Written Answers Nos. 121-140
121. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the reform of the SUSI grant; and if he will make a statement on the matter. [26960/21]
Amharc ar fhreagraSUSI 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.
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.
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.
122. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if alternative access schemes such as HEAR and DARE will also be reviewed further to the SUSI review; and if he will make a statement on the matter. [27068/21]
Amharc ar fhreagraThe current National Plan for Equity of Access to Higher Education covers the period from 2015 to 2021. One of the five priority goals under the plan is “to assess the impact of current initiatives to support equity of access to higher education”.
In this regard, a number of reviews have been undertaken of policy interventions including the Student Assistance Fund; the Fund for Students with Disabilities; a review to identify the supports and barriers for lone parents in accessing higher education; supports for Travellers assessing and participating in higher education; participation of mature students in higher education; and the Special Disadvantaged Initiatives which support access to further and higher education. A new Programme for Access to Higher Education (PATH) fund was created to support the objectives of the current National Access Plan. It in my intention to undertake a review of the PATH fund in 2022.
In order to advance the inclusion goal of my Department's Statement of Strategy, my Department has also embarked on undertaking a strategic review of our policy framework with a view to better facilitate access, progression and success for a wider and more diverse learner population at all levels. The review of the policy framework includes a review of the SUSI scheme to consider eligibility and to inform future policy decisions regarding grant support. Work is also underway on the development of the next National Access Plan for the 2022 to 2026 period.
It is anticipated that the SUSI review will be completed later this year and will inform future grant policy. The development of the next National Assess Plan is also on track to be completed later this year.
The HEAR and DARE schemes are reduced points mechanisms for entry into higher education. They are managed and operated directly by the higher education institutions. While my department does not have a direct involvement in the schemes, it does work closely with the sector to ensure that all policy levers are closely aligned and focused on improving access to higher education by underrepresented groups. In this regard, I understand that the Irish Universities Association is currently in the process of reviewing the HEAR scheme and that the group overseeing the review has representation from my department and the HEA.
123. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the status of his engagements with Dundalk Institute of Technology regarding technological university status; and if he will make a statement on the matter. [27002/21]
Amharc ar fhreagraI was pleased to see the Dundalk Institute of Technology’s recent publication of its vision to become a campus of a multi-campus regional TU that is dynamic, accessible and student-centred. This publication marks meaningful progress on the proposed trajectory towards achieving technological university status. The vision piece will enable staff, students and wider stakeholders to be assured of the Institute’s direction of travel in seeking to position itself within a rapidly evolving higher education landscape that is being increasingly influenced by a new type of higher education institute of larger critical mass, reach and attraction in the technological university model.
On 7 April I held a meeting with public representatives in the North East, in which the Deputy participated, in relation to the proposals by Dundalk IT to progress on a trajectory to attain TU designation status. Both I and my Department look forward to the Institute creating the optimal circumstances, through its new vision, for a collaborative and committed local and regional buy-in to plans for merging with an established TU in due course that will enable Dundalk and its immediate and wider hinterland to benefit from the advantages of TU membership in terms of excellence in higher education provision, increased pathway access, connectivity, skills retention and creation, research and innovation development, attracting increased investment including FDI, deepened regional development and socio-economic progression. This was also the key message of my meeting with public representatives last month.
In addition, the Institute continues to be assisted by the Higher Education Authority (HEA) in relation to submissions for funding under the HEA administered Transformation Fund and through the provision of the services of a highly respected HEA special advisor on higher education policy to assist the Institute as an external advisor going forward.
I can assure the Deputy of my continued support and that of my Department for Dundalk IT to progress on a trajectory to achieve TU designation in due course. Ultimately, however, it remains a matter for the governing body of the Institute to materially progress and deliver on its recently published vision to become a campus of a multi-campus regional TU.
124. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to deal with the ongoing issues relating to pay and conditions of adult literacy tutors; and when nationally agreed if full-time contracts with incremental salary scale will be in place for these tutors following a recent Labour Court recommendation. [26954/21]
Amharc ar fhreagraThe Labour Court has made a recommendation in relation to a claim brought by SIPTU and TUI in respect of regularising the terms and conditions of Adult Education Tutors employed by Education and Training Boards which has been under consideration by officials in my Department, the Department of Education and the Department of Public Expenditure and Reform.
