Written Answers Nos. 101-120
101. Deputy Danny Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science if the SUSI grant disregard of €4,500 for students who did holiday work will be given for those students who were on the pandemic unemployment payment as there was no work since 2020 due to Covid-19 (details supplied); and if he will make a statement on the matter. [26517/21]
Amharc ar fhreagraThe Student Grant Scheme and Student Support Regulations for the 2021/22 academic year were published on 31 March 2021 and SUSI’s online application process is now open for new and renewal applications.
The decision on eligibility for a student grant is a matter, in the first instance, for SUSI to determine. For the 2021/22 academic year, student grant applications will be assessed based on gross income from all sources for the reference period 1st January 2020 to 31st December 2020.
The Social Welfare (Covid-19) (Amendment) Act 2020 establishes the COVID-19 Pandemic Unemployment Payment (PUP) as a social insurance benefit scheme separate from other social protection statutory schemes including the Supplementary Welfare Allowance and Jobseeker Allowance and Jobseeker Benefit schemes.
The PUP payment has been treated as reckonable income for the SUSI means assessment process since it was introduced in March 2020. This means that the Covid-19 payment is treated in a similar fashion to other Department of Social Protection payments such as Jobseekers Benefit/Allowance, thus ensuring a consistency of approach and an equitable treatment of students and their families in the SUSI means assessment process.
As per Article 22(5)(b) of the Student Grant Scheme 2021, income from an applicant’s employment which represents holiday earnings outside of term time but within the reference period, subject to a maximum of €4,500 can be deducted from the total reckonable income assessed. This holiday earnings disregard under the Student Grant Scheme can only be applied to income from employment earned by the student in the manner described.
The Deputy will be aware that restrictions were eased during the summer months and the Christmas period which enabled many students to return to work. Those students, who engaged in work during non-term times when restrictions were eased in 2020, can avail of the holiday earnings provision and have that income excluded from their reckonable income up to the value of €4,500 for the 2021/22 grant scheme.
Apart from the Student Grant Scheme, students can apply for supports under the Student Assistance Fund. The fund assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the Covid-19 pandemic. Details of this fund are available from the Access Office in the higher education institution attended. This fund is administered on a confidential, discretionary basis.
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.
102. Deputy Aindrias Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the engagement he has had with third-level Institutions to ensure that 2020-2021 first-year students who have not attended their courses due to distance learning can have on-campus accommodation options available to them for next year given that they have not had the opportunity to make connections with their peers and seeking accommodation will be more difficult; the measures being taken to consider the ongoing mental health and well-being issues these students will continue to experience due to Covid-19; and if he will make a statement on the matter. [26994/21]
Amharc ar fhreagraThe mental health and wellbeing of our students is one of my priorities particularly against the backdrop of the intensified stresses and pressures impacting on our students arising from their experiences in seeking to pursue their studies primarily on an online basis during the pandemic. I appreciate this is a time of considerable stress and concern for third level students, but students should be aware that the challenging and stressful circumstances they are facing are being taken into account by Higher Education Institutions as they adapt and respond to the changing situation.
However the allocation of on-campus accommodation is a matter for the higher education institutions themselves, in line with their institutional autonomy. As such, queries about the accommodation allocation policy of any institution is best answered by the institution themselves.
A Working Group for Student and Learner Wellbeing and Engagement (SLWE) was established in January 2021, chaired by the Union of Students in Ireland (USI), and comprising representatives from across the Tertiary Education Sector. The purpose of the SLWE group has been to further reflect on the challenges facing student and learner wellbeing and engagement as a result of COVID-19 and to identify existing and further measures to address these. The proposals identified by their group are currently under consideration by the Department and individual providers, with a view to developing a further sectoral response appropriate to the needs of students and learners.
In 2020, I secured a comprehensive package of financial supports from Government for the higher education and further education and training sectors to mitigate the impact of Covid. This package included funding of €3m to underpin wellbeing and mental health and student services in our higher education institutions (HEIs) which was in addition to the €2m funding that was allocated in Budget 2020 and funding that institutions already provide for these services.
The Higher Education Authority (HEA) requested that the HEIs distribute this funding 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.
103. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to address an anomaly in the SUSI grant scheme in circumstances in which a student applies initially as a dependent of their parents but subsequently gains a council tenancy and lives independently of their family. [26711/21]
Amharc ar fhreagra146. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if an anomaly in the SUSI grant scheme will be addressed in circumstances in which a student applies initially as a dependent of their parents but subsequently gets married during the period of their third-level education but is still assessed as a dependent of their parents. [26710/21]
Amharc ar fhreagraI propose to take Questions Nos. 103 and 146 together.
The purpose of the student Grant Scheme is to provide additional assistance where parental income is below a certain threshold, or in the case of independent mature students, where the level of income of the student and his or her spouse warrants additional assistance by way of a grant.
The decision on eligibility for student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland).
For student grant purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students.
A student may be assessed as an independent student (i.e. assessed without reference to parental income and address) if he/she has attained the age of 23 on the 1st of January of the year of first entry to an approved course, and is not ordinarily resident with his/her parents from the previous 1st October. Otherwise, he/she would be assessed as a dependent student, i.e. assessed with reference to parental income and address.
A student’s status for grant purposes is defined at their first point of entry to an approved further or higher education course or at their point of re-entry to an approved course following a break in studies of at least three years, and continues to apply for the duration of their studies.
However, there are points at which a student may reclassify from a dependent student to an independent student. These are where he/she:
- Progresses from further education to higher education;
- Is returning following a 3 year break in studies; or
- Is returning as a "second chance" student after a five year break in studies.
Applicants who do not meet the criteria to be assessed as an independent student for grant purposes, or who cannot supply the necessary documentation to establish independent living for the required period, may still apply to SUSI to have their grant eligibility assessed as a dependent student.
Separately, the Deputy will be aware that the Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. On foot of these commitments I gave approval to commence a review of the Student Grant Scheme. It is anticipated that the SUSI review will be completed later this year and will inform policy priorities for the next Estimates process and future considerations regarding the development of student grant policy.
104. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the progress regarding the implementation of the Framework for Consent in Higher Education Institutions: Safe, Respectful, Supportive and Positive: Ending Sexual Violence and Harassment in Irish Higher Education Institutions; and if he will make a statement on the matter. [26972/21]
Amharc ar fhreagraOur higher education institutions have a duty of care to their students and staff, and a responsibility to foster a campus culture that is clear in the condemnation of unwanted and unacceptable behaviours, which act as barriers to their safety and their active participation in college life.
In April 2019 the Framework for Consent in Higher Education Institutions: “Safe, Respectful, Supportive and Positive – Ending Sexual Violence and Harassment in Irish Higher Education Institutions” was launched by my Department.
To assist institutions with implementation of the Framework, funding of over €400,000 has been allocated by my Department to a number of initiatives since its launch. In addition, the Higher Education Authority (HEA) has allocated funding of over €500,000 towards consent workshops, the development of the anonymous report and support tool, and the UCC Bystander intervention programme. Prior to and since the launch of the Framework institutions would have undertaken activities in this area as part of their student services remit from within their overall funding allocations.
In August 2020 I wrote to all of the Presidents of the publicly funded higher education institutions, as I wanted to strengthen institutional action in this area. I requested the institutions to produce individual action plans on tackling sexual violence and harassment. The action plans have been received by the HEA, and institutions must also report annually on their progress in implementing the Framework.
In April 2021 I launched surveys into staff and student experiences of sexual violence and sexual harassment in our higher education institutions. The surveys, which are being conducted by the HEA, were sent to all students and staff by their HEIs. A report on these surveys should be available to my Department in a number of months.
I want to see our higher education institutions embed the Framework for Consent into their policies and procedures, so as to ensure their long-lasting impact, which will see Ireland take a leading role in ending sexual violence and harassment. This is a priority for my Department and we will be closely following progress in this area.
105. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science the way the safe-pass course has been delivered during Covid-19 restrictions; the roadmap for delivery as restrictions ease; if the cost to the participant has increased; and if so, if costs will be returned to pre-pandemic rates. [27046/21]
Amharc ar fhreagra117. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science if there has been an increase in the cost for participants in the safe pass course; and if he will make a statement on the matter. [27045/21]
Amharc ar fhreagraI propose to take Questions Nos. 105 and 117 together.
