Written Answers Nos. 324-348
324. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he hopes to encourage participation in third and fourth-level education throughout the country regardless of socioeconomic background; and if he will make a statement on the matter. [42827/20]
Amharc ar fhreagra334. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which discussions continue in respect of a fair and equitable third and fourth-level access to the education system given the difficulties of other jurisdictions with the administration of student loans; and if he will make a statement on the matter. [42837/20]
Amharc ar fhreagra335. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to ensure that all second-level school leavers have a reliable opportunity to access third-level education given the increasing requirements and competition in the workplace; and if he will make a statement on the matter. [42838/20]
Amharc ar fhreagraI propose to take Questions Nos. 324, 334 and 335 together.
The vision of National Plan for Equity of Access to Higher Education 2015-2021 is that the student body entering, participating in, and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. The plan set out five goals and more than thirty actions, developed following widespread consultation with stakeholders, with the aim of supporting increased access and participation in higher education by six main target groups:
1. Entrants from socio-economic groups that have low participation in higher education;
2. First-time mature students;
3. Students with disabilities;
4. Part-time/flexible learners;
5. Further education and training award holders; and
6. Irish Travellers.
The plan also indicated subgroups that require support, including lone parents, teen parents and ethnic minorities.
A Progress Review of the National Access Plan published in December 2018 highlighted several key achievements e.g. increases in participation across a number of target groups, particularly students with disabilities and from socio-economically disadvantaged groups.
The objectives of the National Access Plan are supported by a range of interventions and programmes:
- Approximately €42 million within core State funding allocated to HEIs is in recognition of the additional costs of recruiting and retaining students from under-represented backgrounds. This enables all HEIs to have an access infrastructure in place that provides for the pre-entry and post-entry work required to support students from target groups in accessing and successfully completing higher education.
- Programme for Access to Higher Education (PATH) which comprises dedicated funding to support access to higher education and consists of three strands focussed on increasing the participation of under-represented groups in higher education. Current funding envelope of over €30m from 2016-2022
- PATH 1 – Initial funding of €2.7m over three years to support equity of access to teacher education programmes. Continuation of PATH 1 funding for a further three years announced at the start of 2020.
- PATH 2 (1916 Bursary) – Commenced in 2017/18 academic year and consists of 200 bursaries a year for the most socio-economically disadvantaged students from National Access Plan target groups; bursaries worth €5,000 per year. Additional bursaries were announced as part of Budget 2021.
- PATH 3 - Supports institutional capacity in developing regional and community partnership strategies for increasing access to higher education by target groups. Initial funding package of €7.5m over three years
- Student Assistance Fund - annual funding of €9.1m including ring-fenced funding €1m for part-time students. In recent years, ring-fenced funding has also been provided for students on Professional Master of Education (PME) courses.
- Fund for Students with Disabilities (FSD) – €9.6m in funding every year covering both higher and further education sectors. The purpose of the Fund for Students with Disabilities is to provide funding to higher and further education institutions to assist them in offering supports and services to eligible students with disabilities so that they can access, fully participate in and successfully complete their chosen course of study. Since 2018 it covers part-time students as well.
- HEAR and DARE schemes - The Higher Education Access Route (HEAR) supports students who have a socio-economic disadvantage to enter higher education on reduced points. Latest data shows that of approximately 4,000 eligible HEAR applicants in 2019, there were just over 2,500 acceptances of a HEAR place. The Disability Access Route to Education (DARE) is a third level alternative admissions scheme for school leavers whose disabilities have had a negative impact on their second level education. Latest data shows that of about 4,000 eligible DARE applicants in 2019, there were just over 2,600 acceptances of a DARE place.
- A study commissioned by the HEA on the challenges facing mature students in participating in higher education is approaching completion (focussing on trends, challenges and barriers, review of funding supports and guidance systems, recommendations). The report is due to be published in Q1 2021.
As part of the response to COVID-19, a number of policy interventions have also occurred to support the goals of the National Access Plan and in particular to support disadvantaged students who are more likely to be significantly impacted by COVID-19 and associated restrictions:
- €15 million in support of disadvantaged students in higher and further education in accessing ICT devices
- €8.1m to double the 2020/21 SAF allocation
- €1.9m in the form of a once-off COVID-19 contingency fund to enable HEIs deliver local COVID-19 responses to support disadvantaged students
- €300,000 for targeted supports to address the implications of COVID-19 on Traveller participation in higher education (Dormant Accounts Funding)
In relation to socio-economically disadvantaged students specifically, the HEA has recently published data analysing the socio-economic profile of our higher education population on the basis of Deprivation Index Scores. This dataset will be of significant benefit to higher education institutions in further developing their access and outreach activities and will also aide in the development of the next National Access Plan in terms of setting our ambitions for the future and measuring progress. Consultation on this new Plan will commence in 2021.
There is currently no national student loan scheme in place in Ireland, as there is in other countries, and so the potential difficulties of administering such a scheme have no impact on access to higher education. Where financial support is provided to students to assist them in accessing higher education it is provided in the form of grants, bursaries or other supports not requiring repayment from the student.
The main financial support available to students hoping to access further or higher education is the statutory based Student Grant Scheme where students are studying for the first time or are progressing to study at a higher level e.g. progressing to postgraduate study. To qualify for grant support, a student has to meet various criteria such as means, residency, nationality and progression. The aim of the student maintenance grant is to make a contribution towards the cost of going to college and to assist students with their living costs while in college.
325. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he expects to generate increased interest in the technical side of education in order to ensure the ready availability of a highly-qualified workforce in preparation for an increasingly competitive workplace market; and if he will make a statement on the matter. [42828/20]
Amharc ar fhreagra327. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of third-level places available academic and technical places available for students in each of the past five years to date; the extent to which changes are likely in the future; and if he will make a statement on the matter. [42830/20]
Amharc ar fhreagra329. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which adequate places have been available in the current years for students pursuing academic or technical courses; and if he will make a statement on the matter. [42832/20]
Amharc ar fhreagra336. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of places available for third and fourth-level students in the technical and academic sectors currently; his proposals to improve on this; and if he will make a statement on the matter. [42839/20]
Amharc ar fhreagraI propose to take Questions Nos. 325, 327, 329 and 336 together.
The distinction between academic and technical courses is not one used by my Department. Figures on enrolments by subject area for the years 2014 - 2018 is available in the attached table. 2018 is the latest year for which this data is available.
This year more students than ever before were offered a place in higher education with more than 49,000 accepting an offer of a place. These places will be maintained next year, 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 are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. .
These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.