The recently ratified Public Service Agreement, Building Momentum, contains a mechanism to address outstanding adjudications, commitments, recommendations awards and claims within the terms of the quantum of the Sectoral Bargaining Fund available for agreed Sectoral Bargaining Units. My Department and officials from the Department of Education are engaging with the relevant unions to establish their sectoral bargaining priorities.
126. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider funding to support early career researchers in Ireland with disabilities; and if he will make a statement on the matter. [27067/21]
Amharc ar fhreagraMy Department’s Statement of Strategy articulates our commitment to inclusion in education - providing supports and opportunities for learning to all, recognising the needs of vulnerable learners and the most marginalised, and assisting people in access to and progression through higher and further education and training, to grow prosperity across communities and build social cohesion.
Postgraduate students with disabilities are eligible for support from their institutional disability office, including from the Fund for Students with Disabilities (FSD), which supports students at Level 9 and Level 10 (987 in 2019/20 academic year). The FSD aims to support students with a range of conditions and disabilities including sensory and physical disabilities, specific learning difficulties such as dyslexia, autism, mental health conditions and significant ongoing illness.
Additionally, in March 2021 the Minister for Social Protection, Heather Humphreys TD signed new regulations that will ensure that scholarship awards for PhD students are excluded from the means test for Disability Allowance (DA).
Science Foundation Ireland (SFI) and the Irish Research Council (IRC) have recently launched a new funding programme for early career researchers, the SFI-IRC Pathway Programme. The Programme will support talented postdoctoral researchers from all research disciplines to develop their track record and transition to become independent research leaders.
SFI recently launched its new strategy Shaping our Future. SFI is committed to ensuring equality, inclusion and diversity and to removing any barriers so that all researchers have the opportunity to reach their full potential. The strategy includes a commitment to publish a comprehensive Equality, Diversity and Inclusion Strategy outlining specific targets for EDI. This will build on the work of the existing SFI Gender Strategy.
My Department and research funding agencies recognise that excellent research and tangible benefits can best be attained when equality, diversity and inclusion are embedded in leadership and decision-making, in research teams, in research content, within and across the research and innovation system. The business case for diversity in the knowledge and innovation economy is overwhelming - diversity drives innovation and productivity in academic, social enterprise and business settings globally.
Equity of access to higher education, and the development of the next National Access Plan to support this principle, is a key policy priority for the department. My Department and the Higher Education Authority are currently inviting contributions and submissions from interested persons and organisations on what they consider should form part of the next National Access Plan that will run from 2022 to 2026.
128. Deputy Peter Fitzpatrick asked the Minister for Further and Higher Education, Research, Innovation and Science the cost to date of all Covid-19-related payments in his Department to individuals and corporate entities; and if he will make a statement on the matter. [15409/21]
Amharc ar fhreagraWe are all well aware of the profound impact that Covid-19 has had globally over the past year. The onset of the pandemic in 2020 presented unique challenges across the Higher Education, Further Education and research sectors. Early on, a review was conducted by my Department in consultation with the Higher Education Authority and Institutes, Further Education and Training stakeholders to ascertain the impact of the crisis on the sectors.
Following on from this review, €216m of Voted expenditure was allocated specifically for Covid supports in 2020.
- €91.9m to enable a safe return to work and the re-opening of the Further and Higher Sectors, as well as supporting the Frontline response. This was for the transition to remote and distanced working, and to cover costs of utilising buildings for testing centres and field hospitals.
- €76.5m to support students and learners, especially protecting access to education for those in vulnerable or target groups.
- €48m to protect and support Irish research and researchers during the pandemic.
Additionally, €100m of non-Voted expenditure was allocated through the National Training Fund on the National Recovery Response. This includes the July Fiscal Stimulus package for a range of labour market programmes and initiatives through SOLAS, Skillnet Ireland and the Higher Education Authority.
From the beginning of the pandemic in 2020 to the end of the first quarter of 2021, my Department has spent €247m of its 2020 Vote on specific Covid related activities, which includes some €30m of reprioritisation from existing non-Covid allocations to meet the needs of the pandemic. This reprioritisation was partly possible due to some pandemic savings, as a result of provision of services being affected or delayed because of restrictions that were used to meet some other Covid-19 related costs during the year.
My Department has also spent €65m of its non-Voted allocation through the National Training Fund on Covid interventions.
In 2021, my Department has been allocated €139m for Covid supports so far: €20m of Voted expenditure, with an additional non-voted allocation of €119m provided through the National Training Fund.
