Written Answers Nos. 752-770
752. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to address rates of violence and sexual assault experienced by students with disabilities; and if he will make a statement on the matter. [16950/21]
Amharc ar fhreagraIn August 2020 I wrote to all publicly funded higher education institutions requesting that they develop institutional action plans on tackling sexual violence and harassment, and report to the Higher Education Authority (HEA) on their progress on the implementation of the Framework for Consent in HEIs (Safe, Respectful, Supportive and Positive: Ending Sexual Harassment in Irish Higher Education Institutions).
The HEA Centre of Excellence for Equality, Diversity and Inclusion has been working with the higher education institutions and the sectoral representative bodies to support implementation of the Framework for Consent. For instance, the HEA has supported the national, sectoral and local roll out of online consent training and online bystander intervention training, as well as the development of a national Anonymous Reporting Tool for issues of bullying, harassment, and sexual harassment. As part of monitoring requirements, the HEA requires that institutions report progress on implementation of the Framework for Consent.
In order to create a robust evidence base for further policy decisions in relation to tackling sexual violence and harassment in HEIs, the HEA is working with stakeholders to develop and commission standardised national surveys of staff and students to monitor their experiences. The HEA has established an expert advisory group to support this work and it is expected that the surveys will shortly be launched.
These surveys will capture information relating to students with disabilities and experiences of sexual violence and harassment.
754. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of applicants to SUSI that sought a waiver of the progression criteria; the number granted a waiver in each year since 2016, in tabular form; and if he will make a statement on the matter. [17027/21]
Amharc ar fhreagraUnder Articles 15(6) and (7) of the Student Grant Scheme 2020, a student must be moving from year to year within a course having successfully completed the previous year or be transferring from one course to another where the award for the subsequent course is of a higher level than the previous course. A grant will not be paid to a student for a repeat period of study on the same course, or for a different course at the same level, irrespective of whether or not a grant was paid previously. However, once an equivalent period of study has been completed on the new course, the student may be eligible for student grant assistance for the remainder of the course.
However, under Article 15(8), the awarding authority has discretion to award a grant for a repeat period of study in exceptional circumstances in line with guidelines drawn up by the Minister.
Chapter 1 of the 2020 Scheme Guidelines states: Exceptional circumstances may arise which could impact on a student completing a particular period of study or undertaking exams. It will be necessary, therefore, for an awarding authority to treat each application for repeat funding on a case by case basis.
Please see below a breakdown of applications where Exceptional Circumstances were declared for all academic years since 2016/17. Please note that the number for 2020/21 is subject to change as operations for academic year 2020/21 are ongoing.
|
- |
2020/21 |
2019/20 |
2018/19 |
2017/18 |
2016/17 |
|
Exceptional Circumstances Applications Received |
381 |
470 |
638 |
638 |
177 |
|
Cases Approved |
214 |
294 |
241 |
329 |
137 |
|
Cases Not Approved |
100 |
77 |
124 |
124 |
40 |
|
Exceptional Circumstances application made in error/ Supporting Documents not received |
60 |
99 |
273 |
185 |
No data |
755. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he will respond to queries raised in correspondence (details supplied); and if he will make a statement on the matter. [17041/21]
Amharc ar fhreagraThe USI Education for All Campaign covers a wide range of issues including public financing of higher education and student accommodation on which I as Minister and my Department are actively engaging with USI and relevant stakeholders in higher education. Throughout the last number of months my Department has been engaging with sectoral representatives to address the challenges faced by students in this difficult time.
As Minister for Further and Higher Education, Research, Innovation and Skills, I am committed to continuing the process of investing in our higher education system and to the development and implementation of a sustainable funding model for the sector.
In terms of Government funding the immediate matter to consider is the impact of COVID 19 on delivery and on students. In 2020 the Government provided funding in the amount of €168m to support the return of students to further and higher education for the 20/21 academic year.