Under Pillar 2 of the Human Capital Initiative 3,000 undergraduate places are being created in Key Skills areas such as Science, Engineering, ICT and Professional Construction. 1,415 of these places were brought on stream for the 2020 academic year, with the remainder to follow in 2021.
Future Jobs Ireland, which was launched in March 2019 is a new whole-of Government plan to secure Ireland’s economic success. A key element of Future Jobs Ireland is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. We must ensure that we have accessible upskilling options and that our education and training providers offer relevant and up-to-date courses which meet the needs of enterprises and workers.
Springboard+ runs an annual call in order to be in a position to provide the most up to date skills needs courses responding to advances in technology that are impacting the future world of work. For instance, the 2020 offering of Springboard courses included, Robotics, Artificial Intelligence, Machine Learning, Data Governance.
In general HE institutions are constantly reviewing and updating their course curriculum in collaboration with enterprise to ensure that undergraduate and taught postgraduate course content is reflecting emerging trends in the future world of work and Industry 5.0.
My Department will continue to align our further and higher education policies with what is required in the workplace. We will do this by working with industry to address current needs and, looking beyond the current world of work, by equipping individuals with the skills they need to succeed in the changing labour market.
I am satisfied that these and other important elements of my Department’s strategies, developed in collaboration with key stakeholders, will help ensure that we are well prepared to meet our skills needs including the scientific needs of the economy.
Enrolments in Higher Education, by subject area, 2014 to 2018
|
Subject Area |
2014/2015 |
2015/2016 |
2016/2017 |
2017/2018 |
2018/2019 |
Change 2014 - 2018 |
|
Business, administration and law |
40,086 |
42,612 |
42,643 |
44,876 |
47,876 |
19% |
|
Health and Welfare |
35,820 |
36,661 |
37,543 |
38,634 |
39,645 |
11% |
|
Arts and Humanities |
34,142 |
34,340 |
35,184 |
35,313 |
34,153 |
0% |
|
Engineering, manufacturing and construction |
23,439 |
24,101 |
24,154 |
24,830 |
25,490 |
9% |
|
Natural sciences, mathematics and statistics |
21,433 |
21,761 |
21,949 |
22,317 |
22,751 |
6% |
|
Information and Communcation Technologies (ICTs) |
14,164 |
14,649 |
14,830 |
14,677 |
14,546 |
3% |
|
Social sciences, journalism and information |
12,103 |
12,497 |
12,168 |
12,280 |
12,975 |
7% |
|
Education |
11,521 |
12,994 |
13,323 |
14,509 |
15,606 |
35% |
|
Services |
10,748 |
10,891 |
10,688 |
10,436 |
9,205 |
-14% |
|
Agriculture, forestry, fisheries and veterinary |
3,732 |
3,649 |
3,662 |
3,795 |
3,893 |
4% |
|
Generic programmes and qualifications |
2,134 |
2,448 |
2,099 |
2,076 |
2,363 |
11% |
|
Total |
209,322 |
216,603 |
218,243 |
223,743 |
228,503 |
9% |
326. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which the number of students taking up fourth-level education can be encouraged into the technical area with increased emphasis on apprenticeships; and if he will make a statement on the matter. [42829/20]
Amharc ar fhreagraApprenticeship in Ireland has undergone significant reform and expansion over the past 5 years. In this period, 34 new apprenticeship programmes across all sectors of the economy including new and growing areas – cybersecurity, CGI technical artistry, accountancy, supply chain management, manufacturing technology, and biopharma – have been designed and delivered by consortia comprising representatives from across relevant industry sectors and educational providers. There are an additional 20 apprenticeships in development as of the end of 2020.
The level of qualifications encompassed by apprenticeship has broadened from the QQI level 6 national certificates linked to craft apprenticeship to new qualifications offered from level 5-10 of the national framework of qualifications (Where levels 9 and 10 are postgraduate level). Two QQI level 9 programmes in the supply chain and logistics area were launched in 2019 followed by the first QQI level 10 apprenticeship, Principal Engineer, which was launched recently. Five additional apprenticeships at level 9 are currently in development in the areas of construction, engineering, hospitality, finance and ICT.
As a demand driven programme new apprenticeship development is dependent on an employer-led approach while the number of apprenticeship placements is determined by employers within any given sector. The development of postgraduate level apprenticeships has now been established and the forthcoming Action Plan on Apprenticeship will build on the successes and learnings from both the craft and consortia-led approaches to ensure that apprenticeship will form a significant part of the Government’s response to recovery from the COVID-19 crises and the development of a skilled workforce into the future.
328. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects third and fourth-level courses to cater for the needs of students or postgraduates in the area of research with particular reference to the future requirements of the economy; and if he will make a statement on the matter. [42831/20]
Amharc ar fhreagra330. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the means by which innovative education at third or fourth-level can be expected to meet the challenges of the future; and if he will make a statement on the matter. [42833/20]
Amharc ar fhreagra331. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the role he sees for advancement in science in the technical and academic areas in the future with particular reference to identifying the need for a balanced third and fourth-level educational sector in line with the likely requirements of employment in the future; and if he will make a statement on the matter. [42834/20]
Amharc ar fhreagraI propose to take Questions Nos. 328, 330 and 331 together.
Innovation 2020, the current national strategy for research and development, science and technology, acknowledges the importance of the pipeline of skilled and talented individuals playing a critical factor in innovation. From pre-primary through to further and higher education and throughout an individual’s career, skills and knowledge need to be continuously enhanced if individuals, employers and countries are to realise their potential.
The expansion of higher education has been a key enabling factor in the growth of the Irish economy over the past four decades. The availability and quality of graduates is essential if we are to maintain our attractiveness as a location for investment and grow our reputation as a destination for a successful research career. Equally, increased participation in higher education has resulted in significant contributions to society and has played a critical role in enriching our cultural life.
Postgraduate education delivered by higher education institutions is critical to Ireland’s research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research and innovation skills that can be applied in a range of environments, in academia or industry, at home or abroad.
Our society and the world of work are changing rapidly, and if anything, this will be accelerated by the COVID-19 pandemic. Our Higher Education Institutions will have an important role in equipping us to manage this change. This will entail agility and innovation in how universities operate. The HEIs across the country responded to this challenge – providing support staff, equipment, delivering PPE, undertaking research into COVID-19, engaging our citizens through the media as experts and much more. The higher education sector was able to maintain teaching and learning in radically challenging circumstances and also demonstrated the flexibility to meet urgent needs, including the additional university places required following the Leaving Certificate. What this crisis has shown us is the importance of having talent and skills to support our society and economy deal with the challenges we face.