As with other Covid-19 related spending, funding for the academic year in 2021/2022 will be reviewed in 2021 in line with the latest public health advice. It is likely that Covid will continue to impact on the provision and sustainability of services into the 2021/2022 term. The Higher Education Authority is currently conducting a detailed examination of Covid related impacts in the higher education institutions and reviewing the implications for the projected financial positions of institutions. The Department will continue to assess the situation and liaise with the Department of Public Expenditure and Reform.
129. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he remains satisfied that progress in expanding higher educational opportunities to date is sufficient to facilitate an upsurge in economic activity post-Covid-19 and as a result an increased need for third and fourth-level technical academic graduates; and if he will make a statement on the matter. [26956/21]
Amharc ar fhreagra307. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which extra provision is being made to extend and expand third and fourth-level education with particular reference to the ongoing requirements of the jobs market and the need to respond on a continuing basis; and if he will make a statement on the matter. [5975/21]
Amharc ar fhreagra327. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if he remains satisfied with the number of students at third and fourth-level pursuing academic or technical goals with a view to maximising the ability of Irish graduates in their respective fields; and if he will make a statement on the matter. [27414/21]
Amharc ar fhreagraI propose to take Questions Nos. 129, 307 and 327 together.
The expansion of higher education has been a key enabling factor in the growth of the Irish economy, and the availability and quality of graduates is essential if we are to maintain our attractiveness as a location for investment and grow our reputation.
My Department has a number of key strategies in place at all levels to ensure to meet the ongoing requirements of the jobs market. These include policies designed to ensure a pipeline of suitably qualified 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.
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. Strong collaborative links between the further and higher education system and enterprise have been developed and expanded over recent years. These new relationships allow us to gather insights and data directly from enterprise that feed into high level national policy decisions and allow us to know exactly what enterprise wants us to deliver. Representatives from the further and higher education system are also active partners in national initiatives driven by the National Skills Council and the Regional Skills Fora.
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.
At postgraduate level, the Irish Research Council funds graduates across all disciplines and is an important component in the wider national strategic pursuit of a strong talent pipeline of research graduates.
Science Foundation Ireland (SFI) has commenced a programme to support advanced PhD skills and training, in collaboration with industry, for the new economy. There is a number of SFI Centres for Research Training (CRT) linked to the higher education institutions and there is an ambition to do more. The six we have currently are supporting over 700 PhD students in ICT and data analytics. The first 120 students commenced in September 2019. Through the CRTs, students will be equipped with transversal skills including entrepreneurship and innovation to enable them to adapt and react to rapidly evolving workplaces and making them a very attractive skills pipeline for industry.
My Department will continue to align our further and higher education policies with what is required in the workplace to meet the needs of the economy. 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.
130. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the commitments in the Action Plan for Apprenticeship 2021-2025 to promote access in apprenticeship for traditionally under-represented groups; and if he will make a statement on the matter. [26971/21]
Amharc ar fhreagraThe Action Plan for Apprenticeship 2021-2025 sets out a number of structural reforms to ensure that the apprenticeship system of the future is enabled to deliver a more responsive and visible offering to learners and employers. A National Apprenticeship Alliance (NAA) will be established to provide stakeholder oversight of the delivery of the Action Plan for Apprenticeship in collaboration with a new National Apprenticeship office (NAO). Central to the NAA will be an Equity of Access Subcommittee which will include representation that ensures that links with second level, community education, youth justice programmes, broader FET provision and higher education are represented. Targets for participation by under-represented groups, and additional specific actions to support those target groups will be set in conjunction with the Equity of Access Subcommittee and will be monitored on an ongoing basis to ensure that interventions are effective in supporting increased diversity of the apprentice population.
Existing actions set out in the plan include:-
- The current female craft apprenticeship bursary will be expanded to all programmes with greater than 80% representation of a single gender.
- An apprentice bursary/support scheme will be established to fund up to 100 apprentices per year who are experiencing severe socioeconomic disadvantage and who are from target groups, including lone parents, people with disabilities, Travellers and Roma.
- Access to apprenticeship programmes and pre-apprenticeship courses will be clearly labelled as such, with progression routes into apprenticeship clearly identified and information on these courses will be published on www. apprenticeship.ie.
- An employer survey will determine baseline employer attitude and extent of knowledge of supports available to employers for supporting employees with a disability.
