Written Answers Nos. 84-103
84. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science his views on whether a significant increase in funding is required to ensure that the SUSI grant covers the genuine costs related to access third level and further training; and if this will be addressed as part of the review of the SUSI grant scheme. [31323/20]
Amharc ar fhreagraI have made clear from day one that access and inclusion are at the core of my vision for my new Department.
My Department will spend well over €400 million on student supports in 2020 including the SUSI scheme. As part of Budget 2021, I have secured an additional €20 million to provide for additional applicants, €6 million to expand supports to postgraduate students and an additional €1.5 million to support the most disadvantaged students through the 1916 Bursary scheme. I have also secured a €50 million fund to support full-time students in third level this year.
This is on top of a range of additional supports which have been provided to reflect the particular circumstances of learners affected by the pandemic, including an additional €10m for access supports services, €15m in IT equipment grants and €3m for wellbeing and mental health.
There is an immediate challenge which we must meet in responding to the changed economic circumstances. During the course of 2020, SUSI has experienced an increase in the number of applications for grant assistance as well as the number of students seeking a review based on the change of circumstances provision in the scheme. This is primarily due to the negative impact that Covid-19 has had on tenure of employment and income levels. To date there has been an increase of 4% in the number of applications received by SUSI in comparison to this time last year. It is estimated that SUSI will receive over 100,000 applications for the 2020/21 academic year compared to 96,094 for the 2019/20 academic year.
I want to look strategically at the wide range of issues related to the SUSI scheme, and that is why I recently announced plans to review the scheme. It is intended that the Review will commence before the end of 2020, and will report in Summer 2021. Stakeholders will be consulted as part of the Review process. The amount allocated to SUSI in any given year will continue to depend on the annual Estimates cycle, but it is my intention that the future direction of the SUSI scheme will be guided by the outcome of the Review.
85. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to fund laptops for third level staff to help teach remotely. [31246/20]
Amharc ar fhreagraAs the Deputy will be aware the Government has provided substantial additional funding in the amount of €168m to ensure third level institutions are resourced to respond to the challenges of operating effectively in the current environment. For the education providers under the remit of my Department, the allocation includes funding towards immediate ICT costs relating to the move to online provision for staff and students.
My Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to higher education institutions. The HEA allocates this funding as a block grant to the institutions. The additional funding allocation has been assessed by the HEA and a final breakdown and distribution of funding allocation for the costs incurred is being finalised and correspondence is now being issued to all eligible providers.
As autonomous bodies, the internal disbursement of the allocated funding, including any expenditure in relation to area raised by the Deputy in his question, is a matter for the individual institutions. The institutions are best placed to make decisions on the nature of ICT provision to particular staff based upon the work they do and supports required.
Through Budget 2021 an additional €15million is being provided for the Devolved Capital Grant to higher education institutions for the academic year 2020/21. This recognises the significant adjustments that the sector has had to make to respond to the COVID-19 pandemic.
Some examples of how the funding may be used include:
- ICT-related capital investments to support blended and online learning
- Equipment procurement to support learning and research
- Minor building upgrades or health and safety-related works
- Building improvements that support access for all
- Capital investments that advance sustainability and decarbonisation goals
This funding is in addition to €25 million for the Devolved Capital Grant announced in August – the first time in nearly a decade that this flexible capital funding had been extended to the university sector.
I will continue to work with further and higher education providers, agencies and key stakeholders including staff representatives to mitigate the additional pressures faced as a result of Covid-19 and the very significant additional resources provided to the sector, which are available to support the effort.
87. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider changing the criteria for calculating SUSI grant eligibility to include whether a parent is in receipt of the working family payment. [22251/20]
Amharc ar fhreagraThere are two important points to make about the treatment of the Family Income Supplement, also known as the Working Family Payment, under the SUSI scheme.
First, the supplement is treated as an income disregard and is therefore not included in the calculation of reckonable income.