Challenge-led innovation is an increasingly important concept. Stimulating solutions driven collaboration will foster interdisciplinary consortia of enterprises, HEIs and public service delivery bodies to address major societal challenges. Interdisciplinary research is key to addressing such challenges, and incorporating the ‘human factor’ is also vital. Societal challenges are typically highly complex, and the engagement of researchers from both Arts, Humanities and Social Sciences, and Science, Technology, Engineering and Maths can often generate more innovative solutions and new ways of approaching and thinking about problems.
The establishment of the Department of Further and Higher Education, Research, Innovation and Science will mean that, in addition to public funding for higher and further education, well over 50% of national public research funding will be under its auspices. This is a great opportunity to bring further cohesion and balance to teaching and research across the further and higher education institutions to ensure that Ireland has the talent and skills to match the changing employment landscape and to keep pace with the advancement of science and build on our position as we aspire to become a global innovation leader.
Innovation 2020 is due to conclude at the end of this year. The Mid-Term review of Innovation 2020 published last year reaffirmed the relevance of the policy objectives of Innovation 2020, including the need to increase investment in research infrastructure and research talent. As part of the consultation process for the successor strategy, which will be developed by my new department, I will work with enterprise agencies and industry groups, as well as the higher education institutes, to manage the future demand for research graduates to ensure we are prepared for the challenges we will face.
332. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for the advancement of educational programmes to meet the scientific needs of the economy in the future; and if he will make a statement on the matter. [42835/20]
Amharc ar fhreagraThe tertiary education system has a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands.
These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.
Future Jobs Ireland, which was launched in March 2019 is a new whole-of Government plan to secure Ireland’s economic success. A key element of Future Jobs Ireland is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. We must ensure that we have accessible upskilling options and that our education and training providers offer relevant and up-to-date courses which meet the needs of enterprises and workers.
Springboard+ runs an annual call in order to be in a position to provide the most up to date skills needs courses responding to advances in technology that are impacting the future world of work. For instance, the 2020 offering of Springboard courses included, Robotics, Artificial Intelligence, Machine Learning, Data Governance.
The Human Capital Initiative Pillar 3 which aims to promote innovative methods of teaching and delivery, so that learners will benefit from improved quality and more engaging ways of learning on enterprise focused courses. It also aims to increase institutions’ ongoing capacity to anticipate, understand and respond rapidly to emerging skill needs of enterprise. The impact of these 5 year programmes will have a longer term impact on the quality of graduates emerging from the HE system.
In general HE institutions are constantly reviewing and updating their course curriculum in collaboration with enterprise to ensure that undergraduate and taught postgraduate course content is reflecting emerging trends in the future world of work and Industry 5.0.
My Department will continue to align our further and higher education policies with what is required in the workplace. We will do this by working with industry to address current needs and, looking beyond the current world of work, by equipping individuals with the skills they need to succeed in the changing labour market.
I am satisfied that these and other important elements of my Department’s strategies, developed in collaboration with key stakeholders, will help ensure that we are well prepared to meet our skills needs including the scientific needs of the economy.
333. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if an agreement has been reached with all third-level institutions in respect of the refund of the accommodation element of SUSI grants in which students could only opt for virtual class attendance; and if he will make a statement on the matter. [42836/20]
Amharc ar fhreagraThe main support available to students is the statutory based Student Grant Scheme where students are studying for the first time or are progressing to study at a higher level e.g. progressing to postgraduate study. To qualify for grant support, a student has to meet various criteria such as means, residency, nationality and progression. The decision on eligibility for a student grant is a matter for the relevant grant awarding authority.
The aim of the student maintenance grant is to make a contribution towards the cost of going to college and to assist students with their living costs while in college. The Student Grant Scheme is not prescriptive in how the maintenance grant is expended, it is at the student’s discretion how it is utilised.
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.
The funding, which was provided in Budget 2021, in recognition of the significant upheaval they have experienced due to the COVID-19 pandemic will offer financial assistance to all EU full-time undergraduate and postgraduate students attending publicly funded Higher Education Institutions (HEI).
The scheme will ensure:
- students who avail of the SUSI grant will receive €250 top-up in their grant;
- students who do not avail of the grant can reduce by €250 any outstanding contribution fee payments or receive a €250 credit note for their institution;
- In a small number of cases, alternative arrangements will be made for the payment of the monies to students.
I am conscious of the challenges faced by students in relation to student accommodation this year due to financial pressures and the blended learning format of the 2020/21 academic year. Throughout the last number of months my Department has been engaging with representatives from the higher education sector to address the challenges faced by students in this difficult time. My Department, in consultation with these key stakeholders will continue to monitor the situation relating to student accommodation closely.
The university sector is already engaging with these issues, and all seven universities have confirmed that students who choose to vacate their university-owned accommodation early will receive pro-rata refunds. The exact details of these refunds vary by institution, and students are encouraged to engage with their university directly on this manner. I will continue to liaise with the sector through the Irish Universities Association to encourage the availability of fair solutions to students in university-owned student accommodation.
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.
337. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he is satisfied that the budget for his Department is adequate to meet the anticipated requirements throughout 2021; and if he will make a statement on the matter. [42840/20]
Amharc ar fhreagraA summary of the Department of Further and Higher Education, Research, Innovation and Science funding allocations for 2021 is set out in Chapter 9 of the Department of Public Expenditure and Reform’s 2021 Expenditure Report that was published on 13 October 2020 as part of 2021 Budget day documentation. This sets out the main areas identified for funding in 2021, with the caveat that this does not reflect transfers of funding and functions which have since taken place from the Department of Enterprise, Trade and Employment.
The full details on the 2021 allocations for each Departmental Vote, including my Department’s Voted and National Training Fund allocations, will be set out, as usual, in the Revised Estimates Volume (REV) which is due to be published later this month. The funding to be allocated to my Department in the 2021 REV will include a Covid-19 funding element. This funding is being provided for the remainder of the academic year 2020/21 arising in 2021. Funding for the academic year 2021/2022 will be reviewed in line with the latest public health advice available. In this regard, a central contingency reserve has been established and will be used to allocate any agreed additional Covid financial supports to my Department for the remainder of 2021.
338. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which reform of the CAO system is contemplated with a view to ensuring increased interest by students in courses in which an increase in the number of graduates is required; and if he will make a statement on the matter. [42841/20]
Amharc ar fhreagraThe current position is the CAO process applications for undergraduate, and some postgraduate, courses on behalf of higher education institutions, which are autonomous. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates.