Under the Safety, Health and Welfare at Work (Construction) Regulations 2013, craft and general construction workers, persons undertaking on-site security work and persons or classes of persons as may be prescribed by the relevant Minister are required to hold a safety awareness registration card (Safe Pass card). In March 2020 the Minister for Business, Enterprise and Innovation amended these regulations to extend the expiry dates of valid Safe Pass cards due to expire after the 1st March 2020 for the duration of the Covid-19 emergency period.
Safe Pass training and assessment delivery has mirrored construction sector activity during the COVID-19 period and has now fully recommenced. Given the ongoing COVID-19 pandemic, the running of face to face programmes is subject to adherence with the SOLAS Standard Operational Pandemic Containment Guidelines. These Guidelines include a reduction in the maximum numbers of learners who may physically attend a course. In a number of cases this has led to a temporary increase in course costs for individual learners.
Safe Pass training is delivered by SOLAS Approved Training Organisations and tutors. These are private providers and neither the Department nor SOLAS have a role in the setting of fees or in influencing pricing structure within the market place. There is a €32 fee payable to SOLAS for the processing, manufacturing and distribution of Safe Pass cards which is unchanged and is generally included in the overall price for attending a course.
SOLAS is continuing to work on the development of an alternative delivery model which is equitable with existing Safe Pass course delivery in being accessible to all eligible workers, providing real time course participant supports and ensuring assessment integrity.
106. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if additional supports will be put in place for new technological universities which may have commenced during Covid-19, such as the Munster Technological University, to move to on-campus learning in the upcoming term if the circumstances surrounding Covid-19 allow for such a move; and if he will make a statement on the matter. [27029/21]
Amharc ar fhreagra137. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the supports that will be put in place for students returning to on-campus learning in the upcoming term; if the circumstances surrounding Covid-19 allow for such a move; and if he will make a statement on the matter. [27028/21]
Amharc ar fhreagraI propose to take Questions Nos. 106 and 137 together.
The Government has committed to a significant increase in onsite attendance in the tertiary education sector in the next academic year.
All parties are agreed that maximizing onsite provision for the next academic year is the shared and most powerful objective to meet the needs of our students and learners and the sector.
The Department has established a Working Group to achieve this commitment. This group is comprised of all the key stakeholders and it has begun to develop a plan for returning to significant levels of onsite tertiary education in the autumn.
The key objective of the plan will be to achieve consistent maximum levels of safe and sustainable onsite further education and training, higher education and research in 2021/22.
The working group will work closely with the relevant sectoral stakeholder groups, including the Partnership of Stakeholders in the Technological Sector, and will work at pace to develop the plan and report to the Minister in May. The Minister intends to publish a plan in June for an enhanced campus experience for further and higher education.
The plan will continue to prioritise public health and safety and will be capable of responding to ongoing changes in public health, including the level of vaccination achieved and future national public health advice. The Department will engage with the Department of Health to seek sector specific advice to secure a position that can ensure an expansion of onsite activities upon returning in autumn 2021.
Public investment will need to be secured to support a more resilient significantly onsite sector.
The purpose of the Plan will be to:
- Enable maximum onsite provision of teaching, learning, research and other onsite activities
- To support the ongoing public health requirements
- To support the ongoing needs of students, learners and researchers
- To retain some scope for online teaching and learning where it will be required
- To ensure coherence and consistency in planning and the implementation of public health guidance across the sector
- To support autonomy in the work of institutions and providers in the development of their plans
- To enable a significant resumption of disrupted research activity and return of researchers to campus.
- To enable a phased return for learning for the summer period
The plan will build on the plan which was developed for the academic year 2020/21 incorporating the experience of 2020/21.
The new plan will continue to prioritise public health and safety and respond to ongoing changes in public health, including the level of vaccination achieved and national public health advice.
