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Gnáthamharc

Thursday, 8 Jul 2021

Written Answers Nos. 278-298

Research and Development

Ceisteanna (279, 285, 295)

Bernard Durkan

Ceist:

279. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department is upgrading the research sector with a view to maximising benefits for students and ultimately the economy in the future; and if he will make a statement on the matter. [37116/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

285. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he sees research playing a major role in competitiveness in the future; the likelihood of meeting the demand in full; and if he will make a statement on the matter. [37122/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

295. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department continues to encourage research by various means with a view to meeting the highest possible level of achievement in the future; and if he will make a statement on the matter. [37132/21]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 279, 285 and 295 together.

Economic development, job creation and national prosperity are, and will be, highly dependent on a strong research, development and innovation base with a regular output of new discoveries and inventions, innovative products and services, and a pipeline of highly educated and trained people.

Ireland’s societal and economic wellbeing depends critically on the people who live and work here. The availability of top talent is and will continue to be one of Ireland’s greatest assets as we compete globally to be a world-leading knowledge-driven economy.

I and my department are determined to be the driver of a vibrant sector which produces individuals who are equipped with the skills that they need to progress in the way that they want to, and in a way that meets the needs of our evolving economy and contributes to an inclusive society. Not only will these individuals be equipped with expertise in research and innovation but I am also determined that the sector will continue to embrace and embed innovation in how it delivers and operates.

As international competition for talent, investment and innovation grows more intense as nations strive to improve their standing as knowledge-based economies, the establishment of a new department focused on talent and knowledge is an indication of the Government’s intent to position human capital and research as key enablers for our future economy and society.

It is imperative that we continue to develop a pipeline of research talent if Ireland is to realise its ambitions under the Economic Recovery Plan and the forthcoming revised National Development Plan, and my officials will be exploring this as part of the development of the next National Research and Innovation Strategy currently underway at my department.

This new strategy will aim to be transformative in meeting societal, economic and global challenges. It will identify the reforms necessary to develop an R&I system that has the right capacity and capabilities, and which is supported by coherent policies and structures for national coordination, collaboration and governance across the national R&I landscape.

My department is also embarking on the Creating our Future campaign, delivered by Science Foundation Ireland. Creating our Future is a conversation with the people of Ireland to gather their ideas on what research and innovation they believe could be undertaken to address their challenges and create a better future for all. Broader public engagement about research and innovation will ensure that Ireland can key societal and economic challenges and adapt to new industries and economic models.

Labour Market

Ceisteanna (280, 291)

Bernard Durkan

Ceist:

280. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects Irish graduates at technical and academic level to be sufficient to meet demand arising from accelerated economic growth; and if he will make a statement on the matter. [37117/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

291. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department interacts with the various professionals at academic and technical levels with a view to determining the higher level requirements in the future; the extent to which it is anticipated to meet market demands arising therefrom; and if he will make a statement on the matter. [37128/21]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 280 and 291 together.

Continuing to develop a highly skilled workforce is one of my Department’s core strategic goals and ensuring this will be key to recovery and to Ireland’s future economic and social transformation.

This is not just about young people or young learners. Having the right skills approaches in the workplace, as well as in third level institutions across the country, is what will underpin performance, productivity, profits, outcomes, human capability and, crucially, people’s sense of purpose and wellbeing.

A fundamental principle in achieving that goal is engagement with stakeholders - including enterprise and education and training providers.

The National Skills Council is one of the key partnership structures for my Department. It is made up of high level representatives from the public and private sectors, including from enterprise, from the Higher Education Authority and from Education and Training Boards Ireland. The Council aims to bring together “the various inputs to prioritisation of provision to meet skills demands… to oversee research, advise on the prioritisation of identified skills needs and on how to secure delivery of identified needs… [and to take a key] role in promoting and reporting on the delivery of responses by education and training providers to those priorities.” The Council is currently chaired by Bob Savage, Vice President, Regional Chief Information Officer for EMEA and Cork Site Leader Dell Technologies.