Second, and unlike other social protection payments which are paid to individuals, the Working Family Payment is a payment deemed to be paid to a family. In recognition of this, the SUSI scheme contains provisions which allow this payment to be recognised for the purposes of meeting the eligibility criteria for the special rate of grant, which is the highest maintenance grant support available. Over 5,000 students qualified for the special rate in the last academic year by virtue of their family having a family income supplement.
This treatment, along with other provisions of the scheme, ensures that those students most in need receive supports commensurate with their needs.
I also think it is important for students to be aware of the other supports available to them, particularly the Student Assistance Fund which assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
88. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the omission of financial supports for part-time students in budget 2021; and if part-time students will be eligible for the planned €250 universal student payment . [31362/20]
Amharc ar fhreagraI think it is important to note the range of additional supports which have been put in place for students as part of Budget 2021 and as part of the Government's Covid response earlier this year.
- I have doubled the level of funding available in the Student Assistance Fund for this academic year;
- I have increased the level of funding for the 1916 Bursary Fund (also known as PATH 2) to €5 million per annum, which will provide an additional 200 bursaries, bringing the total number for 2021 to 1,000 bursaries for the most disadvantaged students in the country;
- I have secured an additional €20 million in funding for SUSI next year to cover increased applications to the scheme;
- I have allocated €6 million to enhance SUSI support for postgraduates;
- I put in place a €15 million scheme to support access to laptops and digital devices;
- I have allocated €8m to enable SOLAS to establish a Mitigating Educational Disadvantage Fund to support providers in engaging with learners who are at the greatest risk of disconnection from the education and training system;
- I have secured €50 million to provide financial assistance to full time third level students in recognition of the impact of the Covid-19 pandemic on this group; and
- I have also allocated €3m for wellbeing and mental health.
Within this package of measures there are supports which apply to part-time students:
- Students awarded a 1916 bursary can study on either a full-time or a part-time basis.
- All students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
- Part-time students can apply to their institutions for the laptop scheme and to access well-being and mental health support.
I do think it is important to look more widely and how we can facilitate learners in different circumstances. That is why I have announced a review of SUSI to guide the future strategic direction of the scheme. This review will include a focus on examining the future role of the student grant system in supporting different forms of provision in line with national priorities, including part-time provision. This review will report back to me next year.
89. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the technological university status bid of Dundalk IT, DKIT; and if he will make a statement on the matter. [31378/20]
Amharc ar fhreagraThe development and progression of technological universities is an established policy objective of Government in the context of overarching national strategy on higher education landscape restructuring and this is underscored in the commitment in the current Programme for Government.
Under the statutory framework provided in the Technological Universities Act 2018, two or more IoTs may jointly seek TU designation through a prescribed legislative process. Section 29 of the 2018 Act provides for the application jointly by two or more applicant institutes to the Minister of Education and Skills for an order seeking designation as a TU subject to their jointly meeting specified eligibility criteria. Section 38 of the 2018 Act provides that an applicant institute and an established technological university may apply to the Minister for an order.
As autonomous higher education institutes established under statute, it remains a matter for the governing body of an IoT to set the institute’s particular strategic direction within the higher education landscape, including whether or not to seek TU designation through the prescribed legal processes.
In June 2020, Dundalk Institute of Technology launched a new three-year strategic plan in which the Institute articulates a mission to be a leader for higher education and craft apprenticeships, and the engine for growth and social cohesion in North Leinster-South Ulster through the achievement of TU status and strengthened cross-border alliances.
The Department understands that the Institute has explored with a number of TU development consortia and with TU Dublin the potential for mergers under the relevant legislative framework.
On 7 October 2020, together with the Higher Education Authority (HEA), I announced the first funding allocations under the new TU Transformation Fund. Total funding allocated amounted to €34.33 million. Dundalk IT was invited to make a submission under the fund given its stated commitment to becoming a TU and was allocated €0.76m. The HEA has indicated its willingness to work with and support the Institute to facilitate a process placing it on a trajectory to achieve TU status. This includes the services of a HEA advisor on higher education policy to assist the Institute as an external advisor going forward.
90. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address the issues for students who have paid for student accommodation but whose colleges have now shut in the short and or medium term due to public health restrictions; and if he will make a statement on the matter. [31341/20]
Amharc ar fhreagraI am conscious of the challenges faced by students regarding student accommodation this year due to financial pressures and the blended learning format of the 2020/21 academic year.
Responding to these issues is a significant matter of concern for myself and for my colleague the Minister for Housing, Local Government and Heritage and we are examining how accommodation providers can be encouraged to show greater flexibility to students during this challenging time.
The Deputy will be aware that the university sector is already engaging with these issues. I will be continuing to liaise with the sector through the Irish Universities Association to encourage the availability of fair solutions to students in university owned student accommodation.
On 25th September intensified protective measures in third level were announced, in line with public health advice. On-site activity in further and higher education will be reduced so long as these measures are in place. Campuses will remain open to facilitate learners and researchers in accessing laboratories, practicals and apprenticeship training, scheduled library attendance, and small group activity on a prioritised basis.
While I appreciate that this is disappointing for students who had hoped to have as much time on campus as possible, , these measures are very important from a public health perspective in controlling the spread of the Coronavirus.
For students in the private rental market, I am urging providers to be flexible in finding solutions given the circumstances that students find themselves. There are, however, no powers available to me under the current legal framework to direct any particular course of action. Refund or cancellation policies in student accommodation should be set out in the license agreement signed at the beginning of the academic year. In the first instance students should engage with their accommodation provider to see if an arrangement can be reached. If this is not possible, students have access to the Dispute Resolution Services of the Residential Tenancies Board.
92. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the manner in which the hardship funding of €50 million announced by his Department on budget day will be rolled out; and when it will be made available to students. [31371/20]
Amharc ar fhreagraI am very conscious of the impact the pandemic has had on our students. To ensure the safety of our students and staff in further and higher education, the majority of college will be online for this semester. In recognition of the challenges facing full time third level students the Government has approved once off funding of €50m to provide additional financial assistance in this academic year. My Officials and I are developing the process on how this once-off funding will be utilised for submission to Government prior to commencement. Once finalised the details will be available for students.
Additionally Budget 2021 provides further funding to enhance SUSI grant supports for post-grads and increase support for the PATH access initiative, which seeks to increase participation in Higher Education from the most economically disadvantaged students.
This builds on the specific student supports in response to Covid, which I announced in July including the provision of additional student assistance including a doubling of the Student Assistance Fund, and a €15 million technology fund for devices for students in further and higher education to assist with difficulties in accessing technology to facilitate their course work in a blended capacity. These supports are being distributed through the colleges and further education providers.
93. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science if he has had discussions with the third level institutions in relation to refunds of rent to students that rented on-campus accommodation and now find that all or most of their courses will be delivered online for the foreseeable future due to the Covid-19 crisis and that this accommodation will not be needed; and if he will make a statement on the matter. [30911/20]
Amharc ar fhreagraOn 25th September intensified protective measures in third level were announced, in line with public health advice. On-site activity in further and higher education will be reduced so long as these measures are in place. Campuses will remain open to facilitate learners and researchers attendance for laboratory, practical and apprenticeship training, scheduled library attendance and small group activity on a prioritised basis.
While I appreciate that this is disappointing for students who had hoped to have as much time on campus as possible, these measures are very important from a public health perspective in controlling the spread of the Coronavirus.
The Deputy will be aware that third level institutions are already engaging on their charging for student accommodation. As a result of the decision to reduce on-site teaching, a number of universities have confirmed that students who do not wish to proceed with their accommodation booking can cancel it without charge. Others have confirmed that students will be refunded pro-rata for the weeks they are not availing of accommodation.
I will be continuing to liaise with the sector through the Irish Universities Association to encourage the availability of fair solutions to students in university-owned student accommodation.