I am of course very conscious of the immediate impacts of the COVID-19 pandemic on our students. In recognition of the challenges facing full time third level students, financial assistance will be provided in academic year 20/21 to all students who avail of SUSI grants and to all EU full-time undergraduate and postgraduate students attending publicly funded Higher Education Institutions in the state. Under this initiative students who avail of the SUSI grant will receive a €250 top-up in their grant and students who do not avail of the grant but attend publicly funded Higher Education Institutions in the state can reduce by €250 any outstanding student contribution fee payments or receive a €250 credit note for their institution.
This builds on the additional supports announced in 2020 including a doubling of the Student Assistance Fund, a €15 million technology fund for devices for students in further and higher education and an additional €3m provided for investment in supports for mental health services and well-being initiatives.
In 2021, in line with the two distinct policy goals that will need to be addressed in budgetary decisions over the medium term, additional funding had been provided for the core budgetary programmes and funding for Covid-19 related policy responses. Exclusive of research provision the total planned Departmental and NTF funding of the HE sector for 2021 is in the order of €1.98billion.
Furthermore, the development of a sustainable funding model for higher education is essential in light of the centrality of higher education to our progress as a country. The future development of Ireland as an inclusive society and a knowledge economy, against the backdrop of rapid technological change, will be critically dependant on the quality of our graduates. 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 consortia of 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. This review commenced in early 2020 and work is expected to be complete towards the latter part of Q2 2021.
My Department will continue to work with stakeholders on this comprehensive analysis of funding options for higher education and the assessment of the appropriate balance in provision across the tertiary education system. Completion of this work will allow for an informed debate on the appropriate policy approach to future planning and funding of higher and further education provision which is fundamental to Ireland's economic and social sustainability.
Specific issues comprehended in the USI Education for All Campaign will continue to be considered by the Department and, where appropriate inform ongoing engagement with relevant stakeholders in higher education and against the backdrop of significant cumulative pressures on the public finances at this time.
756. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide a list of properties owned by his Department or agencies within the remit of his Department in County Mayo; and if he will make a statement on the matter. [17104/21]
Amharc ar fhreagraThe information requested by the Deputy is being sought and will be forwarded to the Deputy as soon as it is available.
757. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for a facility (details supplied); if his Department was informed of the plans; and if he will make a statement on the matter. [17106/21]
Amharc ar fhreagraMayo Sligo Leitrim Education and Training Board (MSLETB) announced the development of Mayo College of Further Education and Training (CFET) on 23rd March 2021.
Mayo CFET will take effect from Monday 12th April 2021, and will facilitate 450 fulltime and 500 part-time learners across the two campuses in Castlebar and Westport. Further educational and training opportunities are to be provided to school leavers, lifelong learners, returning learners, employers, employees, and the wider community.
MSLETB informed officials in my Department and SOLAS of these plans but there is no formal approval role for either body for the institutional change. ETBs are responsible for how they structure their further education and training (FET) provision. All ETBs engage with SOLAS and agree their annual priorities for FET provision within the funding envelope SOLAS provide and greater co-ordination of provision across campuses and institutions is well-aligned with the direction set out in the Further Education and Training Strategy.
758. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he will take to assist those on lower incomes in accessing level 9 college courses; if his attention has been drawn to the need to address existing barriers to this level of education which is the required minimum standard in some industries; and if he will make a statement on the matter. [17118/21]
Amharc ar fhreagraThe main support available to assist postgraduate students with the cost of attending higher education is the Student Grant Scheme. In line with the Programme for Government commitment to address the gap in postgraduate grants, from September 2021 the postgraduate fee grant will increase from €2,000 to €3,500. This increase will allay some of the costs for postgraduate study and will give greater certainty for students in terms of supports. In addition, the fee grant income threshold will increase from €31,500 to o €54,240 from September 2021.
Postgraduate students who meet all of the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible for a maintenance grant of up to €5,915; the income threshold for this grant for the 2020/21 academic year is €24,500. Qualifying postgraduate students may also be eligible to have their tuition fees paid up to a maximum fee limit of €6,270.