An intensive financial impact assessment informed and secured an additional funding package of €168m in Covid supports provided to the sector in 2020. Funding was approved to support key initiatives/areas within the HE Sector including:
- Support for Front line Response
- Roadmap for Return to Education
- Move to Online provision in 2020
- Protecting research in Irish Institutions
- Supporting Institutions to attract international student
- Connectivity and Device support for disadvantaged students
- Student Mental Health and Wellbeing
- Equity of Access Increased Support requirements
My Officials are continuing to engage closely with the Higher Education Authority, Department of Public Expenditure and Reform and stakeholders to establish and agree the projected 2021 Covid costs for the higher and further education sectors.
A Working Group for Student and Learner Wellbeing and Engagement was established in January 2021, chaired by the Union of Students in Ireland (USI), and comprising representatives from across the Tertiary Education Sector.
The purpose of this working group has been to further reflect on the challenges facing student and learner wellbeing and engagement as a result of COVID-19 and to identify existing and further measures to address these. The group's proposals are currently under consideration by the Department and individual providers, with a view to developing a further sectoral response.
107. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the work he is undertaking with third-level institutions to ensure the full return to campus of students for the academic year 2021-2022; and if he will make a statement on the matter. [26712/21]
Amharc ar fhreagra127. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to ensure third-level students can return fully to in-person learning and experiences; and if he will make a statement on the matter. [25561/21]
Amharc ar fhreagra131. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science the measures in place or planned to provide an enhanced campus experience for third-level students for the 2021-2022 academic year; and if he will make a statement on the matter. [26968/21]
Amharc ar fhreagra143. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science his plans are for a return to campus for third-level education for the 2021-2022 academic year; and if he will make a statement on the matter. [26124/21]
Amharc ar fhreagraI propose to take Questions Nos. 107, 127, 131 and 143 together.
The Government has committed to a significant increase in onsite attendance in the tertiary education sector in the next academic year. The Department has established a Working Group to achieve this commitment. This group is comprised of all the key stakeholders and it has begun to develop a plan for returning to significant levels of onsite tertiary education in the autumn. The working group will work closely with the relevant sectoral stakeholder groups and will work at pace to develop the plan and report to the Minister in May. The Minister intends to publish a plan in June for an enhanced campus experience for further and higher education.
The plan will continue to prioritise public health and safety and will be capable of responding to ongoing changes in public health, including the level of vaccination achieved and future national public health advice. In seeking to secure a position that can ensure an expansion of onsite activities upon returning in autumn 2021, the Department will engage with the Department of Health to seek sector specific advice.
There are two key enablers to the return to onsite attendance:
- the benefits that will flow from progress in the vaccination of the population and the impact of this on COVID 19 measures;
- Government support through public investment to ensure that the onsite settings are safe.
The purpose of the Plan will be to:
- Enable maximum onsite provision of teaching, learning, research and other onsite activities
- To support the ongoing public health requirements
- To support the ongoing needs of students, learners and researchers
- To retain some scope for online teaching and learning where it will be required
- To ensure coherence and consistency in planning and the implementation of public health guidance across the sector
- To support autonomy in the work of institutions and providers in the development of their plans
- To enable a significant resumption of disrupted research activity and return of researchers to campus.
- To enable a phased return for learning for the summer period
The plan will build on the plan which was developed for the academic year 2020/21 incorporating the experience of 2020/21. It will retain the approach of a discretionary framework for institutions to prioritise onsite attendance and enabling phased increases leading to greater levels of onsite provision and the continuation of adaptive responses should circumstance change during the year.
The new plan will continue to prioritise public health and safety and respond to ongoing changes in public health, including the level of vaccination achieved and national public health advice.
The intention of Government is to strengthen the prevention and intervention measures around COVID-19 in response to the changing context including surveillance, track and trace, and potential use of new technology.
In seeking to clarify the context for returning in 2021, the Department will engage with the Department of Health to seek sector specific advice.
108. Deputy Donnchadh Ó Laoghaire asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the situation in 2020 in which many students who sat the leaving certificate in previous years were pushed out of their CAO course preference due to grade inflation; and the steps he has taken to ensure that these students are not disadvantaged in accessing third-level in 2021. [26940/21]
Amharc ar fhreagraUniversities and Institutes of Technology are autonomous and determine their own procedures for admission. The CAO process applications for undergraduate, and some postgraduate, courses on their behalf.
