
110. Deputy Seán Haughey asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the Adult Literacy for Life, or ALL Strategy; and if he will make a statement on the matter. [45575/23]
View answerThe initial implementation phase of the Adult Literacy for Life (ALL) Strategy involved the establishment of a National Programme Office (NPO) in SOLAS, with six staff to drive its implementation along with the recruitment of Regional Literacy Coordinators in the Education and Training Boards. Minister Harris chairs the ALL Strategy Oversight Group and the NPO has recently established a National Literacy Coalition with representatives from across government and society to share expertise and drive responses over the lifetime of the strategy. At a local level, the 15 Regional Literacy Coordinators have met with over 300 organisations in the community, identifying gaps and opportunities to improve services and responses to literacy. Similar to the national effort, they are also setting up Regional Literacy Coalitions around the country, which will develop and implement regional literacy plans.
The one-stop-shop, adultliteracy.ie, provides over 210 local contacts points and access to a national Freephone for anyone who wishes to avail of one of the 100,000 places currently available through further education and training providers across the country. A suite of resources to address literacy, numeracy, and language assessment, as well as inclusion in the Adult Literacy service, which aim to ensure the continued improvement of this service for the learners, have been published.
The allocation of €1m to 51 projects under the ALL Strategy Collaboration and Innovation Fund to help adults learn literacy, numeracy and digital skills was announced in July this year. These projects comprise a diverse range of organisations nationwide, from small community groups to libraries, refugee centres, support organisations and adult education providers and involve collaborative and innovative activities to support the strategy.
In September, a national awareness campaign was undertaken involving radio, video on demand, outdoor display, digital and social media. The campaign focused on learners talking about their positive experiences of adult education and encouraging others to give it a go, followed by a call to action to improve reading, writing, maths or digital skills by contacting their local ETB or calling a freephone number. This campaign was amplified by some 30 events and activities held nationwide to promote adult literacy services, including Regional Literacy Coordinators being available in local Post Offices nationwide and attending the National Ploughing Championships.
Work is continuing apace with plans for the remainder of the year including research to inform a Professional Development Framework for adult literacy practitioners, the mapping of Digital Literacy training providers in Ireland, and training 30 staff working in the public services to become plain language editors.
The detailed workplan for 2024 will focus on advancing actions and commitments in the Strategy.
112. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to support staff and students of further and higher education who are parents, in order to make education more accessible those returning or continuing education; and if he will make a statement on the matter. [45544/23]
View answerMy Department have a number of measures in place to make education more accessible for parents returning or continuing education.
One of the priorities for Budget 2024 and for the Taoiseach is reducing child poverty. From September 2024 a part-time fee grant scheme will provide support for eligible students who are undertaking specified undergraduate part-time programmes leading to a major award, both in-person, blended and online.
This means that eligible students will avail of free fees for the first time ever if their household income is below €55,924. This will assist lone parents.
113. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science the actions being taken by his Department or by any agency under the aegis of his Department to better understand the trends and to consider the causes and effects of grade inflation on further and higher education; and if he will make a statement on the matter. [45029/23]
View answerHigher education institutions are autonomous bodies, as set out in legislation, and as such the management of their academic affairs, including the awards offered, are a matter for each individual institution.
Quality and Qualifications Ireland (QQI), in its role as the state agency responsible for promoting quality and accountability in education and training in Ireland, is currently engaged in a collaborative project with the higher education institutions to examine the issue of grade allocation and distribution.
The key objective of this collaborative project is to understand the causes of variation in the classification profiles of degrees awarded by Irish higher education institutions over the past decade.
As part of this project, Higher Education Institutions will undertake case study analyses of a cross-section of honours bachelor’s degree programmes to consider changes to programme dimensions; approaches to teaching, learning and assessment; the impact of quality assurance and enhancement measures; and changes in student profiles; and how they may relate to degree classification profiles. Higher education institutions will also provide information on processes and perceptions pertaining to degree classifications generally.
An analysis of these institutional inputs will then be undertaken by QQI culminating in a Report which will outline the findings of these analyses. It is anticipated that the Report will be completed by end Q2 2024.
It is intended that this work will encourage reflection within Irish higher education institutions on perceptions of, and practices relating to, degree classifications and contribute to a better understanding of classification trends, the factors that influence them and the significance of degree classifications among broader stakeholder groups.