Ultimately universities are autonomous under the Universities Act 1997, and it is not within my remit to direct them in relation to the management of their student accommodation, which they have financed from their own resources.
I have asked my Department to continue to engage with the Department of Housing, Local Government and Heritage to monitor and report to me on student accommodation issues in order to ascertain whether any further policy response is feasible.
94. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the practice of postgraduate students not being paid for teaching that they do; if he will investigate the matter; and if he will make a statement on the matter. [31319/20]
Amharc ar fhreagraPostgraduate programmes are comprised of a range of elements designed to further the training and development of students. In particular PhD students, in addition to conducting research, participate in other activities to develop generic and transferable skills. These activities are regarded as an integral part of the training and typically include teaching. Teaching contribution assists in the acquisition of generic and transferable skills, as described in the National Framework for Doctoral Education and the PhD Graduate Skills statement provided by the Irish Universities Association.
PhD students may contribute to teaching, often at a level of 120-150 hours per year (approximately 5 hours per week over 24 weeks) over the course of their studies, without extra payment. Such duties, which are commonly part of their terms and constitute an element in an upskilling programme, should not be viewed as unpaid teaching. However, funded research students must comply with the terms of their funding award (which can vary from funder to funder).
A range of activities can be included under the teaching contribution, such as taking tutorial groups, demonstrating at practical classes, co-supervising undergraduate projects and student mentoring. Hours may be included that are spent in class preparation, advising, monitoring student projects, and correcting projects, notebooks or essays and will vary according to School/Discipline.
While contributing to teaching is an integral part of the training of a research Master’s or PhD student, the core component of research programmes across all universities is the advancement of knowledge through original research, which must remain the primary focus of the activity of research students.
The delivery of teaching duties by graduate students in a higher education institution is a matter for the institution concerned reflecting their independent self-governed status. It is important that the allocation and conduct of such work is undertaken in accordance with the objectives of the National Framework for Doctoral Education and the PhD Graduate Skills Statement in enabling the development of key skills and competencies for postgraduate students. In circumstances where issues arise relating to teaching duties of postgraduate students in terms of the Framework and Skills Statement, all parties should engage constructively in the interest of securing balanced solutions.
95. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 159 of 10 September 2020, his plans for the further development and expansion of local training initiatives; and if he will make a statement on the matter. [31344/20]
Amharc ar fhreagraLocal Training Initiatives (LTIs) are training and work experience programmes carried out in partnership with community and voluntary organisations. They provide a basis for the 16 Education and Training Boards (ETBs) to contract with community bodies to provide a service initiative in a locality where there are identified community needs. Training provision is intended to be sufficiently flexible to address the identified needs and is typically six to twelve months in duration. My Department is committed to the continuing development of LTIs and the important services that they provide to learners within communities.
All Further Education and Training (FET) provision will be considered in line with the Future FET Strategy: Transforming Learning covering the period 2020-2024. The ambitious vision for FET set out in the Strategy recognises the need for FET to ensure that it can meet the needs of the future world and the evolving needs of economy and society, and that FET must simplify its structure and learning pathways, facilitate easier access, ensure a more consistent learner experience and build a more powerful identity within communities and potential learners. All provision will be reviewed by SOLAS with the broader FET sector in this context.
Strategic performance agreements between SOLAS and the ETBs set out the parameters and the current targets and deliverables for 2018-2020. These agreements will be reviewed and put in place for the next three year period. The contribution of LTIs will be important in achieving these targets and in delivering for learners and communities.
96. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the discussions he had with the Minister for Health and the Chief Medical Officer in August and September 2020 before a decision was made that third level colleges would reopen on campus; if a full risk analysis was carried out of the risks involved given that these reopenings would bring a large number of students together from many parts of the country thus increasing dramatically the risk of spread nationwide if any students became infected; and if he will make a statement on the matter. [30912/20]
Amharc ar fhreagraIn providing guidance for higher education providers to return to learning safely for the 2020/21 academic year, my Department published a three-pillar guidance framework, consistent with public health requirements. This included an adaptation framework to assist institutions to continuously adapt to meet the challenges posed by this pandemic.