Decisions on admissions are made by the higher education institutions who then instruct the CAO to make offers to successful candidates. Therefore neither I nor my Department have a function in relation to such matters and it is not within my remit to determine admissions criteria or direct HEIs to give preference to certain students.
The CAO system is a system that works on the assumption that grades obtained in the Leaving Certificate by candidates determine their points. It is on this basis that the CAO system allocates places to applicants including those from different years. To ensure impartiality, the automatic CAO points systems have been created in a way that does not allow for different treatment to be applied to different sub-groups, or students with results from different years.
Last year more than 2,250 additional places were provided in order to offset the particular pressures faced by the system. My Department is monitoring the situation this year as it develops and my officials are working with the HEA and the Higher Education Institutions to identify where there is scope for additional places to be provided. All bodies involved will continue to work to ensure the availability of a full range of options for applicants in 2021.
€18 million has been provided in Budget 2021 which will build additional capacity in the system and address demographic growth pressures. This is in addition to 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.
Nonetheless, there will be fluctuations in CAO points this year, as there are every year, which will depend on the volume of applications, the number of applicants who meet the entry requirements, the number of places available and the grades received by applicants.
In addition to higher education, there is a range of options available in further education and training and apprenticeships. These options can serve both as an alternate pathway to a chosen career or an alternate pathway into higher education. For students who are not successful in gaining an offer for their course of choice in the first instance, there are alternate routes available to them to reach their preferred option.
109. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the rate of students in areas of high deprivation going onto third-level education; and if he will make a statement on the matter. [26983/21]
Amharc ar fhreagraThe Deputy will be aware that my Department recently published its Statement of Strategy 2021-2023. The Inclusion goal is one of the six strategic goals in the strategy for the coming period. In this regard, one of my priorities is to support learning for all in the tertiary education system and to develop and grow its supports for vulnerable learners, learners with disabilities, under-represented groups and the most marginalised.
The main support available to students is the Student Grant Scheme managed by SUSI. The scheme provides maintenance and fee grant support for qualifying students who meet the criteria regarding means, nationality, residency and progression. In 2020/21 over 101,000 students applied for grant support with almost 80,000 students assessed as eligible for support. It is anticipated that a similar number will apply in 2021/22. A review of the SUSI scheme is currently underway. It is anticipated that this review will be published later this year and will inform future policy decisions regarding grant supports.
The National Plan for Equity of Access to Higher Education 2015-2021 (NAP) is another key policy lever for promoting access to higher education. The vision of the NAP is to ensure 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 goals and actions with the aim of supporting increased access and participation in higher education by six main target groups, include entrants from socio-economic groups that have low participation in higher education.
One of the five priority goals for the current NAP is “to gather accurate data and evidence on access and participation and to base policy on what that data tells us”. In this regard we have developed and published “A Data Plan for Equity of Access to Higher Education” and recently commenced publishing Deprivation Index Score (DIS) data on higher education institutions (HEIs).
The availability of new Deprivation Index Score (DIS) data which identifies those areas with low higher education participation rates will be of significant benefit to HEIs in helping them to implement more targeted approaches in their access strategies. The data is also important in informing priorities for the development of the next NAP which will cover the 2022-2026 period. A public consultation process is currently underway for the new NAP and will remain open for submissions until June 18th. It is anticipated that the next NAP will be published by the end of 2021.
In terms of direct supports for vulnerable students, the Government has approved a number of additional supports for students in the last year. These include: a €10m assess support package for higher education; improved postgraduate supports and funding for SUSI grants worth circa €26m; up to €50m in supports to provide funding of €250 to qualifying tertiary students; an additional €1.5m for the 1916 Bursary scheme which is targeted a disadvantaged students; a €15m laptop scheme for further and higher education students; an €8m mitigating educational disadvantage fund for the further education and training sector; and an additional €3m to support mental health and wellbeing.
Inclusion will remain a strategic priority for my department. The review of the SUSI grant scheme and the development of a new National Access Plan will create an impetus and focus for increasing participation amongst students in areas of high deprivation.
110. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the review of the student grant scheme; and if he will make a statement on the matter. [26945/21]
Amharc ar fhreagraThe Deputy will be aware that the Programme for Government contains commitments to, among other things, review SUSI eligibility criteria, adjacency rates and postgraduate grant supports. On foot of these commitments I gave approval to commence a review of the Student Grant Scheme.
A Steering Committee has been established to provide direction for the external consultants undertaking the review. Its membership includes: the Union of Students of Ireland; Student Universal Support Ireland (SUSI), SOLAS, the HEA; Irish University Association (IUA); Technological Higher Education Association (THEA); Technological University Dublin (TUD), the Department of Social Protection and officials from my Department.
The public consultation process closed a few weeks ago with over 250 submissions received. The views of students were sought via an online survey process. By May 14th over 8,500 survey responses had been received. The survey process closed yesterday (May 19) and the consultants will now commence their analysis of the rich data captured in the surveys.
It is anticipated that the SUSI review will be completed later this year and will inform policy priorities for the next Estimates process and future considerations regarding the development of student grant policy.
Separately, SUSI opened its application process for the 2021/22 academic year on March 31 and to date has received over 40,000 applications. This year’s scheme includes enhanced supports for postgraduate students which were announced in Budget 2021. I also secured an additional €20m in Budget 2021 to meet anticipated demands on the scheme as a consequence of the Covid pandemic.
112. Deputy Joe Carey asked the Minister for Further and Higher Education, Research, Innovation and Science his role in the decision to grant technological university status to Athlone Institute of Technology and Limerick Institute of Technology; his plans for this new technology university, including their campus based in Ennis, County Clare; and if he will make a statement on the matter. [26133/21]
Amharc ar fhreagra306. Deputy Joe Carey asked the Minister for Further and Higher Education, Research, Innovation and Science his plans for the new technological university based in Athlone Institute of Technology and Limerick Institute of Technology and including their campus based in Ennis, County Clare; and if he will make a statement on the matter. [26134/21]
Amharc ar fhreagraI propose to take Questions Nos. 112 and 306 together.
I received a joint application from Athlone and Limerick ITs seeking the making of an order under section 36 of the Technological Universities Act 2018 establishing a new TU and dissolving both Institutes on 20 November 2020.
Upon receipt of the application I had a prescribed role under section 31(1) of the Act to direct the Higher Education Authority (HEA) and the Qualifications and Quality Assurance Authority of Ireland to nominate at least 3 persons for appointment to the advisory panel which assessed the application by the relevant Institutes of Technology and furnished a report to the HEA. This was done on 3 December 2020 and I subsequently appointed the advisory panel on 21 December 2020. The panel furnished their report to the HEA on 12 February 2021 and the HEA assessed the report, the panel’s recommendations thereon and any other relevant information and provided their views to me on 1 April 2021.
I made my proposed decision on the application on 27 April and having received representations on the proposed decision from the applicant institutes on 29 April and having considered these, I duly made my final decision to grant the application seeking the making of an order under section 29 of the Act on 5 May 2021.
There are a number of legal and administrative procedures to be completed before the establishment of the new TU. These include the drafting of an order under section 36 of the Technological Universities Act 2018 by the Office of the Parliamentary Counsel and my bringing of that draft order before the Houses of the Oireachtas for approval.
In addition, in accordance with section 55 (2) of the Act I shall appoint the first governing body of the new TU and in accordance with section 56 of the Act I may designate a person to be appointed to be the first president of the TU.
The further legal and procedural steps necessitated in this regard are currently being undertaken by Department officials in consultation with the relevant stakeholders with the aim of the new TU being established towards the end of Quarter 3 or early Quarter 4 this year.
The communities in areas where there are campuses of the new TU will, over time, benefit from the university attracting more students, the retention and creation of skills and employment in its regional hinterlands and acting as a catalyst for research, innovation and enterprise with a view to attracting increasing levels of investment including Foreign Direct Investment and to contributing to further regional and socio-economic development.
It will be a matter for the governing body of the new TU to fulfil its functions under the Act, a number of which relate to regional development and community interaction, and to pursue relevant missions that facilitate delivery of these functions across the university’s multi-campuses including in Ennis, County Clare in concert with the university’s staff and students, external regional stakeholders and wider community interests.