QQI’s initial focus is on higher education and changes in classification profiles in honour’s bachelor degrees. An analysis of trends in the further education and training sector will be considered thereafter.
114. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the action his Department is undertaking to tackle student accommodation shortages. [45747/23]
View answerI am actively prioritising the supply and affordability of student accommodation, in recognition of the challenges our students are facing. Through “Housing for All”, the Government has approved development of policy and funding to increase the supply of student accommodation.
I have to date secured Government approval of up to €61m in funding to unlock the development of up to 1,000 additional student accommodation beds in partnership with our University sector. These projects which are being progressed under my Department’s Short Term Activation Plan, are developments that had planning permission but had not been activated as a result of viability concerns linked to increased construction and financing costs.
My Officials are examining similar proposals with planning permission with UCD and TCD. Subject to approval, I will be seeking Government support in the coming weeks to progress these additional projects through the National Development Plan review process.
Government approved investment of €1m in 2023/2024 to assist our TUs to undertake a needs assessment for student accommodation in key regional areas. Department officials and the HEA have been extensively engaging with the sector to progress this study. The HEA is currently finalising the first report of this study, which is a supply and demand analysis of student accommodation across each region. This report will inform long term policy development for state supported student accommodation for the TU sector.
The output of this study will inform the development of the long term student accommodation policy which I plan to bring to Government before the end of the year. The policy is expected to provide for a range of measures to address student accommodation challenges, including purpose-built student accommodation along with other measures such as the promotion of digs accommodation and identification of suitable refurbishment projects.
Since 2016, over 14,000 purpose built student beds have been built, with further 7,029 under construction. Planning permission has been granted for an additional 11,008 beds, with 1,800 beds awaiting planning decision. The total stock of purpose built student accommodation equates to over 48,000 beds (Q2 2023). This year sees an additional 938 publicly funded beds available, with over 2,000 privately funded beds due for completion this autumn.
In the Dublin area, the most recent data shows there are 829 purpose built student beds pending planning permission, with 5,863 beds granted planning permission and a further 5,656 beds under construction. Additionally, as of the 13th October there are approx. 777 rooms available in digs accommodation in the Dublin area.
115. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for legislative changes for the future operation of the National Training Fund, as signposted by Minister Donohoe in his Budget 2024 statement; and if he will make a statement on the matter. [45217/23]
View answerAs the Deputy will be aware, there is a significant and growing surplus in the National Training Fund. However, plans to spend the NTF surplus must be considered within the context of budgetary policy as set out in the Government’s Summer Economic Statement. Any increase in NTF expenditure, all other things being equal and without a corresponding reduction on the Vote, requires an increase in my Department’s and overall Government expenditure ceilings.
In his Budget speech Minister Donohoe notes the NTF surplus and commits to examining how the funding needs of further and higher education are met. I fully support the key role the NTF surplus can play in future proofing the skills needs of the labour market and ensuring that workers can upskill and reskill, accessing lifelong learning opportunities. My officials will collaborate with their colleagues in the Department of Public Expenditure, National Development Plan Delivery and Reform, on options including legislative changes for the future operation of the fund. In light of Minister Donohoe’s comments on the future of the NTF in his Budget speech last week I will be writing to Minister Donohoe shortly to determine the proposed next steps in this process to bring forward options, including legislative changes, for the future operation of the Fund.
116. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science how he is increasing access to apprenticeship for under-represented groups; and if he will make a statement on the matter. [45554/23]
View answerOne of the five overarching objectives of the Action Plan for Apprenticeship 2021-2025 is "Apprenticeship for All". That is, ensuring that the profile of the apprenticeship population more closely reflects the profile of the general population. The Plan promotes general access, diversity, and inclusion in apprenticeship by offering targeted supports to encourage participation from under-represented groups including gender diversity, people with disabilities, and members of socio-economic groups of disadvantage. The specific targets and interventions are informed by the Access & Inclusion Sub-Committee of the National Apprenticeship Alliance. This will help to ensure that the voice of under-represented groups is integral to the further development of the apprenticeship system.
The National Apprenticeship Office increases the visibility of under-represented groups in apprenticeship literature and promotional material to reflect the participation and positive experience of people from all backgrounds and communities, as well as the availability of assistive supports.
I am also delighted to confirm that there will be additional funding of €400,000 for a bursary for apprentices from under-represented groups. Bursaries would be proposed to support apprenticeship learners in all ETBs and at TUS Limerick and Athlone, MTU, ATU Galway and TU Dublin.
