Written Answers Nos. 116-130
116. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science what steps his Department is taking to increase uptake of third level education among those who previously attended a DEIS school, care leavers, those who have a disability, single parents and among members of the Travelling community; and if he will make a statement on the matter. [1896/24]
View answerAn inclusive higher education system is a national and European priority. Supporting Inclusion is one of the six strategic goals set out in my Department’s Statement of Strategy. I have stated that it is a priority of mine to deliver a more equitable higher education system.
At Higher Education level the new National Access Plan which was launched on 31st August 2022 aims to support inclusion and diversity in our student body, address the wider struggles and challenges for students, and deliver sustainable progress. It recognises the needs of vulnerable learners, the most marginalised and those with special and additional needs.
The new plan identifies people with experience of homelessness, Migrants, refugees and those from ethnic minorities as well as those who have experience of the care system as some of the priority groups for action under the Plan. The two overarching ambitions of this Plan are:
• that the higher education student body, at all levels and across all programmes, reflects the diversity and social mix of Ireland’s population, and
• that our higher education institutions are inclusive, universally designed environments which support student success and outcomes, equity and diversity.
Since the launch of the plan I have taken a number of measures to support access to Higher Education for groups identified including:-
• Improvements to the Student Grant Scheme including increases in maintenance rates.
• An increase to the number of 1916 Tier one and Tier 2 Bursary which will total 600 for the 2023/2024 academic year.
• The average annual allocation of Fund for Students with a Disability (FSD) to the higher education sector is in the region of €7.6 million. I have increased the fund for 2024 by 5% to over €8 million.
• The Student Assistance Fund has funding of over 19m available for the 2023/2024 academic year
• Universal Design measures have been progressed with 19 institutions receiving a total of €3m in funding in 2022 to support projects.
• A call for proposals to enhance provision for students with an intellectual disability has recently closed and I will be announcing the details of successful projects in the next number of weeks.
• A new strand of funding to support Traveller & Roma participation in Higher Education is providing funding of €450,000 per year for 3 years to support initiatives
• . Additional funding of €700,000 was provided to institutions for community engagement with new National Access Plan priority groups and the newly announced DEIS schools in 2022.
• Last year I announced the creation of the National Tertiary Office and the creation of new tertiary programmes which provide a pathway into higher education outside the CAO system.
• A new part time fees scheme will be introduced from September 2024 to provide fee support to eligible part-time students attending specified publicly funded undergraduate courses leading to a major award. This is an important new initiative which will open the doors of higher education to many groups who could not participate in full-time programmes.
In addition, there are a number of initiatives in the Further Education & Training sector.
Further Education and Training (FET) learners are diverse, coming to FET from a range of socio-economic backgrounds, language and cultural groups, gender identities, family status, and ability profiles. The FET Sector plays an important role in providing opportunities and pathways for individuals from priority groups who may be under-represented in the education sector and to help take learners to where they want to go.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training Strategy (FET) 2020-2024 is built.
The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals with the aim of enabling every citizen to participate fully in society.
SOLAS, working closely with my Department, has established multi-annual strategic performance agreements with the 16 Education and Training Boards (ETBs). ETBs are measured on their performance across 12 National targets including ‘Widening Participation’ of marginalised groups in their provision. The specific target groups are: Travellers; Roma; Persons with a Disability; Refugees and Asylum Seekers.
The target for enrolments from marginalised groups for 2023 is 18,226. As of October 2023, the FET system enrolments from marginalised groups was 19,742 – that is, 1,476 over the target for the year.
The FET sector is developing inclusive learning environments and providing supports that enhance learning experiences for those at risk of social exclusion.
Work is ongoing to embed Universal Design for Learning (UDL) principles in the sector, increasing the opportunities for learners to successfully progress on their programmes. Furthermore, the Adult Educational Guidance and Information Service (AEGIS) available at each ETB can support learners on their journey, providing critical guidance on pathways.