Under the Student Grant Scheme 2020, a student in receipt of a postgraduate research award where the stipend portion of the award does not exceed €16,000 may apply to the centralised student grant awarding authority SUSI (Student Universal Support Ireland) for financial assistance under the Student Grant Scheme 2020. The stipend portion to be disregarded will increase to €18,500 under the Student Grant Scheme 2021.
The Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. My Department will oversee the implementation of the review through a steering group with student representation as well as representation from SUSI. The review of the Student Grant Scheme has commenced and is due to report in Summer 2021. Stakeholders are being consulted as part of the review process and it is intended that the future direction of the SUSI scheme will be guided by the outcome of the review.
Apart from the Student Grant Scheme, the Deputy will be aware that in July I announced a funding package of €168m for the return to education. This package includes a €10m access support package for higher education students. I have approved the allocation of €8.1m of this funding to top up the Student Assistance Fund (SAF). The SAF assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation. Details of this fund are available from the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
I recently announced enhanced funding of €3.2 million for the Irish Research Council to better support postgraduate and postdoctoral researchers in Ireland across all disciplines. This will directly benefit close to 1,300 early-career researchers across our higher education and research system. The additional investment will fulfill the long-standing priority attached by the Council to improving the support for its funded postgraduate and postdoctoral researchers at the earliest opportunity. The Irish Research Council’s postgraduate stipend will increase from €16,000 to €18,500 per annum and funding for its postdoctoral researchers is also increasing. The changes will benefit both existing and new Council awardees in 2021, effective from the beginning of January. Since my appointment, the funding gap for postgraduate students and post-doctoral researchers between the research funding agencies under my Department has been an issue I wanted to address. I am pleased I have been able to address this as part of Budget 2021.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie
759. Deputy Michael Creed asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had with the English language school sector; the supports he has secured for the sector which has been impacted by the Covid-19 pandemic and is in danger of collapse; and if he will make a statement on the matter. [17216/21]
Amharc ar fhreagraEnglish language education (ELE) in Ireland is a broad and diverse sector with the vast majority of activity undertaken by private sector providers. I am aware of the important contribution made by this sector and of the challenges that are being encountered given the substantial impact that the Covid-19 outbreak has had on students, teachers and providers.
As part of the response to the pandemic, my Department established a specific Working Group for this sector. This group is comprised of representatives of relevant Government Departments and sectoral representatives of staff, students and providers.
As part of this process, the representative bodies for English language education providers have engaged with the Working Group surrounding their proposals for supports to aid the recovery of this sector. In this forum, the providers have been advised of the measures introduced by Government, as part of the wider Covid-19 response, to support businesses at this time. These measures included the temporary wages subsidy scheme (TWSS) to facilitate employers to keep employees on the payroll during the initial period of the Covid-19 pandemic in order to retain this link for when business increases after the crisis. This temporary scheme was kept in place until the end of August 2020. Following the conclusion of the TWSS, it has been superseded by the Employment Wage Subsidy Scheme (EWSS) which continues to provide payroll support to businesses. In addition to the subsidy that is being provided via the EWSS, this scheme also provides for a reduction in Employers PRSI.
Further to the above, the ELE provider representatives have been advised of the eligibility of businesses in this sector to apply, where appropriate, for further business supports made available by the Department of Enterprise, Trade and Employment via Enterprise Ireland and through its network of Local Enterprise Offices. A full list of these supports and related information is available for providers here: https://enterprise.gov.ie/en/What-We-Do/Supports-for-SMEs/COVID-19-supports/.
My Department is continuing to engage with ELE provider representatives as this sector moves towards its full re-opening and continues on a path to recovery.
760. Deputy Chris Andrews asked the Minister for Further and Higher Education, Research, Innovation and Science the process and requirements a place of education and training must undergo to be allowed open during level 5 restrictions in order to commence and complete practical based courses. [17255/21]
Amharc ar fhreagraContinuity for the most part of further and higher education and research has been maintained throughout the pandemic. In the early phase when on-site activities were suddenly suspended this was achieved through a rapid shift to emergency remote learning. Over time a blended model of learning has become the dominant mode with varying levels of onsite and online delivery aligned to public health advice and to the needs of different disciplines and different learner cohorts.