Gender Bursary
As of end September 2023, there were 2140 female apprentices, representing 8% of the overall apprentice population. This compares to 1,321 in April 2021, almost a doubling of female participation in that time.
While this increase is mainly due to the expansion of apprenticeship into new areas, it is also important to note that female representation in craft apprenticeship has almost tripled in the last 4 years. 125 females were participating in craft apprenticeships in 2019 and 410 females were participating in craft apprenticeships as of September of 2023. Participation in industry areas such as manufacturing and engineering is also increasing. Women also feature more strongly in the apprenticeships in the hospitality, healthcare, property, sales, biopharma and ICT sectors.
In 2022, this government announced a new gender-based bursary for apprenticeship employers. The bursary, worth €2,666, is available to employers who employ apprentices in the minority gender on any national apprenticeship programme with greater than 80% representation of a single gender. Currently there are more than 42 programmes eligible for the bursary.
There has also been a specific focus on female participation as part of the Generation Apprenticeship national promotional campaign. For example, this year the National Apprenticeship Office launched an initiative called 'Facts, Faces, Futures' to coincide with International Women’s Day 2023. The purpose of the initiative is to communicate the growing participation and leadership of women and girls in careers available through apprenticeship. The campaign also aims to ensure that students in girls’ schools around the country are aware of the apprenticeship programmes now available. Many of these lead to degree-level awards, in industries that include finance, biopharma, property services, tech and engineering. We want to ensure that young women in Ireland have a front row seat in that transformation at a time when the opportunities for women through apprenticeship have never been stronger.
The details of its three components are as follows:
• Facts: Apprenticeship is packed with diverse role models and women’s success stories, and growing numbers of women apprentices and graduates of the apprenticeship route
• Faces: They are employers, chefs, craftspeople, cyber security specialists, international financial analysts, creators, team members, leaders!
• Futures: More and more girls in school can take inspiration from these role models, seeing what they can be and shaping their future careers
Traveller Apprenticeship Incentivisation Programme
The Traveller Apprenticeship Incentivisation Programme is funded under the Dormant Accounts Fund scheme. The programme is aimed at both increased uptake of and retention on apprenticeships. It is run through the Irish Traveller Movement, and is supported by Pavee Point, the National Apprenticeship Alliance sub-committee on Access & Inclusion, and by the National Apprenticeship Office.
The Programme is structured across three streams:
• Stream 1 - €3,000 bursary each for 20 Travellers who are employed as new apprentices and €2,000 incentive payment each for their employers.
• Stream 2 - €3,000 bursary each for 20 existing Traveller apprentices.
• Stream 3 - €3,000 bursary each for 20 Travellers to access pre-apprenticeship and Access to Apprenticeship programmes.
Disability
Currently all national apprenticeships are structured on a full-time basis and are designed to be delivered within a set period of time. While recognising the fact that an apprenticeship is a full time work based learning opportunity, it is intended that programmes will be reviewed giving consideration to increasing the flexibility of learning provision, both on the job and off the job to allow for part time delivery of apprenticeship and modular learning.
To support apprentices, information is sought at the point of registration on any additional supports that may be needed due to a disability. Education and training providers offer learning and other supports to apprentices during their training and many employers also provide accommodations in the workplace to apprentices with disabilities. Approximately 3% of the apprentice population have declared one or more disabilities, and are receiving additional supports. A majority of these identified themselves as having dyslexia or other disabilities related to learning.
The expanding range of opportunities available within apprenticeship, as well as changing work practices in traditional areas, provide a step towards increasing opportunity for persons with a disability and other traditionally under-represented groups, however relying on a broader range of apprenticeships is not sufficient to provide equity of opportunity to marginalised groups.
I am satisfied that these measures and the implementation process for the Action Plan for Apprenticeship overall will have a significant impact in ensuring greater diversity in the apprenticeship population as a whole.
117. Deputy Maurice Quinlivan asked the Minister for Further and Higher Education, Research, Innovation and Science to discuss the steps that have been taken on the establishment of a veterinary school on a third level campus; and when a decision can be expected on this matter. [45545/23]
View answerEnsuring a supply of qualified vets is an important issue for me and my Department. Officials in my Department have been engaging closely with colleagues in Minister McConalogue's Department in relation to these graduate supply requirements.