Recent meetings have invited speakers from private enterprise, the EU Commission and the OECD. Topics discussed recently include the impact of COVID-19 on the future world of work, remote working and regional development. Labour market intelligence and skills forecasting entities, including the Expert Group on Future Skills Needs, the Skills and Labour Market Research Unit of SOLAS and the National Training Fund Advisory Group, inform the discussions of the Council.

In addition, the network of Regional Skills Fora seek to bring people together at local and regional level, to identify, interrogate and validate skills needs, and to ensure that employers / enterprise are linked to the right places, to get responses they need. The Fora provide hugely valuable bottom-up information and insights, which feed into the work of the NSC, and the broader work to ensure that we have a skills agenda, at national level, that is evidence-informed and is serving its purpose for people across the country.

The education system needs to be agile and responsive and the needs of all sectors must be considered. It will be important to move away from the concept of “low skilled” jobs. These are the jobs that kept the country going during the pandemic, we now need to look at ways to build on the skills of the people in those sectors to ensure that they have sustainable skills for employment. It will be important to equip people with technical skills but also with the social and emotional skills to help them navigate the change.

In order to mitigate the economic and social impact of the pandemic and to make the Irish economy and society more sustainable, resilient and better prepared for the challenges and opportunities of the green and digital transitions, investing in lifelong learning and skills development for the future world of work, via opportunities that are modular, flexible and in blended formats and that can be combined to attain full qualifications are priorities for my Department.

The 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. The Plan promotes access, diversity and inclusion in apprenticeship by offering targeted supports to encourage participation from young people and under-represented groups such as women, those with disabilities and those from ethnic minority backgrounds.

Budget 2021 provided for almost €200m funding from the NTF for apprenticeship. This included the cost of the Apprenticeship Incentivisation Scheme from Jan-Jun 2021 as well as €12m towards additional measures designed to reduce the waiting lists arising from Covid-19 measures within the apprenticeship system. In addition €20M in capital expenditure has been allocated to SOLAS and the HEA to facilitate an additional 4,000 craft apprenticeship places across the system in the coming period.

Further Education and Training (FET) provides a diverse range of programmes and supports designed to meet the needs of individuals at different stages of the learning pathway. Courses focused on foundation or transversal skills development, including literacy and numeracy and digital skills, build the core capabilities that allow participants to move on to more advanced learning opportunities. A range of programmes are focused more formally on facilitating pathways to other education and training opportunities and often bridge the gap between foundational learning and accessing vocationally focused programmes. These vocational programmes focus on providing skills that enable direct progression to the workplace, while also enabling pathways into higher education. Vocational programmes typically have a strong work-based component. This is strongest in the areas of apprenticeship, where learners are employed by companies from the outset of the programme.

Skills to Advance

Launched in 2018 by SOLAS, Skills to Advance is an employee development policy framework which enables targeted support for vulnerable groups in the Irish workforce, with a particular focus on employees who have lower skills levels and who need more opportunities to in their working lives and careers, to sustain their employment and to avoid displacement or to avail of emerging job opportunities. The policy also supports small and medium-sized enterprises (SMEs) who need assistance to invest in and develop their workforce. Skills to Advance is delivered through the network of 16 Education and Training Boards located around Ireland. A total of 10,318 participants took part in the Skills to Advance in 2020. The provisional figure for individuals participating in 2021 is 9,059.

Skills to Compete

In response to the urgent need for activation, upskilling and reskilling as a result of the Covid-19 pandemic, SOLAS – in partnership with the Department of Further Education, Research, Innovation and Science (DFHERIS), Education and Training Boards Ireland (ETBI) and the 16 ETBs, and with input from the Department of Social Protection, the Department of Enterprise, Trade and Employment (DETE) and industry representatives – has developed the Skills to Compete initiative. This initiative is delivered through ETBs, including through contracted training, and works in tandem with INTREO offices, Regional Skills Fora, and Enterprise Ireland to effectively target individuals who may have been displaced from their employment as a result of Covid-19. Courses offered under the initiative are built around three key priorities: delivering the essential skills required for modern workplaces; building strong digital skills; and developing the specific vocational skills to secure opportunities in growing sectors and occupations. There have been over 11,000 enrolments on Skills to Compete programmes to date.