Further to this framework, the higher education sector, in collaboration with my Department and public health authorities, has developed a response plan for managing outbreaks of COVID-19 in educational settings.
When the framework was initially published the prevailing public health situation was one that supported a return to on-site learning. However as a result of recent developments the balance between on-site and online provision was adjusted.
On 18 September in response to a recommendation from NPHET and a subsequent request from Government, the Higher Education system in Dublin committed to minimise on-site teaching and learning, in light of the deteriorating disease situation in the county. Then on 25 September, following further consideration of the evolving situation, the Acting Chief Medical Officer requested that consideration be given to the introduction of similar measures for all HEIs nationwide to ensure safe continuation or recommencement of activities across the country.
This reflected concerns in relation to the potential impact of recommencement of campus higher education programmes on the epidemiological situation in light of emerging evidence from the UK where institutions have already re-opened and significant issues in the US when programmes recommenced there during the summer.
Each institution and provider has developed and continues to actively reshape detailed planning and contingencies for on-site and online provision, within a blended model of learning aligned to public health advice. This planning is supported by existing sectoral COVID-19 structures and guidance. In addition, institutions are committed to working closely with public health authorities at regional and national level to respond quickly and effectively to any emerging issues.
97. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the pay and conditions for postgraduate students whot work in third level colleges; and if he will make a statement on the matter. [31334/20]
Amharc ar fhreagra107. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that some postgraduate students have to do unpaid teaching work as part of their scholarships; his views on same; and his plans to address the issue. [31335/20]
Amharc ar fhreagraI propose to take Questions Nos. 97 and 107 together.
Postgraduate programmes are comprised of a range of elements designed to further the training and development of students. In particular PhD students, in addition to conducting research, participate in other activities to develop generic and transferable skills. These activities are regarded as an integral part of the training and typically include teaching. Teaching contribution assists in the acquisition of generic and transferable skills, as described in the National Framework for Doctoral Education and the PhD Graduate Skills statement provided by the Irish Universities Association.
PhD students may contribute to teaching, often at a level of 120-150 hours per year (approximately 5 hours per week over 24 weeks) over the course of their studies, without extra payment. Such duties, which are commonly part of their terms and constitute an element in an up skilling programme, should not be viewed as unpaid teaching. However, funded research students must comply with the terms of their funding award, which can vary from funder to funder.
A range of activities can be included under the teaching contribution, such as taking tutorial groups, demonstrating at practical classes, co-supervising undergraduate projects and student mentoring. Hours may be included that are spent in class preparation, advising, monitoring student projects, and correcting projects, notebooks or essays and will vary according to School/Discipline.
While contributing to teaching is an integral part of the training of a research Master’s or PhD student the core component of research programmes across all universities is the advancement of knowledge through original research, which must remain the primary focus of the activity of research students.
The delivery of teaching duties by graduate students in a higher education institution is a matter for the institution concerned reflecting their independent self-governed status. It is important that the allocation and conduct of such work is undertaken in accordance with the objectives of the National Framework for Doctoral Education and the PhD Graduate Skills Statement in enabling the development of key skills and competencies for postgraduate students. In circumstances where issues arise relating to teaching duties of postgraduate students in terms of the Framework and Skills Statement, all parties should engage constructively in the interest of securing balanced solutions.
98. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science the number of additional new opportunities being provided at third level and in further education for 2021 between those going via the CAO system, under Springboard, apprenticeship and PLC; the number of these now in place; and if he will make a statement on the matter. [30680/20]
Amharc ar fhreagraI am committed to ensuring that a broad range of education and training opportunities are available both to students leaving school and to those whose livelihoods have been impacted by the current pandemic and are looking to upskill or reskill.