The Level 5 measures designate higher and further education as essential insofar as onsite presence is required for education activities that cannot be held remotely. In January 2021, the sector rapidly adjusted again by moving the vast majority of their provision online.
COVID-19 Resilience and Recovery 2021 - The Path Ahead (published February 23rd) has not changed the status of Level 5 measures for adult and further and higher education. Using COVID-19 Resilience and Recovery 2021 - The Path Ahead and the Level 5 measures as a guide, higher and further education remains primarily online. Institutions and providers continue to carefully balance necessary onsite activities with prevailing public health advice, accepting that levels of time critical activity will fluctuate as the academic year and programmes progress.
Issues for the sector remain due to the timing, duration and intensity of COVID 19 restrictions and are leading to some gaps in time critical aspects of programmes such as work placement, work based learning and practical skills essential for successful programme learning outcomes. The window to return to onsite delivery is narrowing for the current academic year.
There has been a risk of growing gaps in learning outcomes and therefore non-completion due to a lack of access to onsite learning and experience. The effects presented for a wide range of disciplines and were especially acute for some specific programmes and disciplines such as apprenticeship, healthcare, social care, teaching and STEM subjects.
Recently there have been significant developments in securing marginal increases in on site time critical activity to address key learning requirements at this stage of the academic year, whilst remaining in line with public health advice and the Roadmap, with the vast majority of provision staying online. Sectoral stakeholder engagement fora have worked responsively to develop flexible approaches for learners to complete their programmes, including the achievement of practical and time critical learning outcomes onsite.
As a result of the mitigating actions that have been deployed, in recent weeks the sectors have become more confident that they will be able to achieve all programme learning outcomes this year. Graduating years remain their priority and so for non-graduating years it may be necessary to carry forward some learning outcomes to other years.
761. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the additional mental health supports being provided for students in light of the Covid-19 restrictions; if he is monitoring the way these supports operate; if the supports are reaching students in distress; if there are modifications planned to delivery of services; and if he will make a statement on the matter. [17274/21]
Amharc ar fhreagraThe support and wellbeing of our students is one of my priorities, particularly in light of the Covid-19 pandemic, and the increased stress and pressure resulting from it. In 2020, I secured a comprehensive package of financial supports for the Higher Education and Further Education and Training sector to mitigate against the direct financial impact of Covid-19. This package included funding of €3m to underpin wellbeing and mental health and student services in our higher education institutions (HEIs), and was in addition to the €2m that was allocated in Budget 2020.
The Higher Education Authority (HEA) advised the HEIs in 2020 of this funding allocation, including a request that institutions distribute it in support of specific student facing areas such as the recruitment of additional Student Counsellors, and implementation of the National Student Mental Health and Suicide Prevention Framework, which I launched last year. This Framework is Ireland’s first ever national approach to address student mental health and suicide prevention. It recognises the many challenges students face, and sets out ways in which institutions can support and respond through working proactively to maximise mental health and wellbeing. The Framework provides clear guidance to higher education institutions regarding implementation of good practices in responding to student mental health difficulties.
The HEA continually monitors the way the financial supports operate within the institutions. In institutional progress reports, institutions have reported that the funding has supported the recruitment of student counsellors, and has enabled support of additional roles, such as Assistant Psychologists and Mental Health Advisors. Funding is also assisting with extending available hours of service and has supported an agility within the HEIs in their collective responses to the challenges created by the ongoing pandemic among the student cohort. Increased capacity has created significant activity in outreach to students, including
- online support groups (anxiety support, mood management);
- open, drop in groups to support connection/reduce isolation and loneliness;
- groups specifically targeting international students, 1st year students and postgraduates;
- workshops on resilience; managing fear/anxiety/uncertainty; grief and loss during the pandemic; motivation/staying engaged with college;
- increased responsiveness from counselling services, with many providing same day Wellbeing Calls or brief consultation calls, to respond to students quickly and provide "right time" care;
- delivery of institution wide staff training in identifying, responding to, and referring, distressed students.
762. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of applications for SFI funded PhDs in the past five years; the number of awards that were granted; the trends for both the applications and the awards; if this trend was caused by a funding issue; and if he will make a statement on the matter. [17378/21]
Amharc ar fhreagraScience Foundation Ireland does not receive applications for PhD positions. The agency funds research grants, following international peer review, the budget for which often includes funding for PhD positions. SFI does not have sight of the number of applications made by candidates to Higher Education Institutions for PhD positions.
SFI monitors the number of PhD students funded through SFI awards by taking an annual snapshot of the number of PhDs involved in active SFI awards. The available data for this snapshot is below. This is the most stable indication of the level of Phds funded through SFI awards at any given time. While figures are not yet available for 2020, the latest figures are as follows:
|
- |
2015 |
2016 |
2017 |
2018 |
2019 |
|
PhDs active on SFI awards* |
1159 |
1316 |
1331 |
1471 |
1715 |
*As reported by SFI funded researchers in the annual SFI Research Outputs survey. The usual duration of a PhD qualification is 4 years. Therefore, the above figure can be thought of as a 4-year running total of PhDs funded by SFI.
A significant development to the postdoctoral training landscape in recent years has been the formation of the six new SFI Centres for Research Training which were established in 2019 to provide for Ireland’s future skills requirements by training 700 PhD students in digital, data and ICT skills. Collaborations involve 11 Higher Education Institutions and 90 industry partners coming together to develop innovation training programmes in the important fields of data analytics and its application to business, health, agriculture and many other sectors. PhD students on this programme are included in the figures above.
763. Deputy Mattie McGrath asked the Minister for Further and Higher Education, Research, Innovation and Science the reason SOLAS has changed the policy for apprentice electricians who are now required to resit their course for a further period until the end of May or June 2021 having already sat their block for weeks online; the reason SOLAS is now requiring them to sit a further block having done this block online; the reason SOLAS has prevented them from sitting their exams online which were due to be held in mid-March 2021; if he will review this policy to ensure that these apprentices are not being held back or delayed as a result of having sat their course online; if these apprentices will be allowed sit their exams online without delay; if other immediate arrangements will be made to allow them to sit their exams to allow them return on-site without delay (details supplied); and if he will make a statement on the matter. [17405/21]
Amharc ar fhreagraThere has been a 90% increase in the apprentice population since 2015. Existing off-the-job training facilities, particularly in Electrical and Plumbing apprenticeships, had been coming under increasing pressure to facilitate the rapid growth in apprentice population. COVID-19 related suspension of practical training in Training Centres, Institutes of Technology and Technological Universities have had a significant impact on waiting times. When permissible, practical training is also operating at approximately 50% normal capacity to ensure adherence to public health guidance.
Face to face training was suspended on the 11th January, 2021. Education and training providers have been able to front-load remote training on theoretical aspects of apprenticeship to ensure that off-the-job training continues, albeit not in the important practical elements of the apprenticeship programmes.
A phased return to face to face training has commenced for those apprentices who were close to completion of phase 2, or who had commenced phase 4 or 6 when training was suspended in January 2021. Where craft apprentices have been prioritised to return to face to face training, there is a focus on revision of the theoretical concepts and application of this learning to the practical elements of the course. This provides apprentices with the support required to complete and pass their practical assessments at the first attempt.
€20M in capital expenditure has been allocated to SOLAS and the HEA to facilitate an additional 4,000 places across the system in the coming period to help address the existing backlogs and to ensure that the system is appropriately positioned to support the expected numbers of registrations into the future.
764. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the way in which his Department and agencies under his remit are meeting obligations under the Irish Sign Language Act 2017; and if he will make a statement on the matter. [17428/21]
Amharc ar fhreagraAs my Department was established relatively recently, my officials are continuing to finalise arrangements for the operation of a variety of corporate and support functions, including though the progression of a shared service agreement with the Department of Education. The arrangements being put in place will ensure that a number of central corporate services, including for example resources required to meet obligations under the Irish Sign Language Act, will be provided. Discussions on these matters are ongoing at present and are expected to be finalised in the near future. Information regarding the respective position in agencies under the aegis of my Department is being collated and will be provided in due course.
765. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the details of the Acts falling under his Department which have been signed into law but have not been commenced; and if he will make a statement on the matter. [17446/21]
Amharc ar fhreagraThere are currently no Acts falling under my Department which have been signed into law but have not yet commenced. However, under the Student Support Act 2011, sections 8(3) and 16(5) have not yet commenced.
766. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science if he has considered a proposal by an organisation (details supplied) for an all-island initiative to promote humanities research on the island; and if he will make a statement on the matter. [17476/21]
Amharc ar fhreagra767. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he has taken to promote all-island collaboration between higher education institutions on the island to research into the humanities; and if he will make a statement on the matter. [17480/21]
Amharc ar fhreagraI propose to take Questions Nos. 766 and 767 together.
My Department has engaged with a range of stakeholders with respect to the promotion of all-island research collaboration between higher education institutions. This also includes engagement with the Shared-Island Unit of the Department of the Taoiseach.
I have received a proposal from the Irish Humanities Alliance with respect to an All-Island Research Centre in the humanities as well as proposals from other research organisations relating to collaboration in the social sciences. Other organisations have also submitted proposals with respect to specific areas of research. Universities Ireland has also submitted a proposal which seeks to develop research opportunities in a range of disciplines on an all-Island basis.
Science Foundation Ireland is engaged with HEIs and its UK counterparts with respect to the potential for development of research centre programmes in the areas relevant to its remit.
The Department is considering these proposals as part of the implementation of its Statement of Strategy which confirms the commitment to advance North/South cooperation in line with New Decade, New Approach. Officials are also engaged with their counterparts in the Department for the Economy as part of this work.
768. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the post-Brexit treatment of Irish students attending UK universities in terms of funding and State support; and if he will make a statement on the matter. [17561/21]
Amharc ar fhreagraUnder the terms of the Student Grant Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding including those relating to nationality, residency, previous academic attainment and means.
Student grant legislation was amended in 2020 to retain the status quo for students attending courses in the UK post-Brexit. Under the Student Grant Scheme 2020, students pursuing approved undergraduate courses in approved institutions in the UK may be considered for maintenance grant funding where the following criteria is met:
- Applicant is registered as a full-time student;
- Attending a publicly funded college;
- Course is at least 2 years in duration;
- Course is at least HND (Higher National Diploma) level or higher.
The Student Grant Scheme does not extend to the payment of tuition fees to institutions outside the State other than for exceptional provision in respect of postgraduate courses in Northern Ireland.
The decision on eligibility for student grant assistance is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine. If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe. Such appeals can be made by the appellant on line via www.studentgrantappeals.ie
Further information in relation to student grant assistance is available from SUSI's website, www.susi.ie
Tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education, including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
769. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 1127 of 24 March 2021, if he will consider waiving the student contribution fees for the small number of students to ensure they do not face financial penalties after being offered an uplifted deferred place for the 2021-2022 academic year based on the 2020 CAO application having sat the 2020 leaving certificate examinations; and if he will make a statement on the matter. [17598/21]
Amharc ar fhreagraUnder the Department’s Free Fees Initiative (FFI), the Exchequer provides funding toward the tuition fee costs of eligible undergraduate higher education students. All students eligible for the scheme receive state support whereby the Exchequer pays the cost of tuition fees exclusive of the student contribution.
The contribution applies annually to all FFI eligible students and the current rate is €3,000 per annum. Currently in excess of 60,000 students have all or part of the student contribution paid on their behalf by the State via the Student Grant Scheme.
Under the terms of the FFI, funding is not typically provided for any repeat period of study, however in exceptional circumstances, or where a student receives a Leaving Certificate uplifted offer from their original CAO application following an appeal, an exception may be allowed.