eCollege

SOLAS, the Further Education and Training Authority of Ireland, has significantly increased the capacity of its online service, eCollege. eCollege is now available free of charge as a support to any citizen who has been impacted by the current containment measures. eCollege provides online courses, including computer programming, data science, office productivity and web and graphic design. eCollege is online 24/7 so people can study at any time that suits them. There were a total of 33,281 eCollege enrolments in 2020 and over 13,000 learners had enrolled in eCollege as of the end of Q1 2021

Higher Education

Upskilling and reskilling provision in higher education is available through Springboard+, HCI Pillar 1 and July Stimulus Initiatives.

There is a combined total of 13,444 places on 408 courses available in the 2021/22 academic year under Springboard+ 2021 and HCI Pillar 1. This year, there is a broad range of courses, including courses in areas of new and emerging technologies such Cybersecurity, and Virtual Reality. In addition, there are programmes in areas which have come to the fore as result of Covid-19 such as Health Innovation, Logistics and Online Retail

Under the July Stimulus package, funding of €15m provided 11,597 places on 538 Modular courses in 32 higher education institutions in 2020. A further 4,119 places are being made available on these courses in 2021. All courses are shorter and more focused and offered in a flexible manner, allowing people to gain important skills without taking a considerable period away from the labour market. They represent a new route into lifelong learning, and provide upskilling and reskilling opportunities for those who need it, while ensuring that they remain close to the labour market.

Education Policy

Ceisteanna (281, 293)

Bernard Durkan

Ceist:

281. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he foresees the use of innovation as a means of perfecting the education system as well as meeting the market-based challenges in the future; and if he will make a statement on the matter. [37118/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

293. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department monitors the use of innovation as a means of advancing the preparedness of the education system to meet the challenges of the future; the way this best manifests itself; and if he will make a statement on the matter. [37130/21]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 281 and 293 together.

In the further education and training (FET) sector, the Skills to Advance initiative was developed in response to evolving skill needs and assists those facing changes in their work due to technology advances, changing work practices and market diversification. Further education and training (FET) opportunities offered through Skills to Advance incorporate digital, socio-emotional and technical skills development to enhance employee skills and support increased productivity in Irish SMEs.

As part of the Skills to Advance initiative, SOLAS created the Innovation through Collaboration Fund specifically to support collaborative partnerships by ETBs with the private sector, researchers and academics to meet the skills needs for innovation across economic sectors. Two of ten Innovation through Collaboration projects focus on specific challenges in manufacturing; delivering up-to-the-minute skills using flexible delivery methods, and recognising the existing skills and competencies of technicians while providing upskilling pathways for an increasingly digitised workplace. A new call for this fund is due to be issued in July 2021.

A capital investment programme in the FET sector is also being rolled out. Among the priorities being addressed are funding for infrastructure and equipment to support reskilling and upskilling needs.

In the Higher Education sector, the Human Capital Initiative is an innovative approach to the provision of additional capacity across the system to meet priority skills needs for enterprise. The Initiative forms a key part of the strategic response to a changing world of work and the challenges the economy will face in the period ahead. With a strong focus on innovation and agility, the programmes being supported will ensure that graduates and the education system as a whole, are in a position to respond positively to the challenges and opportunities ahead.

HCI Pillar 3 of the HCI is an innovation and agility fund that commands a total budget of €197 million over a five-year period. It will deliver 22 projects in higher education institutions. The projects include the use of virtual laboratories in higher education, a new hub to upskill the building sector on green construction, and the establishment of Creative Futures Academy to support digital and screen culture, cinema, literature and broadcasting, art, design, and fashion.

Through the projects recommended under this pillar, it is intended that innovative methods of teaching and delivery will be promoted, so that learners will benefit from improved quality and more engaging ways of learning on enterprise-focused courses. The capacity of institutions to anticipate, understand and respond to emerging skills needs of enterprise will be increased, together with the ability of institutions to provide lifelong learning and upskilling opportunities for all.