This year more students than ever before were offered a place in higher education through the CAO, with 63,338 applicants having received a CAO offer as of the end of Round Two, the latest for which this data is available. We will continue to build on this progress, and €18 million has been provided in Budget 2021 to deliver an additional 2,700 new undergraduate student places from September 2021. This increase will address demographic growth pressures and equates to an overall investment of nearly €80 million to address the demographic increases since 2018. These places are in addition to the 1,330 additional places commencing in 2021, funded through the Human Capital Initiative Pillar 2, which will be on undergraduate courses in areas of identified skills needs.
There will be a total investment of €118.5 million in 2021 to upskill and reskill people who have been affected by the impacts of the current pandemic and in areas of key skills priorities. The investment will be aimed at those that require it the most, whether that is to assist with seeking employment or to upskill in their current jobs. Over 50,000 additional places are being supported in 2020/21 and the Apprenticeship Incentivisation Scheme is being extended until June 2021.
Springboard+ complements the core State-funded education and training system and provides free or 90% funded upskilling and reskilling higher education opportunities in areas of identified skills needs. Under Springboard+ 2020, 11,074 places are being provided on 332 courses. This includes additional places as a response to Covid-19 related skills needs, funded through a repurposing of a small element of the HCI Pillar 3 allocation, and further additional places funded through the July Jobs Stimulus package. An additional €7m has been provided for Springboard+ under the 2021 Budget, however the exact number of places to be provided will be determined during the course of the 2021 Springboard+ call for proposals.
99. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the status of and position regarding the ten-year adult literacy, numeracy and digital literacy strategy promised in the 2020 programme for Government; the details of the group tasked with development of the strategy; and if he will make a statement on the matter. [31377/20]
Amharc ar fhreagraOn International Literacy Day, 8th September this year, I announced the development of the Programme for Government commitment to develop a 10 Year Strategy for Adult Literacy, Numeracy and Digital Literacy. I have tasked SOLAS with the development of this new strategy.
Literacy, numeracy and digital literacy are fundamental to family life, civic life and our working lives. They are a core concern of Government as a whole as it strives to deliver services and communicate important messages. They are central to a person’s ability to feel well, feel connected, participate in society and fulfil their potential.
My Department, SOLAS, the ETBs, NALA and the community education sector have a really important role to play but our response will be far more powerful when we address these issues on a whole-of-Government basis. This new strategy will provide a framework to support individuals to improve their literacy, numeracy and digital literacy across a range of contexts, reflecting the much broader concepts of literacy that are now widely understood. The aim of this new strategy will be to ensure that everyone has the literacy, numeracy and digital skills to meet their needs and participate fully in society.
This new strategy will provide a framework to build on and streamline the substantial work that is already being done across a range of Departments and agencies, to increase awareness of services for the public and to capture the contribution that can be made right across Government to deliver better literacy, numeracy and digital skills in the adult population. I would also like the framework being provided through this new strategy to be a tool that can be used to embed the use of literacy friendly provision and plain language to ensure the most accessible public, civil and business services throughout the country.
To support a whole-of-government approach, I have established an interdepartmental stakeholder group on literacy, numeracy and digital literacy. This group is made up of Government Departments, Government agencies and stakeholder groups with keys roles in the areas of adult literacy, numeracy and digital literacy.
I chaired the first meeting of this group last Thursday. The meeting was really positive and was attended by representatives from the public service, civil service, business and NGOs. SOLAS will shortly be initiating a public consultation process on the key themes for the strategy and representatives are assisting in finalising a paper and ensuring the consultation gets the widest engagement possible. I intend to bring the completed strategy to Government in the Spring.
101. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his rationale for not abolishing fees for the third level and postgraduate sectors in budget 2021; and if he will make a statement on the matter. [31340/20]
Amharc ar fhreagra102. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science his views on college fees for the academic year in view of university and college institutions not being fully utilised; and if he will make a statement on the matter. [31247/20]
Amharc ar fhreagra481. Deputy Seán Haughey asked the Minister for Further and Higher Education, Research, Innovation and Science if he will request the third level universities to reduce the fees for students completing master's degrees in view of the fact that there is now no on-campus teaching; and if he will make a statement on the matter. [31276/20]
Amharc ar fhreagraI propose to take Questions Nos. 101, 102 and 481 together.