117. Deputy Marc Ó Cathasaigh asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address shortages in skills and labour force for the green economy through further education places, CPD places and apprenticeships; and if he will make a statement on the matter. [1547/24]
View answerGreen skills are essential for achieving a low-carbon economy, and for maximising the social and economic benefits of the green transition. These skills are needed in key sectors including renewable energy and offshore wind, electric vehicles and nearly zero-energy buildings (NZEB)/retrofit.
In the area of offshore wind, my Department is working with key partners to identify skill requirements, through the establishment of an Expert Advisory Group made up of stakeholders from Government, agencies, further and higher education, research, and industry. My Department is also collaborating with Greentech Skillnet, who have undertaken a detailed offshore wind skills analysis report, funded by Skillnet Ireland. This will be launched by the end of January 2024, and will be followed by a skills action plan to address gaps and opportunities. More broadly in the area of renewable energy, Kerry ETB is the coordinating provider of the new Wind Turbine Maintenance Technician Apprenticeship, which launched in March 2022. Direct engagement with employers has ensured that this apprenticeship was developed to meet industry demand. Qualified Wind Turbine Maintenance Technicians are in high demand. This is the first apprenticeship to provide the range of knowledge, skills, and competencies needed for this role.
In November I launched another key initiative – a programme office for the development of a new national e-mobility capability centre by Longford-Westmeath ETB in Mullingar. When operational, the centre will train people to repair the full range of electric vehicles, from cars to bikes, scooters, trucks, buses and vans. Electric vehicle skills are also being incorporated into the curricula of apprenticeships in the motor family of trades as they go through revalidation.
A third key green skills initiative progressed by my Department is for NZEB and retrofit. A national network of six NZEB Centres of Excellence is now operated by ETBs. These centres provide training and certification for learners wishing to upskill and reskill. There has been significant interest in this space, with enrolment figures for 2023 more than double those for 2022. Provisional end of year figures show there were 4,442 enrolments, compared to 2,034 in 2022. NZEB/Retrofit skills are also being incorporated into the curricula of relevant construction apprenticeships through the revalidation process.
In addition to these key sectors, my Department and its agencies are also working to develop skills for other areas of the green transition, such as through the Bioeconomy Action Plan, which aims to promote the sustainable use of biological resources, and the Biodiversity Action Plan, which aims to protect and enhance the natural environment. Moreover, the development of transversal or general green skills is also a priority, as these skills are required for all sectors and occupations in achieving a zero-carbon and sustainable green economy. To this end, SOLAS has developed a number of courses in sustainability awareness in the workplace, which are available to all learners, including a fully online course available on the eCollege platform.
118. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science to 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. [1965/24]
View answerLifelong Learning is key to leveraging the opportunities and challenges of an ever-changing world of work. This focus is underpinned by the OECD’s Skills Strategy Review published on 9 May 2023, and by our commitments on same.
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, with an overall EU target of 60%.
Using current metrics, Ireland’s lifelong learning participation rates provide detail of the number of adults learners participating in education over the preceding four weeks. The annual average lifelong learning rate for workforce in Ireland was 12% in 2022. Figures for 2023 will available in Q2 2024.
The OECD Review highlighted the need for an increased focus on short and flexible skilling options for individuals entering or transitioning in the workforce; and clearer navigability of those options, in order to ensure continuous learning is enabled for all. Work is ongoing in both of these key areas.
My Department is dynamically progressing the reform of the National Skills Council (NCS) that is underpinned by the recommendations arising from the OECD review. This reform is two pronged and involves changes to the NSC’s mandate and membership to act as a platform for strategic engagement with Irish industry, enterprise and the main non-governmental stakeholders with a strong interest in skills and workforce development policy to take a high-level and broad perspective to skills challenges, policies and priorities.
This reform also involves the establishment of the High Level Skills Implementation Group (HLSIG) to support the work of the reformed NSC and ensure coordinated progress in implementing high priority OECD recommendations, including those relating to improving lifelong learning participation in and outside the workplace, across the whole-of- tertiary skills eco- system.