Scientific Research

Ceisteanna (282, 286, 290)

Bernard Durkan

Ceist:

282. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects the sciences to play a major part in meeting the standards required in the workplace in the future; and if he will make a statement on the matter. [37119/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

286. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the ambitions of his Department in expanding the role of the sciences in the future and in particular the ability to meet opportunities likely to arise; and if he will make a statement on the matter. [37123/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

290. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which centres of excellence are being developed at technical and academic levels in order to meet requirements in the future; and if he will make a statement on the matter. [37127/21]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 282, 286 and 290 together.

I and my Department are determined to be the driver of a vibrant sector which produces individuals who are equipped with the skills that they need to progress in the way that they wish to, and in a way that meets the needs of our evolving economy and contributes to an inclusive society.

There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands, including in the area of the sciences. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+ and the Human Capital Initiative.

My Department is also embarking on the Creating our Future campaign, delivered by Science Foundation Ireland. Creating our Future is a conversation with the people of Ireland to gather their ideas on what research and innovation they believe could be undertaken to address their challenges and create a better future for all. Broader public engagement about research and innovation will ensure that Ireland can address key societal and economic challenges and adapt to new industries and economic models.

The Department of Further and Higher Education, Research, Innovation and Science is leading the development of the new national research and innovation strategy, in consultation with key Government Departments, agencies and stakeholders from across the research and innovation community. This new Department has been established with a clear mandate to work with all stakeholders to strengthen Ireland’s research and innovation ecosystem, drive reform and collaboration, and enhance outcomes which contribute to meeting societal, economic and global challenges.

This new strategy will aim to be transformative in meeting these challenges. It will identify the reforms necessary to develop a research and innovation system that has the right capacity and capabilities, and which is supported by coherent policies and structures for national coordination, collaboration and governance across the national R&I landscape.

As was the case in the previous national research and innovation strategy, Innovation 2020, we will remain committed to maintaining and improving standards in the excellence of our research. Support for excellent research across all disciplines (including arts, humanities and the social sciences as well as science, technology, engineering and maths) is essential. This is reflected in the core values of my Department’s agencies.

The mission of the Irish Research Council is to support excellence in research talent, knowledge and engagement. Its core value is research excellence: across all disciplines, determined on the basis of independent peer review, in an open, objective, transparent and trusted manner. Science Foundation Ireland funds excellent and impactful research and talent, and shapes the future of Ireland through anticipating what's next and widening engagement and collaboration.

As testament to this drive for excellence, since 2009, Ireland has been listed among the top 20 countries in global rankings for the quality of our scientific research. As published in the most recent SFI Annual Report, based on InCites Essential Science Indicators from Clarivate Analytics, Ireland ranks 12th in global scientific ranking (for scientific paper citations), including 1st in the world in Immunology, 2nd in Agricultural sciences, 5th in Neuroscience, 5th in Material sciences, 9th in Molecular biology and genetics and 9th in Microbiology.

Question No. 283 answered with Question No. 277.

Third Level Education

Ceisteanna (284, 288, 289)

Bernard Durkan

Ceist:

284. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the expected number of fourth-level graduates in both technical and academic sectors in the future in terms of the demand and the ability to meet that demand; and if he will make a statement on the matter. [37121/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

288. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of places currently taken up by fourth-level education students throughout the country; the extent to which these numbers incorporate the academic and technical sectors; and if he will make a statement on the matter. [37125/21]

Amharc ar fhreagra

Bernard Durkan

Ceist:

289. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of fourth-level graduates expected in each of the next five years covering the technical and academic spheres; and if he will make a statement on the matter. [37126/21]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 284, 288 and 289 together.

The further and higher education sectors have a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified higher education graduates and apprentices, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands.

Postgraduate education delivered by higher education institutions is critical to Ireland’s research system and talent pipeline. 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.

Since 2014, postgraduate enrolments have increased by 23%, from just over 37,000 in 2014 to just over 45,700 in 2019. A table of postgraduate enrolments by subject area between 2014 and 2019 is as follows.