The 2018 Review of Pathways to Participation in Apprenticeship has already resulted in a significant widening of measures to support increased visibility of apprenticeships. Actions outlined within the Action Plan are designed to support and enhance progress towards the goals of the Pathways review. Work in the area of access to apprenticeships for young people and under-represented groups is ongoing and initiatives underway to boost apprenticeship across further and higher education include:
- Technological University Dublin has developed an Access to Apprenticeship programme. This innovative pilot programme supports the transition of young people (16-24 years old) from areas of socio-economic disadvantage into craft apprenticeships. To date over 118 young men and women have progressed into apprenticeships through this program.
- The Generation Apprenticeship competition was also rolled out at second level for the first time in 2020 with 156 second level schools, Youthreach Centres and Community Training Centres taking part.
- Pre-apprenticeship training is available nationwide in a variety of sectors, often for those who do not meet the minimum educational requirements. On completion of the programmes, learners may progress to apprenticeships, further education, or employment. It is expected that over 800 learners will participate in pre-apprenticeship programmes in 2021.
- Over 1,200 employers have registered with www.apprenticejobs.ie which is designed to increase visibility of opportunities for all potential apprentices.
- A user-friendly and interactive website to provide information on, and increase awareness of, apprenticeship was launched in October 2020 (www.apprenticeship.ie).
132. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science if he will review the criteria and income thresholds for SUSI grants to ensure that each family qualifying for the working family payment is deemed eligible for a fee and maintenance SUSI grant; and if he will make a statement on the matter. [26933/21]
Amharc ar fhreagraUnder the terms of the Student Grant Scheme, Family Income Supplement (also known as the Working Family Payment) is treated as an income disregard and is therefore not included in the calculation of reckonable income.
Furthermore, unlike other social protection payments which are paid to individuals, the Working Family Payment is a payment deemed to be paid to a family. In recognition of this, the SUSI scheme contains provisions which allow this payment to be recognised for the purposes of meeting the eligibility criteria for the special rate of grant, which is the highest maintenance grant support available.
This ensures that those students most in need receive supports commensurate with their needs. In this regard, SUSI has advised that 5,090 students qualified for the special rate of grant in 2019/20 by virtue of having a Working Family Payment.
The Student Grant Scheme provides for different levels of income thresholds for grant support including where families have (i) less than 4 dependent children (ii) between 4 and 7 dependent children and (iii) 8 or more dependent children.
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 anticipated that the review will be completed later this year and will inform future considerations regarding the development of student grant policy.
Separately, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their higher education studies due to their financial circumstances. Information on the fund is available through the Access Officer in the higher education institution attended. This fund is administered on a confidential, discretionary basis.
133. Deputy Pa Daly asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider a graduated special rate for SUSI grant applicants who have at least 365 days continuous Department of Social Protection payments; and if he will make a statement on the matter. [26934/21]
Amharc ar fhreagraThe decision on eligibility for a student grant is a matter for SUSI to determine. In assessing an application for the 2021/22 academic year, SUSI will have regard to the following qualifying criteria for the special rate of maintenance grant:
1. The student must qualify for the standard rate of grant;
2. Total reckonable income, after income disregards and Child Dependant Increase(s) are excluded, must not exceed €24,500;
3. As at 31st of December 2020, the reckonable income must include one of the eligible long-term social welfare payments prescribed in Schedule 2 of the Student Grant Scheme 2021.
The SUSI scheme is closely aligned with the criteria set by the Department of Social Protection for its schemes. In general terms, Jobseeker’s Benefit and Jobseeker’s Allowance are considered to be short-term payments unless they are held for 391 consecutive days. The 391 days is the time period determined by DEASP for a social welfare payment to be regarded as long term, and refers to social welfare days as opposed to calendar days.
The Student Grant Scheme makes provision for combining periods of Jobseeker's Allowance, Jobseeker's Benefit and other eligible payments for the purposes of meeting 391 days as determined by the Department of Social Protection.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the institution attended. This fund is administered on a confidential, discretionary basis.
In addition, tax relief at the standard rate of tax may also be available in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie
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 anticipated that the review will be completed later this year and will inform future considerations regarding the development of student grant policy.
134. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the SUSI review; if the new criteria for the scheme will be available to students making their applications in 2021; and if he will make a statement on the matter. [26440/21]
Amharc ar fhreagraThe Deputy will be aware that the Programme for Government contains commitments to, among other things review SUSI eligibility criteria. On foot of these commitments I gave approval to commence a review of the Student Grant Scheme. The review, which commenced earlier this year, will examine eligibility criteria such as: income thresholds; postgraduate supports; grant values and adjacency rates.
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 priorities for the next Estimates process and future considerations regarding the development of student grant policy.