Meanwhile , my recent joint publication with Minister Foley of a Strategic Framework for Lifelong Guidance marks a milestone achievement that gives a policy framework to the continuum of guidance services throughout the lifecycle with the aim to help adults at all stages of their career and life to successfully navigate a labour market characterised by rapidly evolving skills needs. The Framework includes placing a focus on clarity of information provided about the rich offering of learning opportunities in Ireland.
119. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science the current number of Youthreach centres; the number of students attending Youthreach centres, by county; if his Department has carried out any studies to ascertain areas in the country not served by Youthreach; if so, the details of same; his plans, if any, to open further Youthreach centres; and if he will make a statement on the matter. [2033/24]
View answerThe Youthreach Programme aims to provide early school leavers with the knowledge, skills and confidence required to participate fully in society and progress to further education, training and employment.
There are 104 Youthreach Centres operated by the Education and Training Boards nationwide. Over 4,600 learners attended these Centres in 2013 and the attached table details these Centres along with their unique learner enrolments in 2023. The Youthreach Programme is also offered by the 31 Community Training Centres grant aided by the ETBs, with almost 2,300 learners attending CTCs in 2023.
The ESRI’s Evaluation of the National Youthreach Programmes in 2019 found that the Youthreach programme had significant value in re-engaging a vulnerable group of young people with learning, providing courses and approaches tailored to their needs and embedding education and training provision within a broader network of supports. It found clear and distinct value in the provision provided in both the Youthreach centre and CTC contexts.
With regard to the geographical location of Youthreach centres, the evaluation found significant geographical variability in the location of centres largely reflecting legacy issues rather than current need. Coupled with the recent decline in participation levels, the evaluation identified the need for an ongoing review of the allocation of programme places across and within ETB areas to ensure the optimal use of resources, noting that consolidation might be feasible in some local areas with multiple centres while acknowledging the need to balance this against the reluctance of many vulnerable young people to access provision outside their local comfort zone and the poorer outcomes found for larger centres.
In its response to the evaluation, SOLAS supported the continued provision in both Youthreach centres and CTC settings. It acknowledged the need for more coordinated and effective planning across all youth education and training at ETB level and proposed that ETBs consider appropriate youth education and training management arrangements and plans to improve coordination and collaboration across Youthreach centres and CTCs within their regions.
The National FET Strategy, Future FET, Transforming Learning 2020-2024 continues to apply the reports recommendations. Work is continuing between SOLAS and the ETBs to drive forward the vision outlined together including promoting Youthreach provisions.
120. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science if he will indicate the participation levels in apprenticeships of the major Government employers; and if he will make a statement on the matter. [2084/24]
View answerAs of 16 January 2024, there is a total of 282 apprentices employed by public sector employers, 111 apprentices employed by Civil Service departments and 620 apprentices employed by semi-state employers. As such, there an overall total of 1,013 apprentices employed across the public sector, Civil Service and semi-state organisations combined.
Among the public sector employers currently employing apprentices, participating employers include An Garda Síochana, the HSE,the Irish Defence Forces, the Irish Naval Services and within the education sector.
Among the semi-state organisations currently employing apprentices, participating employers include Bord na Móna,Bus Atha Cliath,Bus Éireann, the Central Bank of Ireland, Coras Iompair Éireann, Dublin Airport Authority, ESB, Iarnród Éireann, and TG4 (Teilifís Na Gaeilge).
A full list of public sector, Civil Service, and semi-state employers, and the apprenticeship programmes they are participating in can be found in the attached document.
121. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the actions he has taken to increase funding and resources for disability supports including mental health supports in third level institutions; and if he will make a statement on the matter. [2091/24]
View answerAn inclusive higher education system is a national and European priority. Inclusion is one of the six strategic goals set out in my Department’s Statement of Strategy and our National Access Plan identifies students with a disability including students with an intellectual disability as a group who are underrepresented in higher education.
Since the launch of the plan I have taken a number of measures to increase supports for students with a disability in higher education including:-
• The average annual allocation of the Fund for Students with a Disability funding to the higher education sector is in the region of €7.6 million. I have increased the fund for 2024 by 5% to over €8 million.