Both Project Ireland 2040 and the National Development Plan reiterate the pivotal role of Higher Education in regional development, enabling deep collaboration between industry and other employers and the Tertiary Education and Skills system through, for example, shared objectives for applied research and innovation in strategic sectors of the regional and national economy. Future Jobs Ireland strongly endorses the role of TUs to drive the development of regional clusters with a particular focus on innovation, technology and SMEs.
Government has invested heavily in the TU agenda to date with over €65 million invested through higher education landscape and transformation funding since 2013. The TU Transformation fund will expend €90 million in total to 2023 with €34.3 million having been allocated in its first tranche last October. In total, over €120 million will have been invested in TU development and progression by 2023.
I am strongly committed to appropriate capital investment to underpin the ambitions of our higher education institutions including TUs. Officials from my Department and the Higher Education Authority have regular engagement with HEIs, including Limerick IT and Athlone IT, in relation to their future campus development plans.
113. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science when the 18 new apprenticeship programmes will come on stream in 2021; and if he will make a statement on the matter. [26965/21]
Amharc ar fhreagra114. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science the number and range of new apprenticeships; the number of further apprenticeships which are now in the pipeline; and if he has identified any barriers in the development of these new opportunities. [25558/21]
Amharc ar fhreagraI propose to take Questions Nos. 113 and 114 together.
36 apprenticeships have been launched following the 2013 Review of Apprenticeship Training in Ireland which set out the benefits of a system which combined workplace learning with classroom based learning in an education and training institution. These programmes complemented the craft apprenticeships which were in existence at that time.
There are currently 61 available apprenticeships and a list of these has been attached.
A further 17 programmes are in development in sectors such as agriculture, ICT, hospitality, construction, engineering, horticulture and commercial driving. In addition, a number of potential apprenticeships are at an exploratory stage.
Development of any apprenticeship programme is employer-led. Progress on the development of apprenticeships is contingent on a number of factors, including continued commitment from employer groups, successful completion of academic programme validation through QQI or an appropriate delegated awarding body and continuation of an identified skills need. In addition to technical factors, the roll out of the national vaccination programme and the ongoing public health restrictions may impact on the recruitment to and the launch of apprenticeship programmes once the apprenticeship is in place.
Submissions made to the consultation process to the development of the new Action Plan for Apprenticeship 2021-2025 provided insight into employer feedback on the apprenticeship development process. A number of actions have been included within the Action Plan for Apprenticeship in order to support increased employer engagement with, and address barriers to, programme development:-
- The establishment of a single National Apprenticeship Office (NAO) will provide a single point of contact for employers or industries who wish to develop an apprenticeship programme.
- Peer-learning supports for apprenticeship consortia will support consortia during the apprenticeship development process.
- Clear and transparent information on supports for employers and new programme development will be published and easily accessible on the apprenticeship.ie website.
- The effectiveness of the current Generation Apprenticeship initiative in widening employer engagement will be reviewed.
- Legislative barriers to the development of apprenticeship programmes in areas of primary food production and professional will be removed.
115. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the application for a technological university for the south-east; and if he will make a statement on the matter. [26709/21]
Amharc ar fhreagraUnder the statutory framework detailed in the Technological Universities Act 2018, it is a matter, in the first instance, for the relevant Institutes of Technology participating in a TU development consortium to progress their plans and, when ready, to make an application to the Minister seeking the making of an order establishing a TU.
On 30 April 2021 I received such an application from the TUSEI consortium comprising the Institute of Technology Carlow and Waterford Institute of Technology. Approval is subject to the applicant institutes meeting the eligibility criteria set out in the 2018 Act and the relevant requirements to which I must have regard under the Act in my role as legislative decision-maker on the application.
The making of this application is of itself a significant milestone for the TU agenda in the South-East after a journey of almost 10 years. I wish to thank all involved in the TUSEI consortium for bringing their proposals to this point in the legislative process.
I have directed the Higher Education Authority (HEA) and Qualifications and Quality Assurance Authority of Ireland (QQI) to make nominations to an advisory panel to assess the application. The advisory panel shall furnish a report to the HEA who will, in turn, assess the report, the panel’s recommendations thereon and any other relevant information and provide me with their views. These legislative requirements are set out in the Act together with their prescribed timeframes.