It is my intention that an important part of the work of my new Department will be to expand and streamline life-long and life-wide pathways between and within further and higher education and training. This will involve a comprehensive review of the current further and higher education pathways.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. .
These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.
Under Pillar 2 of the Human Capital Initiative 3,000 undergraduate places are being created in Key Skills areas such as Science, Engineering, ICT and Professional Construction. 1,415 of these places were brought on stream for the 2020 academic year, with the remainder to follow in 2021.
Future Jobs Ireland, which was launched in March 2019 is a new whole-of Government plan to secure Ireland’s economic success. A key element of Future Jobs Ireland is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. We must ensure that we have accessible upskilling options and that our education and training providers offer relevant and up-to-date courses which meet the needs of enterprises and workers.
Springboard+ runs an annual call in order to be in a position to provide the most up to date skills needs courses responding to advances in technology that are impacting the future world of work. For instance, the 2020 offering of Springboard courses included, Robotics, Artificial Intelligence, Machine Learning, Data Governance.
In general HE institutions are constantly reviewing and updating their course curriculum in collaboration with enterprise to ensure that undergraduate and taught postgraduate course content is reflecting emerging trends in the future world of work and Industry 5.0.
My Department will continue to align our further and higher education policies with what is required in the workplace. We will do this by working with industry to address current needs and, looking beyond the current world of work, by equipping individuals with the skills they need to succeed in the changing labour market.
I am satisfied that these and other important elements of my Department’s strategies, developed in collaboration with key stakeholders, will help ensure that we are well prepared to meet our skills needs including the scientific needs of the economy.
339. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if the proportion of students opting for third and fourth-level education on an annual basis over the past five years can be addressed in the future by ensuring an increase in third-level places most likely to impact positively on the availability of graduates where required most in the future; and if he will make a statement on the matter. [42842/20]
Amharc ar fhreagraThe transition rate of pupils from post-primary to higher education has remained relatively steady in recent years, varying between 63% and 64%. This refers to the proportion of post-primary school completers who enter higher education up to five years after they finish post-primary education. Ireland has one of the highest educational attainment rates in the OECD, with 55% of 25-34 year olds in Ireland having completed a tertiary degree, as opposed to an OECD average of 45%.
However when looking at the choices of students progressing onwards from post-primary education it is important to also consider students going on to apprenticeships, traineeships and other further education and training options, not just those progressing to higher education. My Department aims to ensure that learners have a broad range of options available to them across the higher and further education sectors.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands.
These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.
Under Pillar 2 of the Human Capital Initiative 3,000 undergraduate places are being created in Key Skills areas such as Science, Engineering, ICT and Professional Construction. 1,415 of these places were brought on stream for the 2020 academic year, with the remainder to follow in 2021.
Future Jobs Ireland, which was launched in March 2019 is a new whole-of Government plan to secure Ireland’s economic success. A key element of Future Jobs Ireland is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. We must ensure that we have accessible upskilling options and that our education and training providers offer relevant and up-to-date courses which meet the needs of enterprises and workers.
Springboard+ runs an annual call in order to be in a position to provide the most up to date skills needs courses responding to advances in technology that are impacting the future world of work. For instance, the 2020 offering of Springboard courses included, Robotics, Artificial Intelligence, Machine Learning, Data Governance.
In general HE institutions are constantly reviewing and updating their course curriculum in collaboration with enterprise to ensure that undergraduate and taught postgraduate course content is reflecting emerging trends in the future world of work and Industry 5.0.
My Department will continue to align our further and higher education policies with what is required in the workplace. We will do this by working with industry to address current needs and, looking beyond the current world of work, by equipping individuals with the skills they need to succeed in the changing labour market.
I am satisfied that these and other important elements of my Department’s strategies, developed in collaboration with key stakeholders, will help ensure that we are well prepared to meet our skills needs including the scientific needs of the economy.
340. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which participation in third-level education continues to be attractive to all students; and if he will make a statement on the matter. [42843/20]
Amharc ar fhreagraThe Irish Survey of Student Engagement National Report 2020 was published in November, in partnership with the HEA, the IUA, THEA and the USI.
StudentSurvey.ie asks students directly about their experiences of higher education, including their academic, personal, and social development. In 2020, 44,707 students in 26 higher education institutions participated. For the purposes of StudentSurvey.ie, student engagement reflects two key elements. The first is the amount of time and effort that students put into their studies and other educationally beneficial activities. The second is how institutions deploy resources and organise curriculum and learning opportunities to encourage students to participate in meaningful activities linked to learning.
According to the survey organisers, the insights provided by the approximately 245,000 respondents to the Student Survey over the last seven years are a rich source of inspiration and challenge and their value to individual institutions and at a national level needs to continue to be mined in creative and constructive ways.
The full report is available at the following link:
https://hea.ie/2020/11/24/irish-survey-of-student-engagement-national-report-2020/.
341. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which male and female students continued to be attracted in equal proportions to participation in the sciences; if a corrective measure or inducement is needed; and if he will make a statement on the matter. [42844/20]
Amharc ar fhreagraThe student numbers for all faculties during the academic year 2018/19 is contained in the attached excel spreadsheet.
The Department of Education's STEM Education Policy Statement 2017–2026, published in November 2017, sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners from Early Years to Post Primary level. In realising Ireland’s aim to have the best education and training service in Europe within a decade, we must provide the most effective and engaging teaching, learning and assessment environment for STEM education at all levels. The STEM implementation plan builds on a range of reforms and initiatives already underway in STEM, in areas such as curriculum and assessment reform, teacher professional development, embedding digital learning and advances in initial teacher education.
Increasing the numbers of females in STEM is a key action in the STEM Education Implementation Plan. There is a need to attract more females into STEM subjects at school level and ensure that they engage in STEM courses at higher or further education. At further and higher education there is a need for a focus on retention as there is a higher attrition rate for females leaving STEM careers than for males.