• Universal Design measures have been progressed with 19 institutions receiving a total of €3m in funding in 2022 to support projects.
• A call for proposals to enhance provision for students with an intellectual disability has recently closed and I will be announcing the details of successful projects in the next number of weeks.
• A new part time fees scheme will be introduced from September 2024 to provide fee support to eligible part-time students attending specified publicly funded undergraduate courses leading to a major award. This is an important new initiative which will open the doors of higher education to many groups who could not participate in full-time programmes.
The mental health and wellbeing of students is a priority for me and my Department, especially in light of the COVID-19 pandemic which has brought increased stress and anxiety levels for students.
My Department has progressed a number of initiatives, in partnership with the Higher Education Authority (HEA) and Higher Education Institutions (HEIs), over the last few years to address the broad spectrum of mental health and wellbeing issues faced by students, including:
• Mental Health and Well-being funding supports
• Healthy Campus Charter and Framework
• Student and Learner Wellbeing and Engagement Working Group
• National Student Mental Health and Suicide Prevention Framework
€2 million in core funding is provided annually to address student mental health and wellbeing in higher education. This is allocated by the HEA to HEIs through the Recurrent Grant Model (RGAM).
As autonomous bodies, the internal disbursement of this funding, including the funding of their student services, the employment of counselling staff, and the procurement of counselling and mental health services are a matter for the individual institutions.
In 2020, 2021, 2022 & 2023, an additional €3m making a total of €5 million was allocated to the higher education institutions to support student mental health and wellbeing. In 2022 an additional €900,000 was made available for supporting Ukrainian students registered in Irish HEIs and who are in Ireland under a temporary Section 60 order.
This funding has been used to help HEIs in support of specific student-facing areas, such as:
Recruitment of additional Student Counsellors
Recruitment of additional Assistant Psychologists
Head of Service posts
Training staff to enable them to support and refer students to appropriate services
Raising awareness among students of mental health and wellbeing services available, including through student outreach activities.
122. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science what progress has been made in increase radiation therapy at third level; and if he will make a statement on the matter. [2100/24]
View answerIn July, 2023, Minister Donnelly and I announced over 400 additional permanent places across Health and Social Care Profession programmes from September 2023. This included five places on the Radiation Therapy programme in Trinity College Dublin
I met with Deputy Burke and representatives from the Trinity College Dublin and University College Cork Radiation Therapy programme as well as Radiation Therapy Professionals on 25th October 2023.
The proposal received from Trinity College Dublin at that meeting has been passed to the Department of Health who are reviewing it. The Department of Health have previously informed DFHERIS that the infrastructure the HSE are putting in place in the context of the National Service Plan 2023 will support radiation therapy along with other disciplines and there is an allocation for additional tutor posts for radiation therapy which will support student placement.
The Chief HSCP officer is in regular communication with the national HSCP lead and understands that practice tutor posts for radiation therapists have been submitted for funding as part of an overall process to improve access to clinical placements for all HSCPs.
123. Deputy Brendan Griffin asked the Minister for Further and Higher Education, Research, Innovation and Science the up-to-date position regarding the development of a training centre of excellence on a site (details supplied) in Killarney, County Kerry; and if he will make a statement on the matter. [2061/24]
View answerI thank the Deputy for raising this question. The Deputy will be aware that Kerry ETB has been working with and supported by SOLAS in developing their preliminary business case proposal for Killarney under the College of the Future Major Projects fund for the last number of months. The development of a robust Preliminary Business Case (PBC) is fundamental to the requirements of the Infrastructure Guidelines (Formerly known as the Public Spending Code guidelines).
This is a really exciting project for Kerry. This is taking a derelict site and re-purposing and transforming it into a state-of-the-art campus. The ambition for the centre is significant. The proposal looks at developing the site into a Specialist Centre of Skills Development in Hospitality Training, while supporting Renewable Energy and Sustainable Green Technologies.