A number of institutions put forward proposals, following the recent HEA Expression of Interest process, outlining options for the expansion of existing veterinary medicine programmes but also for the development of entirely new programmes
While my Department does not place a quota on the number of places on veterinary medicine courses, the reality is that there are constraints in current capacity. This reflects the fact that programmes involve significant practical and placement requirements, and facilities, including appropriate laboratory facilities, to ensure programmes meet the necessary standards of the Veterinary Council of Ireland.
As the Deputy is aware, there is a substantial capital cost associated with the development of any new school of veterinary and it is important that the scale of the costs is fully understood and planned for. The options identified through the HEA's process have the potential to transform the numbers of students who can take up veterinary medicine in Ireland.
Detailed discussions need to take place about the ways and means to address capital costs for the provision of any new school, including in the context of an expected upcoming review of Departmental National Development Plan allocations. It will naturally take some time for these discussions to reach a conclusion, though I understand that the NDP review is likely to commence later this year.
I am continuing to work with the Ministers for Agriculture, Food and the Marine and the Public Expenditure, NDP Delivery and Reform on the next steps.
118. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science the action he is taking to expand the capacity of apprenticeships, and to expand the supports available to learners and employers who take up apprenticeship opportunities; and if he will make a statement on the matter. [45534/23]
View answerBeing demand-led in nature, there are no restrictions on the number of apprentices that can be registered. The current buoyant labour market, coupled with the recognition of apprenticeship as a valuable employment and skills development opportunity, is a welcome endorsement of this Government’s support of, and ambitions for, Apprenticeships in the tertiary sector
The ‘Action Plan for Apprenticeship 2021-2025’ sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The ambitions of the Plan spans both financial and non-financial measures.
Significant financial supports to employers introduced include:
• The annual Employer Grant of €2,000 per apprentice means that employers of all apprentices now have access to financial support, either through direct payment of allowances to apprentices or through the grant.
• The gender-based bursary of €2,666 is available for those who employ apprentices in the minority gender on any national apprenticeship programme with greater than 80% representation of a single gender.
Non-financial supports to employers introduced include:
• The One More Job initiative provides tailored financial and training supports to Irish micro- and small-businesses who employ one or more apprentices in 2023.
• Free online mentoring for employers new to training apprentices, grants towards training costs, and guidance from the One More Job team during the first year of training.
Supports available to apprentices includes:
• The student contribution applies annually to all free fee eligible students and the current rate is €3,000 per annum. Budget 2024 ensures that apprentices will specifically benefit from a one-third reduction in the Apprenticeship Student Contribution Fee in the 2023/24 academic year
• Budget 2024 provides for additional funding of €400,000 for a bursary for apprentices from under-represented groups
• A ‘Facts, Faces, Futures’ campaign launched this year aims to ensure that every girls’ school in the country has access to comprehensive information and briefings on apprenticeship options
• Facts: Apprenticeship is packed with diverse role models and women’s success stories, and growing numbers of women apprentices and graduates of the apprenticeship route
• Faces: They are employers, chefs, craftspeople, cyber security specialists, international financial analysts, creators, team members, leaders
• Futures: More and more girls in school can take inspiration from these role models, seeing what they can be and shaping their future careers
Building on the measures taken over 2021-23, Budget 2024 provides €67m additional investment into the apprenticeship system. This will allow craft apprenticeship to continue to grow from 13,000 places in 2022 to over 16,000 places in 2024.
I am satisfied that these measures and supports will have a significant impact in ensuring greater capacity and uptake in the apprenticeship system.
119. Deputy Willie O'Dea asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on the long outstanding issue of regularising the terms and conditions of adult education tutors; and if he will make a statement on the matter. [45553/23]
View answerFollowing discussions with the Department of Public Expenditure, National Development Plan Delivery and Reform, approval for an offer to be made to the unions was agreed earlier this year. The proposal is that a grade of Adult Educator will be formally established with a standardised payscale aligned with the Youthreach Resource Person Scale. This grade will apply to tutors employed in ETBs to deliver FET programmes, who are currently employed under a variety of terms and conditions. A number of meetings took place over the summer regarding the details and operational aspects of the offer. My Department, and the Department of Education which retains regulatory responsibility for the ETB sector, are considering the approaches suggested to a number of issues raised with a view to reverting to the unions as soon as possible.