The Department of Enterprise, Trade and Employment has forecast that the number of research personnel employed within our knowledge-intensive industries will increase from 25,000 to 40,000 in the next four years. Thus increasing demand for graduates with STEM-related skills and qualifications across different sectors of the economy. Greater retention in STEM courses at Further and Higher Education will ensure that we have qualified people with the right skills to attract job opportunities and investment in these sectors.
|
2018/2019 |
Female |
Male |
|
Natural sciences, mathematics and statistics |
51% |
49% |
|
(0510) Biological and related sciences not further defined or elsewhere classified |
55% |
45% |
|
(0511) Biology |
63% |
37% |
|
(0512) Biochemistry |
64% |
36% |
|
(0520) Environment not further defined or elsewhere classified |
55% |
45% |
|
(0521) Environmental sciences |
46% |
54% |
|
(0522) Natural environments and wildlife |
55% |
45% |
|
(0530) Physical sciences not further defined or elsewhere classified |
49% |
51% |
|
(0531) Chemistry |
51% |
49% |
|
(0532) Earth sciences |
48% |
52% |
|
(0533) Physics |
23% |
77% |
|
(0540) Mathematics and statistics not further defined or elsewhere classified |
27% |
73% |
|
(0541) Mathematics |
27% |
73% |
|
(0542) Statistics |
41% |
59% |
|
(0588) Interdisciplinary programmes and qualifications involving natural sciences, mathematics and statistics |
55% |
45% |
|
Broad Field of Study / Detailed Field of Study |
Female |
Male |
|
Agriculture, forestry, fisheries and veterinary |
47% |
53% |
|
Arts and humanities |
61% |
39% |
|
Business, administration and law |
50% |
50% |
|
Education |
74% |
26% |
|
Engineering, manufacturing and construction |
21% |
79% |
|
Generic programmes and qualifications |
59% |
41% |
|
Health and welfare |
76% |
24% |
|
Information and Communication Technologies (ICTs) |
20% |
80% |
|
Natural sciences, mathematics and statistics |
51% |
49% |
|
Services |
44% |
56% |
|
Social sciences, journalism and information |
62% |
38% |
|
Total |
53% |
47% |
|
Broad Field of Study / Detailed Field of Study |
Female |
Male |
|
Agriculture, forestry, fisheries and veterinary |
47% |
53% |
|
(0811) Crop and livestock production |
33% |
67% |
|
(0812) Horticulture |
26% |
74% |
|
(0819) Agriculture not further defined or elsewhere classified |
24% |
76% |
|
(0821) Forestry |
9% |
91% |
|
(0841) Veterinary |
80% |
20% |
|
(0888) Interdisciplinary programmes and qualifications involving agriculture, forestry, fisheries and veterinary |
49% |
51% |
|
Arts and humanities |
61% |
39% |
|
(0210) Arts not further defined or elsewhere classified |
65% |
35% |
|
(0211) Audio-visual techniques and media production |
45% |
55% |
|
(0212) Fashion, interior and industrial design |
64% |
36% |
|
(0213) Fine arts |
74% |
26% |
|
(0214) Handicrafts |
87% |
13% |
|
(0215) Music and performing arts |
53% |
47% |
|
(0220) Humanities (except languages) not further defined or elsewhere classified |
62% |
38% |
|
(0221) Religion and theology |
55% |
45% |
|
(0222) History and archaeology |
50% |
50% |
|
(0223) Philosophy and ethics |
42% |
58% |
|
(0230) Languages not further defined or elsewhere classified |
72% |
28% |
|
(0231) Language acquisition |
69% |
31% |
|
(0232) Literature and linguistics |
71% |
29% |
|
(0288) Interdisciplinary programmes and qualifications involving arts and humanities |
62% |
38% |
|
Business, administration and law |
50% |
50% |
|
(0410) Business and administration not further defined or elsewhere classified |
47% |
53% |
|
(0411) Accounting and taxation |
51% |
49% |
|
(0412) Finance, banking and insurance |
48% |
52% |
|
(0413) Management and administration |
48% |
52% |
|
(0414) Marketing and advertising |
51% |
49% |
|
(0415) Secretarial and office work |
65% |
35% |
|
(0416) Wholesale and retail sales |
48% |
52% |
|
(0417) Work skills |
25% |
75% |
|
(0421) Law |
60% |
40% |
|
(0488) Interdisciplinary programmes and qualifications involving business, administration and law |
42% |
58% |
|
Education |
74% |
26% |
|
(0110) Education not further defined or elsewhere classified |
75% |
25% |
|
(0111) Education science |
72% |
28% |
|
(0112) Training for pre-school teachers |
98% |
2% |
|
(0113) Teacher training without subject specialization |
80% |
20% |
|
(0114) Teacher training with subject specialization |
60% |
40% |
|
Engineering, manufacturing and construction |
21% |
79% |
|
(0710) Engineering and engineering trades not further defined or elsewhere classified |
24% |
76% |
|
(0711) Chemical engineering and processes |
42% |
58% |
|
(0712) Environmental protection technology |
23% |
77% |
|
(0713) Electricity and energy |
7% |
93% |
|
(0714) Electronics and automation |
10% |
90% |
|
(0715) Mechanics and metal trades |
8% |
92% |
|
(0716) Motor vehicles, ships and aircraft |
11% |
89% |
|
(0720) Manufacturing and processing not further defined or elsewhere classified |
26% |
74% |
|
(0721) Food processing |
65% |
35% |
|
(0722) Materials (glass, paper, plastic and wood) |
14% |
86% |
|
(0723) Textiles (clothes, footwear and leather) |
100% |
0% |
|
(0730) Architecture and construction not further defined or elsewhere classified |
22% |
78% |
|
(0731) Architecture and town planning |
40% |
60% |
|
(0732) Building and civil engineering |
12% |
88% |
|
(0788) Interdisciplinary programmes and qualifications involving engineering, manufacturing and construction |
6% |
94% |
|
Generic programmes and qualifications |
59% |
41% |
|
(0011) Basic programmes and qualifications |
61% |
39% |
|
(0021) Literacy and numeracy |
44% |
56% |
|
(0031) Personal skills and development |
59% |
41% |
|
Health and welfare |
76% |
24% |
|
(0910) Health not further defined or elsewhere classified |
72% |
28% |
|
(0911) Dental studies |
73% |
27% |
|
(0912) Medicine |
56% |
44% |
|
(0913) Nursing and midwifery |
90% |
10% |
|
(0914) Medical diagnostic and treatment technology |
68% |
32% |
|
(0915) Therapy and rehabilitation |
70% |
30% |
|
(0916) Pharmacy |
74% |
26% |
|
(0920) Welfare not further defined or elsewhere classified |
73% |
27% |
|
(0921) Care of the elderly and of disabled adults |
84% |
16% |
|
(0922) Child care and youth services |
90% |
10% |
|
(0923) Social work and counselling |
80% |
20% |
|
(0988) Interdisciplinary programmes and qualifications involving health and welfare |
0% |
100% |
|
Information and Communication Technologies (ICTs) |
20% |
80% |
|
(0610) Information and Communication Technologies (ICTs) not further defined or elsewhere classified |
22% |
78% |
|
(0611) Computer use |
16% |
84% |
|
(0612) Database and network design and administration |
22% |
78% |
|
(0613) Software and applications development and analysis |
18% |
82% |
|
(0688) Interdisciplinary programmes and qualifications involving Information and Communication Technologies (ICTs) |
79% |
21% |
|
Natural sciences, mathematics and statistics |
51% |
49% |
|
(0510) Biological and related sciences not further defined or elsewhere classified |
55% |
45% |
|
(0511) Biology |
63% |
37% |
|
(0512) Biochemistry |
64% |
36% |
|
(0520) Environment not further defined or elsewhere classified |