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.
135. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made under the National Adult Literacy Strategy; and if he will make a statement on the matter. [26969/21]
Amharc ar fhreagraAs provided for in the Programme for Government, I tasked SOLAS, the Further Education and Training Authority, with the development of a new 10 year strategy for adult literacy, numeracy and digital literacy.
The new strategy will provide a framework to build on and streamline the substantial work that is already being done across a range of Departments and agencies, to increase awareness of services for the public and to capture the contribution that can be made right across Government to deliver better literacy, numeracy and digital skills in the adult population. The framework being provided through this new strategy will also embed the use of literacy friendly provision and plain language to ensure the most accessible public, civil and business services throughout the country.
Work is well underway by SOLAS in relation to the development of the strategy, under the guidance of the interdepartmental stakeholder group which I chair. The extensive research and consultation phases of the strategy's development are now complete. During these phases:
- 400 relevant strategies, research papers, and other related documents were reviewed.
- 10 international systems of support provision were considered.
- 139 organisations and 396 individuals provided input via short or long survey, or through written submissions.
- 1,118 people provided a representative view of literacy, numeracy and digital matters through an omnibus survey.
- Over 400 people directly or indirectly using literacy services consulted through focus groups, small scale surveys, or one-to-one interviews.
- 66 bilateral meetings with external stakeholders (industry, social partners, NGOs, state agencies and Government Departments).
My departmental colleagues and I are working with SOLAS on the finalisation of this 10 year adult literacy, numeracy and digital literacy strategy, which I plan to bring to Government for consideration next month.
136. Deputy Danny Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science the action taken to deal with student accommodation providers that did not refund students and families for rental on accommodation for 2020 such as in the case of a person (details supplied); and if he will make a statement on the matter. [26594/21]
Amharc ar fhreagraI am conscious of the challenges faced by students regarding student accommodation this year due to both financial pressures, and the blended learning format of the 2020/21 academic year.
The Deputy will be aware that the university sector has been actively engaging with students on the issue of accommodation refunds. As a result of the decision to minimise on-site teaching, all universities have confirmed that students who opted to leave their university-owned student accommodation as a result of reduced on-campus activity will be offered refunds or rental credits. The processing of these refunds is a matter for the universities themselves, and any student who wishes to receive a refund for their on-campus accommodation should engage directly with their university’s accommodation office.
In the case of privately-owned student accommodation, I am urging providers to be flexible in finding solutions given the circumstances in which 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.
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 is being provided in academic year 2020/21 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 have received 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.
Additionally Budget 2021 provides further funding to enhance SUSI grant supports for post-grads and increase support for the PATH access initiative. In July I announced a range of additional student supports including a doubling of the Student Assistance Fund, and a €15 million technology fund for devices for students.
The combined impact of these supports and initiatives highlights the strength of the Government's commitment to supporting students in meeting the costs of third level education.
139. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science the funding that has been made available to higher education institutions to complete mandated consent training for students; and if he will make a statement on the matter. [26780/21]
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 which are part of their student services remit, and come from within their overall funding allocations.
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.
140. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if colleges of further and higher education in Northern Ireland can be considered as partners in the development of technological universities; and if he will make a statement on the matter. [26958/21]
Amharc ar fhreagraUnder the statutory framework provided in the Technological Universities Act 2018, two or more Institutes of Technology may jointly seek technological university (TU) designation through a prescribed legislative process. Section 29 of the 2018 Act provides for the application jointly by two or more applicant institutes to the Minister of Further and Higher Education, Research, Innovation and Science for an order seeking designation as a TU subject to their jointly meeting specified eligibility criteria. Section 38 of the 2018 Act provides that an applicant institute and an established technological university may apply to the Minister for an order. The relevant legislative provisions do not apply to higher education institutions outside the state’s jurisdiction.
However, I am focused on examining opportunities for closer North-South collaboration in the Further Education and Higher Education areas including in the North West and North East where such opportunities arise particularly post-Brexit and as we seek to deal with and emerge from the Covid 19 pandemic.
In this context I am determined that, notwithstanding Brexit, cross-border collaboration should not only be maintained but enhanced. Both Letterkenny IT and Dundalk IT, which are, respectively, part of a TU development consortium and embarking on a trajectory to seek TU designation with the assistance of the Higher Education Authority, have close links with further education colleges and higher education institutions across the border and these Institutes received Exchequer funding under the Higher Education Landscape Fund in 2018 and 2019 to develop and deepen such cross border alliances.