Completed preliminary business cases including that of Kerry ETB were submitted to SOLAS by the deadline of last Friday, the 12th of January. These business cases will shortly begin to be evaluated under criteria such as value for money, affordability and strategic policy and priority alignment, in line with the requirements of the infrastructure guidelines, and ETBs will be informed of the outcome of this evaluation process once it is completed.
Capital investment in the FET Sector remains a key priority for me and for my department and I recognise the importance of developing infrastructure to support the FET sector to provide high quality campuses for our learners and teaching staff.
124. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science for a report on the number of apprenticeships that commenced in 2023 as compared to 2022; and if he will make a statement on the matter. [2097/24]
View answerIn 2022, there were a total of 8,286 apprenticeship registrations. This compares to 8,712 registrations in 2023, an increase of 5%. The information is broken down in tabular form in the attached table.
125. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science the way his Department is supporting those from disadvantaged backgrounds and marginalised groups to access further and higher education; and if he will make a statement on the matter. [2047/24]
View answerAn inclusive higher education system is a national and European priority. Supporting Inclusion is one of the six strategic goals set out in my Department’s Statement of Strategy.
At Higher Education level the new National Access Plan which was launched on 31st August 2022 aims to support inclusion and diversity in our student body, address the wider struggles and challenges for students, and deliver sustainable progress. It recognises the needs of vulnerable learners, the most marginalised and those with special and additional needs.
The new plan identifies a number of priority groups who are underrepresented in Higher Education including students who are socio-economically disadvantaged, students with a disability including an intellectual disability and students who are members of the Traveller & Roma Communities. The ambitions of the plan are
that the higher education student body, at all levels and across all programmes, reflects the diversity and social mix of Ireland’s population, and
that our higher education institutions are inclusive, universally designed environments which support student success and outcomes, equity and diversity.
Since the launch of the plan I have taken a number of measures to support access to Higher Education for groups identified including:-
• Improvements to the Student Grant Scheme including increases in maintenance rates.
• An increase to the number of 1916 Tier one and Tier 2 Bursary's which will total 600 for the 2023/2024 academic year.
• The average annual allocation of the Fund for Students with a Disability funding to the higher education sector is in the region of €7.6 million. I have increased the fund for 2024 by 5% to over €8 million.
• The Student Assistance Fund has funding of over 19m available for the 2023/2024 academic year
• Universal Design measures have been progressed with 19 institutions receiving a total of €3m in funding in 2022 to support projects.
• A call for proposals to enhance provision for students with an intellectual disability has recently closed and I will be announcing the details of successful projects in the next number of weeks.
• A new strand of funding to support Traveller & Roma participation in Higher Education is providing funding of €450,000 per year for 3 years to support initiatives.
• Additional funding of €700,000 was provided to institutions for community engagement with new National Access Plan priority groups and the newly announced DEIS schools in 2022.
• Last year I announced the creation of the National Tertiary Office and the creation of new tertiary programmes which provide a pathway into higher education outside the CAO system.
• A new part time fees scheme will be introduced from September 2024 to provide fee support to eligible part-time students attending specified publicly funded undergraduate courses leading to a major award. This is an important new initiative which will open the doors of higher education to many groups who could not participate in full-time programmes.
In addition, there are a number of initiatives in the Further Education & Training sector.
Further Education and Training (FET) learners are diverse, coming to FET from a range of socio-economic backgrounds, language and cultural groups, gender identities, family status, and ability profiles. The FET Sector plays an important role in providing opportunities and pathways for individuals from priority groups who may be under-represented in the education sector and to help take learners to where they want to go.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training Strategy (FET) 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals with the aim of enabling every citizen to participate fully in society.
SOLAS, working closely with my Department, has established multi-annual strategic performance agreements with the 16 Education and Training Boards (ETBs). ETBs are measured on their performance across 12 National targets including ‘Widening Participation’ of marginalised groups in their provision. The specific target groups are:
• Travellers;
• Roma;
• Persons with a Disability;
• Refugees and Asylum Seekers.
The target for enrolments from marginalised groups for 2023 is 18,226. As of October 2023, the FET system enrolments from marginalised groups was 19,742 – that is, 1,476 over the target for the year.