55% |
45% |
|
(0521) Environmental sciences |
46% |
54% |
|
(0522) Natural environments and wildlife |
55% |
45% |
|
(0530) Physical sciences not further defined or elsewhere classified |
49% |
51% |
|
(0531) Chemistry |
51% |
49% |
|
(0532) Earth sciences |
48% |
52% |
|
(0533) Physics |
23% |
77% |
|
(0540) Mathematics and statistics not further defined or elsewhere classified |
27% |
73% |
|
(0541) Mathematics |
27% |
73% |
|
(0542) Statistics |
41% |
59% |
|
(0588) Interdisciplinary programmes and qualifications involving natural sciences, mathematics and statistics |
55% |
45% |
|
Services |
44% |
56% |
|
(1010) Personal services not further defined or elsewhere classified |
70% |
30% |
|
(1013) Hotel, restaurants and catering |
58% |
42% |
|
(1014) Sports |
31% |
69% |
|
(1015) Travel, tourism and leisure |
69% |
31% |
|
(1022) Occupational health and safety |
42% |
58% |
|
(1030) Security services not further defined or elsewhere classified |
13% |
87% |
|
(1031) Military and defence |
8% |
92% |
|
(1032) Protection of persons and property |
22% |
78% |
|
(1041) Transport services |
10% |
90% |
|
Social sciences, journalism and information |
62% |
38% |
|
(0310) Social and behavioural sciences not further defined or elsewhere classified |
65% |
35% |
|
(0311) Economics |
35% |
65% |
|
(0312) Political sciences and civics |
52% |
48% |
|
(0313) Psychology |
71% |
29% |
|
(0314) Sociology and cultural studies |
68% |
32% |
|
(0320) Journalism and information not further defined or elsewhere classified |
67% |
33% |
|
(0321) Journalism and reporting |
59% |
41% |
|
(0322) Library, information and archival studies |
65% |
35% |
|
(0388) Interdisciplinary programmes and qualifications involving social sciences, journalism and information |
0% |
100% |
|
Total |
53% |
47% |
342. Deputy Holly Cairns asked the Minister for Justice the steps she is taking to address the unsuitable detention of immigration detainees in prisons and the need for a specifically designed centre for immigration detainees with specific immigration rules in accordance with the Council of Europe anti-torture committee's seventh periodic visit report on Ireland; and if she will make a statement on the matter. [42793/20]
Amharc ar fhreagraOversight and evaluation are important elements in developing and improving our penal system and I welcome the recent publication of the report from the Council of Europe Committee on the Prevention of Torture (CPT), together with the responses returned by Ireland in respect of the issues raised by the Committee.
As the Deputy, one area highlighted by the Committee for attention is the issue of immigration detention facilities.
At the time of visit of the Committee work was being completed on Block F in Cloverhill prison. It was proposed that, upon completion, Block F could be used to accommodate persons detained for immigration purposes so that they would be separate from other remand prisoners.
The outbreak of the COVID19 pandemic required significant measures within IPS to manage and control infection risk, and it was necessary to re-purpose Block F as an isolation unit for those prisoners who have, or are suspected of having, the virus. It is intended that when the pandemic is over, Block F will revert to its original intended use, subject to the availability of staff and the impact on resources.
Work is also proceeding on the consideration of a longer term sustainable and compliant solution. However, there are complex issues arising and it is envisaged that a detailed assessment of the feasibility of the various options will be required.
In addition, my Department is preparing additional legislative safeguards for the provision of legal representation in new legislation on police powers of search, arrest and detention.
Finally and as outlined in the response by the Government to the Committee, I have committed to providing updates on progress on these matters to the Committee in due course.
343. Deputy Fergus O'Dowd asked the Minister for Justice the steps she plans to take to tackle white collar crime; and if she will make a statement on the matter. [41486/20]
Amharc ar fhreagraI am strongly committed to tackling all forms of corruption and white-collar crime and the Deputy will be aware that I last week announced my intention to lead a new cross-government plan to tackle these issues, following the publication of the Review of Structures and Strategies to Prevent, Investigate and Penalise Economic Crime and Corruption. I intend to publish and start to implement an Action Plan to tackle economic crime and corruption early in the New Year, which I have secured Government approval to do.
I would like to thank the former Director of Public Prosecutions, Mr James Hamilton, and the members of his Review Group for their meticulous work in preparing their detailed report, which I am determined to act on.
Corruption and ‘white-collar crime’ damages our economy, breeds cynicism in our society and is a threat to our international reputation. As noted in the detailed report recently published, Ireland is a relatively small country with a population approaching 5 million. However, Ireland is listed as the fifth largest provider of wholesale financial services in the EU with more than 400 international financial institutions located here. The State and its agencies must have all the powers available to clamp down and prevent this type of crime.
Ireland has a hard won reputation as an attractive destination for foreign direct investment and as an international business hub and stepping up our efforts to tackle white collar crime shows we’re serious about maintaining and building that reputation.
Businesses large and small must be confident they can operate safely and securely, particularly as more economic activity goes online, a trend we have seen accelerate with COVID-19. But it is not just about businesses, consumers too should know they can safely pay their bills and shop online.
The recommendations in the Hamilton Review focus primarily on legislative, structural and resourcing measures to enhance agency and multi-agency enforcement as well as increasing capacity across the criminal justice system to prevent this crime. Examples of the recommendations include: greater powers for investigating agencies to tackle economic crime and corruption; the establishment of an Advisory Council against Economic Crime and Corruption; reform of the Ethics Acts; and additional resourcing for SIPO, DPP, Garda National and Economic Crime Bureau.
The Programme for Government recognises the reputational and economic damage that corruption and white collar crime can cause to the State and commits the Government to introduce and implement new anti-fraud and anti-corruption structures.
The development of our new plan to tackle economic crime and corruption will be informed by the recommendations of the Hamilton review. Work has already begun across Government to develop this action plan, which will set clear timelines for the introduction of a series of reforms to strengthen the State’s capacity to prevent and prosecute white-collar crime.