I will consider all relevant information prior to making my decision on the application in due course in accordance with the relevant legislative requirements and timeframes.
As the assessment and decision making process under the Act is now in train I am not at liberty to make any more detailed comments in relation to the application until the process is concluded.
116. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science the supports he will make available to the Limerick Institute of Technology to develop its campus at Coonagh. [26718/21]
Amharc ar fhreagraApproval to proceed with the LIT Coonagh project was provided in 2018. The development of the facility includes two stages of works - an enabling works package and the fit-out works of the former retail development on the site. The enabling works package reached substantial completion in September 2020.
Following extensive engagement between the Higher Education Authority (HEA) and LIT, a submission on the preferred option for the fit-out phase of the works was submitted by LIT to the HEA. This submission is currently under review by HEA and my Department. The outcome of this process will determine the level of support to be provided to LIT. €5.65m has been provided towards the project to date.
118. Deputy John Lahart asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the roll-out of the Action Plan for Apprenticeship 2021-2025; and if he will make a statement on the matter. [26964/21]
Amharc ar fhreagraThe Action Plan for Apprenticeship 2021-2025 was launched on 19th April and sets out a five year plan which sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The actions set out in the plan seek to deliver on a target of 10,000 apprenticeship registrations per annum by 2025.
Work has begun on the implementation of the Action Plan and a Steering Group which comprises representatives from SOLAS, the HEA and the Department has been established to oversee the process pending the establishment of the National Apprenticeship Office. The terms of reference for the Steering Group are currently being drafted.
Proposed amendments to the Industrial Training Act, 1967 seek to expand the definition of an “activity of industry” to widen the potential scope of new apprenticeship programmes (Action 5.2) has been included under the General Scheme of Higher Education Authority Bill which was published on the 6th May 2021. The Bill also provides for the recognition of a shared office between SOLAS and HEA to facilitate collaboration on the national-level development, monitoring, review and management of the apprenticeship system (Action 12.6)
Progress towards baseline actions will be reviewed on an annual basis and a report delivered to Government, outlining progress and learnings and setting out detailed areas for action in the next phase of delivery.
119. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science the most up-to-date information on the Connacht Ulster Alliance technological university application. [26953/21]
Amharc ar fhreagra120. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the Ulster Connacht Alliance application for technological university status; and if he will make a statement on the matter. [26991/21]
Amharc ar fhreagra125. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the Connacht-Ulster Alliance and it's proposed application for technological university status for the west and north-west; if his Department had discussions regarding the application; and if he will make a statement on the matter. [26939/21]
Amharc ar fhreagraI propose to take Questions Nos. 119, 120 and 125 together.
The establishment of technological universities is an important part of the Government’s higher education and regional development policy as underscored in the Programme for Government 2020.
Under the statutory framework detailed in the Technological Universities Act 2018, it is a matter, in the first instance, for the relevant Institutes of Technology participating in a TU development consortium to progress their plans and, when ready, to make an application to the Minister seeking an order establishing a TU subject to their meeting the eligibility criteria prescribed in the 2018 Act.
The Connacht Ulster Alliance consortium, comprising the Galway-Mayo, Sligo and Letterkenny Institutes of Technology is preparing proposals to seek technological university designation through the prescribed legislative process under the Technological Universities Act 2018.
While a joint application under Section 29 of the Act has not yet been received to date, my Department understands that significant progress has been made in relation to its finalisation, including intensive discussions with the staff of the respective Institutes. An application is understood to be readied for approval by the Institutes’ governing bodies for submission under the legislative requirements shortly thereafter. Ultimately, however, the finalisation and submission of an application remains a matter for the Institutes themselves.
To date, the consortium has received a total of €11.6 million in Exchequer funding to advance its proposals, of which €5.9 million was allocated under the first tranche of the Transformation Fund in October 2020.
Ultimately, while the finalisation and submission of an application remains a matter for the Institutes themselves, Department officials remain in close contact with the consortium at the appropriate levels in relation to the progression of their proposals.