The FET sector is developing inclusive learning environments and providing supports that enhance learning experiences for those at risk of social exclusion. Work is ongoing to embed Universal Design for Learning (UDL) principles in the sector, increasing the opportunities for learners to successfully progress on their programmes. Furthermore, the Adult Educational Guidance and Information Service (AEGIS) available at each ETB can support learners on their journey, providing critical guidance on pathways.
126. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on progress that is being made at Limerick’s third level campuses to provide additional student accommodation (details supplied); and if he will make a statement on the matter. [1991/24]
View answerThe University of Limerick (UL) is the only HEI in Limerick with on-campus accommodation of 2,934 beds. Mary Immaculate College (MIC), who are academically linked to UL provide an additional 136 Purpose Built Student Accommodation (PBSA) beds.
For the current academic year an additional 83 PBSA beds have been delivered in Limerick. The latest data available from Building Information Ireland indicates that within Limerick, 658 PBSA beds have been granted planning permission, with a further 96 beds applied for by UL awaiting planning decision.
To date, I have secured Government approval in principle for up to €61m in capital and current funding to unlock the development of circa 1,000 beds, across four universities. A proposal from UL to deliver 202 new beds is currently undergoing due diligence assessment in line with the Public Spending Code.
On Tuesday I secured Government support for the Student Accommodation Long Term Policy which I will launch tomorrow in DCU. This policy approach sets out a range of measures to increase the supply of accommodation.
To inform this policy, the Higher Education Authority (HEA) appointed consultants to undertake a TU Feasibility Study. Phase one assessed supply and demand across the higher education and technological university sectors. Phase two will design a framework and delivery mechanisms for student accommodation in the TU sector, including TUS.
My Department is also supporting measures to increase the availability of “digs” accommodation which can provide a suitable solution for some students. As of 30th December 2023, HEIs estimated that there were approximately 203 available rooms for students across UL, TUS, and MIC.
127. 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 total allocation of capital grants, devolved capital grants and the further education capital grants to the Kilkenny and Carlow Education and Training Board; and if he will make a statement on the matter. [1964/24]
View answerThe National Development Plan (NDP) published in 2021 provided clarity on Departmental capital ceilings for the period 2022 – 2025. A dedicated capital envelope was established for the Further Education and Training (FET) sector, amounting to €300m over the decade 2018-2027. Available funding has increased from €5.5 million in 2018 to €17.5 million in 2020 and a planned investment of €65.5 million in 2024.
Funding for FET capital works is distributed to the Education and Training Boards (ETBs) under a number of funding streams via established application processes, new programme calls announced in 2022 and through devolved funding programmes.
FET capital funding allocated to Kilkenny and Carlow Education and Training Board (KCETB) in 2023 was made under the Strategic Infrastructure Upgrade Fund (SIUF), the Devolved Capital Allocation which allows KCETB to address a range of small-scale projects at a local level and the Apprenticeship Fund with capital investment primarily for extensive equipment requirement for craft apprenticeships, to delivery off-the-job training in KCETB training centers. I wish to advise the Deputy that KCETB was allocated just over €2 million from the 2023 FET Capital Budget.
I can confirm for the Deputy that €435,000 will be available to KCETB under the 2024 Devolved Capital Allocation.
In addition, the Deputy will be aware that KCETB were one of ten ETBs whose application under the FET College of the Future Major Projects Fund was successful at the first stage of the assessment process. In line with Infrastructure Guidelines requirements they have now developed their proposal as part of the preliminary business case stage. Completed preliminary business cases, including that of KCETB, were submitted to SOLAS by the deadline of last Friday, the 12th of January. These business cases will shortly begin to be evaluated under criteria such as value for money, affordability and strategic policy and priority alignment, in line with the requirements of the infrastructure guidelines, and ETBs will be informed of the outcome of this evaluation process once it is completed.
128. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if the proposed building project for Cavan Institute will proceed to the next stage in 2024; the expected timescale for delivery of this project; and if he will make a statement on the matter. [2088/24]
View answerI thank the Deputy for raising this question. The Deputy will be aware that Cavan Monaghan ETB have been working with and supported by SOLAS in developing their preliminary business case proposal for Cavan Town under the College of the Future Major Projects fund for the last number of months. The development of a robust Preliminary Business Case (PBC) is fundamental to the requirements of the Infrastructure Guidelines (Formerly known as the Public Spending Code guidelines).
Completed preliminary business cases including that of Cavan Monaghan ETB were submitted to SOLAS by the deadline of last Friday, the 12th of January. These business cases will shortly begin to be evaluated under criteria such as value for money, affordability and strategic policy and priority alignment, in line with the requirements of the infrastructure guidelines, and ETBs will be informed of the outcome of this evaluation process once it is completed. At this stage of the project lifecycle it is not possible to give a timeframe for the development of a College of the Future for Cavan Institute.
However, to address interim accommodation needs, I approved the acquisition and fit out of a substantial modular unit for CMETB, facilitating the opening of the new Education and Training Facility for Cavan Institute at its FET Campus last September. This facility gives 300 students access to a range of PLC programmes and allows for the further growth of Cavan Institute.
My officials and SOLAS will continue to work closely with Cavan Monaghan ETB to ensure that the appropriate infrastructures are in place to meet the needs of their learners and staff.
129. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on apprenticeships; his plans to address the backlogs in the system; and if he will make a statement on the matter. [2066/24]
View answerAs Minister I have ensured an unrelenting focus on growing participation in apprenticeships. Underpinned by the measures in the Action Plan for Apprenticeship, the impact is very clear and positive, with significant growth of apprenticeship over the past number of years. Since 2021, over 27,000 people have registered as apprentices. Craft apprenticeship registrations for 2021- 2023 were 19,842, an increase of almost 49% over the preceding two years.
This increased demand for apprenticeship compounded by the impact of closures of apprenticeship training facilities during the pandemic challenged the capacity of the training system resulting in significant delays in off-the-job training in craft apprenticeships peaking at 11,859 in August 2021. While substantial reductions in this figure were achieved subsequently significant delays persisted into last year.
Consequently, intensive work was undertaken by SOLAS and the ETBs to secure a reductions in training delays.
I am pleased to confirm there has been a significant fall in the number of people waiting to 4,018 at the end of December 2023; 3,919 at Phase 2, and the remainder at Phases 4 and 6. This is the lowest figure since August 2021 and a 29% reduction since the end of June 2023.
The actions taken to achieve this include a targeted recruitment campaign for instructors and administrative support staff, a third intake of apprentices across all 16 ETBs, and temporary emergency provision by other partners such as higher education institutions and employers.
It is important to state while there have been some delays, the majority of apprenticeships are completed within the four year period. The only programme taking significantly longer is pipefitting.
It is a priority for me that progress is sustained in 2024 on the basis of the substantial funding of €67 million for apprenticeship secured in Budget 2024.
This will enable growth in the craft system from 13,000 places in 2022 to over 16,000 places in 2024 - an increase approaching 25%.
I look forward to continued progress in achieving further reductions in training delays on the basis of the work led by the National Apprenticeship Office, working with Education and Training Boards, and staff representatives.
130. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science what the increase is in PLC places for 2024 across Longford-Westmeath ETB; and what new areas in PLCs will be available for 2024. [1921/24]
View answerLWETB offers PLC courses at Mullingar Community College and Templemichael College in Longford. While the ETB is approved for 319 PLC places, enrolment on PLC programmes has fallen from 239 students in 2022/23 to 198 students in 2034/24. The PLC options for 2024/25 being offered by LWETB, subject to learner demand, include a new Level 6 course in Health Services Supervisory Management Skills; a new option for Applied Social Studies with Psychology; a new option of Business Studies with Digital Media Marketing; and a focus on Pre-accounting technician in Business Studies.
The full range of 19 PLC course offerings from LWETB is set out in the attached Table. Enrolment in 2024/25 will be dependent on the number of students registering for PLC programmes.