I am committed to ensuring that Gardaí have the resources, both in terms of people and technology, to combat all forms of crime. An Garda Síochána have been allocated an unprecedented budget of €1.952 billion for 2021. This level of funding is enabling sustained ongoing recruitment of Garda members and staff as well as driving significant developments in ICT.
As the Deputy may be aware, the Garda National Economic Crime Bureau (GNECB) is the main Bureau of An Garda Síochána tasked with tackling economic crime. The Bureau operates on a national basis and provides specialist support and guidance to regional investigators.
I understand that there are currently competitions underway to strengthen the staffing levels in the GNECB’s Financial Intelligence Unit and the GNECB itself as well as the Office of the Director of Corporate Enforcement. This includes 11 new permanent Detective Sergeants who are due to be allocated to the GNECB this month, with additional resources expected in 2021.
I can also advise the Deputy that there have been a number of significant steps taken in recent years to strengthen the State’s ability to tackle corruption and related activities. In particular, the Criminal Justice (Corruption Offences) Act 2018 is a very important piece of legislation in the fight against corruption, both in Ireland and abroad. Further information relating to the Act and the Government’s cross-Departmental approach to tackling corruption and bribery can be found on www.anticorruption.ie.
344. Deputy Pa Daly asked the Minister for Justice her views on the ministerial decisions unit issuing leave to remain approvals for those currently in the direct provision system in line with the recommendations of the expert group chaired by a person (details supplied). [40411/20]
Amharc ar fhreagraIn October, Minister O'Gorman and I brought the report of the Advisory Group on the Provision of Support including Accommodation to Persons in the International Protection Process to Government and published it thereafter.
The report outlines recommendations to replace the Direct Provision system and proposals for process improvements in the International Protection system. A White Paper is due to be published by Minister O’Gorman shortly, informed by the report of the Advisory Group, setting out options, together with the recommended direction, for a new model of accommodation and services for International Protection applicants, including proposals for streamlining the processing of applications. The White Paper proposal will involve actions by multiple government departments, including my own, and set out the approach to addressing recommendations such as that raised by the Deputy which are still under consideration.
My Department is already progressing actions to deliver on many of the recommendations. A high level Programme Board, chaired by the Deputy Secretary General, has been established in my Department to oversee and drive forward the implementation of recommendations that relate to my Department and the agencies under its aegis, as appropriate. In addition, an Implementation Working Group of senior officials from the responsible areas is tasked with working together to support the implementation of actions and to plan for their delivery. Detailed consideration of each of the recommendations is still ongoing. This includes considering actions to achieve more efficient timelines in processing and deciding applications, and legislation that may be required to support such changes.
I can advise that the work processes of the Ministerial Decision Unit (MDU) have already been streamlined and the MDU has been relocated to the International Protection Office in line with the Advisory Group recommendations.
345. Deputy Joe Flaherty asked the Minister for Justice the actions she will take to address the rising levels of domestic violence in County Longford; and if she will make a statement on the matter. [42421/20]
Amharc ar fhreagraI wish to assure the deputy that tackling domestic abuse and providing structures that meet the needs of victims in the most appropriate and comprehensive way to ensure a cohesive national response is the collective aim of the Government and is a priority for me as Minister for Justice.
With regard to the Deputy's specific query in relation to measures taken to combat domestic abuse in Co. Longford, I would emphasise that our cross sector approach to addressing domestic abuse is an all-encompassing national approach.
I am acutely aware of the increase, particularly in domestic abuse incidents which is evident in figures reported by frontline services, An Garda Síochána, the courts and by the Director of Public Prosecutions.
Our collective prioritising in providing additional resources during the pandemic was to ensure we have a comprehensive and holistic approach to the provision of services for victims of domestic abuse in a time of unprecedented demand.
My department ensured that additional resources, support, enforcement and services were made available to key organisations in this area. This support is maintained and increased in budget 2021. I can assure the Deputy that domestic abuse was of primary consideration in the context of the move to level 5 in the National Framework for Living with Covid-19.
To expand and improve how we deliver services, the Programme for Government commits to an audit of how responsibility for Domestic, Sexual and Gender Based Violence (DSGBV) is segmented across different government agencies.
The terms of reference for the audit have been finalised, and a procurement process to engage an independent person to undertake the audit has commenced with details available on my Department's website.
The Deputy may also be aware that, over the last decade, work in this area has been conducted through successive DSGBV strategies. My Department coordinates the Second National Strategy on Domestic, Sexual and Gender-based Abuse 2016-2021, which is a whole-of-Government approach to delivering on the many actions necessary to address these matters fully.
The Strategy includes input from relevant community and voluntary groups as well as other stakeholders across the sector. This is achieved through a Monitoring Committee composed of stakeholders from all sectors working together in partnership; as well as ongoing cooperation between the Department and frontline services and industry partners.
Overall, the Strategy aims to considerably strengthen the law and structures in Ireland targeting domestic, sexual and gender-based abuse and considerable progress has been made in addressing these issues through the Strategy.
Without prejudice to the outcome of the audit, a review of the outstanding actions has been conducted to inform the forthcoming 3rd National Strategy on DSGBV, to be developed and agreed by Government before the end of 2021.
Raising public awareness on these issues is a key feature of our overarching response in this area and my Department is currently midway through the No Excuses campaign, a national awareness campaign to tackle domestic and sexual abuse and sexual harassment. The campaign is a key action of the second national strategy on domestic, sexual and gender-based abuse for 2016 to 2021. The overall aim of the campaign is to make all of us face up to the excuses we, as a society, make for unacceptable behaviours and to call on us to speak out against them. This will contribute to a change in society's attitude to sexual harassment, domestic and sexual abuse in order to decrease and prevent this type of behaviour.
In relation to funding, in 2020 my Department committed almost €1.9 million to support services for victims of crime, including victims of sexual and gender based violence. These services provide important information and support to victims of crime, including emotional support, court accompaniment, accompaniment to Garda interviews and to sexual assault treatment units, counselling and referral to other services. I have secured €4.104 million under Budget 2021 to continue supporting these services. I have also secured €3 million in Budget 2021 for raising awareness of domestic, sexual and gender based violence.
These figures reflect the additional €2.3 million provided in Budget 2021 to support the implementation of the O'Malley review which will support vulnerable victims, including victims of domestic, sexual and gender based violence.
‘Supporting a Victims Journey’ will be implemented as a priority and it includes the provision of specific training for all of the key personnel a victim comes into contact with during the course of their journey throughout the criminal justice system. Such personnel includes the Gardaí, the DPP, the judiciary and the legal profession.