It is important to note in relation to this issue that under the Free Fees Schemes the Exchequer currently makes a very substantial contribution amounting to €340m to meeting the tuition fee costs of eligible undergraduate Higher Education students with those students who are required to pay the student contribution paying €3,000 per annum towards the cost of their studies.
In addition, the Exchequer pays the contribution in full or part, through SUSI, for approximately 44% of students eligible for free fees.
As the Deputy will be aware as part of Budget 2021, I announced enhanced SUSI grant supports for post-grads and increased support for the PATH access initiative to increase participation in Higher Education from the most economically disadvantaged students and a review of SUSI to guide the future strategic direction of the scheme. An important objective will be to ensure access to and continued participation in higher education by students from disadvantaged backgrounds.
I am of course very conscious of the immediate impacts of the COVID-19 pandemic on our students. Government has made available €50 million in funding to provide financial assistance to full time third level students in recognition of the impact of the Covid 19 pandemic on this group was included in Budget 2021. My officials and I are developing proposals for the utilisation of this funding for submission to Government prior to commencement.
This builds on the specific student supports in response to Covid, which I announced in July including a doubling of the Student Assistance Fund, and a €15 million technology fund for devices for students in further and higher education.
Furthermore the development of a sustainable funding model for higher education is essential in light of the centrality of higher education. The future development of Ireland as an inclusive society and a knowledge economy against the backdrop of rapid technological change. In that context, a comprehensive economic evaluation of the funding options presented in the Report of the Expert Group on Future Funding for Higher Education is underway supported under the European Commission DG Reform Programme.
My Department is working closely with the European Commission and the independently appointed consultants. The key aim of this review is to investigate methods of increasing the sustainability of higher and further education provision in Ireland, including an examination of the funding options including the existing student contribution and other supports.
Completion of this work will allow for an informed debate on the appropriate policy approach to future funding which is fundamental to Ireland's economic and social sustainability.
All of the foregoing highlights my commitment and that of the Government to support students and learners in accessing and successfully participating in both higher and further education.
103. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which blended learning will proceed for the current academic year for the various subject areas; and if he will make a statement on the matter. [30835/20]
Amharc ar fhreagraTo support higher education providers to return to learning safely for the 2020/21 academic year, my Department published its three-pillar guidance framework, which consisted of a high-level roadmap, a COVID-19 adaptation framework, and practical guidance for returning to on-site activity. This unique three-pillar approach was developed in close consultation with agencies, stakeholders, provider representative bodies and social partners.
These guides have since been supplemented by Implementation Guidelines developed by experts within the higher education sector, and approved by the Health Protection Surveillance Centre, published on August 5th. These guidelines can be further updated and modified as the public health situation evolves.
On 25th September intensified protective measures in third level were announced, in line with public health advice. On-site activity in further and higher education will be reduced so long as these measures are in place. Campuses will remain open to facilitate learners and researchers attendance for laboratory, practical and apprenticeship training, scheduled library attendance and small group activity on a prioritised basis.
While I appreciate that this is disappointing for students who had hoped to have as much time on campus as possible, these measures are very important from a public health perspective in controlling the spread of the Coronavirus.
Higher education institutions are autonomous with regard to their administrative and academic affairs, and the way in which blended learning will be implemented will vary between institutions and programmes, and will change in line with the changing public health situation. It is not intended for a 'one size fits all' approach to be followed as the diversity and flexibility of the higher education sector has been key in driving responsive and adaptable approaches to the challenges created by the pandemic. The guidance that has been provided is designed to allow higher education institutions to leverage that flexibility to adapt to a evolving situation, and change their approach in accordance with the latest health advice.