However, cognisant of the leaving certificate 2020 process, an extension to the current scheme allows for a repeat period of study in 21/22 where a FFI eligible student receives an uplifted deferred place having sat the 2020 exams. This extension applies to students that started in year one of an undergraduate course in 20/21 based on 2020 calculated grades and the student subsequently receives an uplifted deferred place for the 21/22 academic year (based on the 2020 CAO application) having sat the 2020 Leaving Certificate examinations. Free fees eligible students who transfer courses in 2021/2022, in the circumstances outlined, will remain eligible for free fees for the 2nd period of study.
As noted above, the student contribution applies to all students who are eligible under the 'free fees' scheme as the student’s annual contribution towards tuition fees. This includes students that choose to transfer courses that will require a repeat period of study while retaining access to the FFI on an exceptional basis such as a deferred uplifted place.
Additionally, in terms of grant support, Under Article 15(8) of the Student Grant Scheme 2020, the awarding authority SUSI (Student Universal Support Ireland) has discretion to award a grant for a repeat period of study in certain exceptional circumstances. In line with the Government Decision of 8th May 2020 Candidates shall remain eligible to apply for grant support in respect of a repeat period of first year study in 2021/22 academic year, if they meet all of the following criteria:
- received Leaving Certificate predicted grades in 2020;
- opted to sit the 2020 Leaving Certificate examinations;
- received an improved CAO offer on foot of these Leaving Certificate examinations results to start their course in the 2021/22 academic year; and
- choose to accept that improved CAO offer.
770. Deputy Neale Richmond asked the Minister for Justice if her attention has been drawn to the banning of loot boxes in a video game (details supplied) in Belgium, Holland and Switzerland due to the introduction of gambling to young children and the misconduct of employees of a company in unfairly distributing such loot boxes; if she has considered implementing such a ban; and if she will make a statement on the matter. [16718/21]
Amharc ar fhreagraIn accordance with my Justice Plan 2021, work is underway on the establishment of a gambling regulator focused on public safety and wellbeing, covering gambling online and in person, and the powers to regulate advertising, gambling websites and apps.
The only current legislation providing for online gambling is contained in the Betting (Amendment) Act 2015, which permits the licensing by the Revenue Commissioners of remote bookmakers and betting exchanges. The role of my Department is limited to the processing of certificates of fitness for applicants for such licences. There is no current legislation with regard to online video gaming engaged in by individuals. However, I am aware that there has been some attention on issues arising in the context of video gaming. In particular, whether in-game purchases or micro-transactions, described as "loot boxes", "skins" etc., designed to improve the players’ chances of success in inter-active online games, might encourage gambling like behaviour.
Ireland supported the 2018 Declaration by the Gaming Regulators European Forum that video gaming products should be licensed and regulated appropriately, if they can be shown to fall into the category of gambling. In preparing the declaration, member states were aware of reports that third party actors, not authorised by the video game developer or under their control, may seek to commercialise certain elements of video gaming in a manner akin to gambling. The issue is whether such micro-transactions constitute gambling or are a form of e-commerce. It is not clear that these offers fall within the current Irish legal definition of gambling or that purchases are essentially an e-commerce activity.
With regard to protection of children and age limits for video games, the Pan-European Game Information (PEGI) age rating system was established in 2003 to help European parents make informed decisions on buying computer games. It replaced a number of national age rating systems with a single system now used throughout most of Europe, in more than 35 countries including Ireland. However, ‘gambling’, for the purposes of PEGI video game rating, is based on whether there are depictions of gambling in the game that can be found in real life, e.g. casino type games. It is not clear that PEGI (which is a voluntary code of the industry, rather than state mandated) could or would put such gambling related warnings on games containing Loot Boxes as these are discretionary purchases by the player. I encourage parents to ensure that their children only engage in appropriate gaming and are not making purchases unknown to them.
Different approaches have been adopted to the issue of whether and how "loot boxes" might be defined and regulated in the context of gambling activities in Europe, with no definitive outcomes. This matter is one which my Department and ultimately the new Gambling Regulator will keep under review.