The Deputy may also be interested to know that the rollout of the Divisional Protective Services Units (DPSU) within An Garda Síochána is now complete with DPSUs in every Garda division across the country. I am aware that Longford/Roscommon launched its DPSU on 21 September, 2020. The completion of the rollout of DPSUs means that specially trained officers are available nationwide who will be responsible for engagement with, and interviewing of, vulnerable victims. This will ensure that when vulnerable victims of crimes such as domestic abuse and sexual abuse present to Gardaí, they are met with a consistently high standard of specialist professional and sensitive expert assistance.
I want to reassure the Deputy, but more importantly to reassure anyone who is a victim, or at risk of domestic abuse, that help continues to be available and to contact An Garda Síochána.
346. Deputy Joe Flaherty asked the Minister for Justice the status of plans to review the process of issuing rejection letters to international protection applicants while level 5 restrictions remained in place; and if she will make a statement on the matter. [42422/20]
Amharc ar fhreagraI would firstly like to assure the Deputy that my Department has consistently adopted a pragmatic approach in relation to immigration arrangements in the context of COVID-19. The pragmatic approach to deportation orders will continue for the duration of the COVID-19 pandemic.
A decision to suspend the issuing of negative international protection decisions during level 5 restrictions had already been taken and this remains in place. Under the International Protection Act 2015, a person receives a letter informing them of their negative international protection decision and informing them that they no longer have permission to remain in the State. They are required to confirm within 5 days if they will accept the option of voluntary return, for which my Department will provide assistance. The person is not required to remove themselves from the State within 5 days, they are merely required to give an indication of their intentions.
For the duration of Level 5 Covid-19 restrictions, I asked my officials to review the issuing of the letters; and no refusal letters, or letters enclosing a deportation order, have issued to anyone who has been unsuccessful in seeking international protection since.
I wish to add that, since the outbreak of COVID-19 in March 2020, there have only been four cases where a person was deported from the State and three of those arose from deportation orders issued prior to March 2020. For the one case where the deportation order was issued since March 2020, that person was returned to Brazil and was not a failed international protection applicant.
In terms of those found not to be in need of international protection, a detailed consideration of all aspects of their case will have been carried out before a decision is made to grant permission to remain in the State or to make a Deportation Order. This includes a full consideration of their private and family rights in accordance with the European Convention on Human Rights as well as consideration of their work situation, among other issues.
If a Deportation Order is subsequently made, Section 3 (11) of the Immigration Act 1999 (as amended) allows an Order to be amended or revoked by making a request to me as Minister for Justice. In making a revocation request a person can raise new or changed circumstances in their case including in relation to their country of origin. I encourage people to be as detailed as possible in their representations to me and my Department so that fully informed decisions can be made at the appropriate time.
347. Deputy Catherine Connolly asked the Minister for Justice further to Parliamentary Question No. 586 of 15 September 2020, the status of the general scheme of the Optional Protocol to the Convention against Torture; the status of the promised national preventive mechanism; the way in which the mechanism will be structured; the person that will be in charge of coordinating the mechanism; and if she will make a statement on the matter. [42555/20]
Amharc ar fhreagraIreland ratified the UN Convention against Torture in 2002. The Optional Protocol to the Convention (OPCAT) dates from 2007; it is in addition to the Convention and is designed to be preventive in nature.
Ireland is a signatory to the protocol and will ratify it once the necessary legislation is in place to provide for National Preventative Mechanisms (NPMs) to inspect and monitor places of detention for the purposes of the protocol. The current situation, which was recently communicated to the Council of Europe Committee against Torture is as follows.
The Government has committed in its Programme for Government to ratifying OPCAT before the end of 2021. My predecessor Minister Flanagan approved our intended approach in that the Inspector of Prisons is to be designated as a single NPM for the Criminal Justice Sector – places of detention, including Garda stations, courts, prisons, places of transport and transit between Garda stations, prisons and courts.
The matter of designating NPMs to oversee those relevant areas of detention outside the Criminal Justice Sector is a matter for the Minister for Health and the Minister for Defence and from the consultations my officials have had, I understand those Departments are considering the appropriate designations in this regard.
Furthermore, It is anticipated that the Irish Human Rights and Equality Commission (IHREC) will be designated as the coordinating body for NPMs in this State.
My Department is leading on the preparation for this multiple institution NPM model in terms of developing the necessary legislation for ratification of OPCAT. To this end, the General Scheme of the Inspection of Places of Detention Bill is being drafted and it is intended to bring this to Government for approval in the first quarter of 2021.
My Department is committed to supporting the Office of the Inspector of Prisons in implementing its statutory role. The Inspector of Prisons engaged an independent consultant to assess the resources needed for their office. The review set out the need for a future Preferred Operational Model (“POM”) to be implemented, supported by enhanced resourcing. It went further to recommended increasing the staff numbers from 5 to 14 staff (including the Chief Inspector). Acknowledging this, the 2020 budget was increased by €700,000 bringing it to €1.2million and the 2021 budget by a further circa €750,000 bringing the overall budget for the OIP to €1.95 million. These increases allow the Inspector of Prisons to recruit additional staff.
Competitions for the recruitment of additional staff are nearly completed. This will significantly increase the capacity of the office from its current capacity. My Department will continue to work with the Inspector of Prisons in this regard and in that Office’s additional responsibilities and obligations that will flow from the ratification of OPCAT.
348. Deputy Catherine Connolly asked the Minister for Justice if the An Garda Síochána review into the use of anti-spit hoods has been completed; if she has she received a copy of the review; when the review will be published; and if she will make a statement on the matter. [42556/20]
Amharc ar fhreagraAt the outset I wish to emphasise that the Garda Commissioner is by law responsible for the management of An Garda Síochána and its operations, including the use of protective equipment. As Minister, I have no role in these matters.
I understand that the review of the use of anti-spit guards being conducted by An Garda Síochána is almost complete and a final report will be forwarded to the Commissioner for his consideration in early course. The process of conducting this review, and the question of its publication or the publication of any part of it are of course matters solely for the Commissioner and his management team.
Anti-spit guards have been deployed on relatively few occasions during the COVID-19 emergency. I fully appreciate the concerns that have been raised, however, it is important to note that the deployment of this equipment has been very limited, and that there are clear safeguards and monitoring in place, including through the oversight of Garda use by the Policing Authority in regular published reporting.
I am looking forward to receiving the results of this review, and to the further discussions that will take place over the use of anti-spit guards on foot of its recommendations. These discussions will involve both An Garda Síochána, the Policing Authority, and all the other relevant bodies.