Postgraduate Enrolments

Subject Area

2014

2015

2016

2017

2018

2019

Business, Administration and Law

8009

8156

8049

8653

9235

9778

Health and Welfare

6981

7009

7276

7728

7923

8688

Education

5090

5655

5663

5260

5667

6051

Arts and humanities

3623

3473

3533

3513

3568

3864

Natural sciences, mathematics and statistics

3355

3253

3183

3369

3546

4096

Engineering, Manufacturing and Construction

3079

3094

3283

3622

3851

4148

Social sciences, journalism and information

3170

3351

3482

3804

3949

4093

Information and Communication Technologies (ICTs)

2776

2677

3127

3083

3444

3757

Services

563

589

660

600

589

649

Agriculture, forestries, fisheries and veterinary

308

285

308

265

309

331

Generic programmes and qualifications

111

152

173

229

248

312

Total

37065

37694

38737

40126

42329

45767

My Department does not currently produce specific projections for the number of higher education graduates, as a number of variables can impact graduate output in any one year. However projections of full-time enrolment at third level predict that full-time post-graduate enrolments will rise by at least a further 10% over the next decade, and work is ongoing to build capacity within the system to accommodate this increase. The number of students graduating from post-graduate courses each year has increased from 19,100 in 2014 to 24,750 in 2019, an increase of almost 30% in five years.

The new Action Plan for Apprenticeship sets out new ways of structuring, funding, and promoting apprenticeships with a target of 10,000 apprenticeship registrations per year by 2025. This compares against a 2019 registration figure of 6,177, and a 2020 registration figure of 5,326 as registrations were impacted by COVID-19.

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.

Question No. 285 answered with Question No. 279.
Question No. 286 answered with Question No. 282.

Labour Market

Ceisteanna (287)

Bernard Durkan

Ceist:

287. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he sees the demand for innovation extending in the future in the field of job opportunities; if he remains satisfied regarding the ability of the higher education system to meet the challenges in the future; and if he will make a statement on the matter. [37124/21]

Amharc ar fhreagra

Freagraí scríofa

The further and higher education sectors have a number of key strategies and policies in place at all levels to ensure that the educational opportunities being offered align with existing and future skills demands, including the requirement for innovation skills.

The identification of skills priorities to help inform and shape planning for graduate output from higher and further education, including in relation to apprenticeships, is guided by the National Skills Strategy. The Strategy provided for the establishment of the skills architecture that we have today, the National Skills Council and the nine Regional Skills Fora. Underpinning both the skills agenda and architecture are the skills forecasting and intelligence systems, made up of the contribution of a number of public bodies including, at present, the Expert Group on Future Skills Needs in the Department of Enterprise, Trade and Employment, the Skills and Labour Market Research Unit in Solas and the statistical analysis and assessment carried out by the HEA. The detailed research and analyses carried out by these bodies feed into the work of the Skills Council in defining the priorities and delivering responses in the area of skills needs.

In the Higher Education sector, the Human Capital Initiative is an innovative approach to the provision of additional capacity across the system to meet priority skills needs for enterprise. The Initiative forms a key part of the strategic response to a changing world of work and the challenges the economy will face in the period ahead. With a strong focus on innovation and agility, the programmes and projects being supported will ensure that graduates and the education system as a whole, are in a position to respond positively to the challenges and opportunities ahead.

Pillar 3 of the HCI is an innovation and agility fund that commands a total budget of €197 million over a five-year period. Projects funded under the initiative include the development of transversal skills, use of virtual laboratories in higher education, a new hub to upskill the building sector on green construction, and a project which aims to deliver enhanced entrepreneurial learning ecosystems.

Question No. 288 answered with Question No. 284.
Question No. 289 answered with Question No. 284.
Question No. 290 answered with Question No. 282.
Question No. 291 answered with Question No. 280.

Bullying in Educational Institutions

Ceisteanna (292)

Bernard Durkan

Ceist:

292. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department continues to monitor incidents of professional bullying throughout the higher education system; the extent to which action has been taken or is proposed to deal with such issues in the future; and if he will make a statement on the matter. [37129/21]

Amharc ar fhreagra

Freagraí scríofa

Our 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.

I recently wrote to our higher education institutions advising them that two surveys will be conducted in the academic year 2021-2022 in relation to bullying among staff and students. These surveys will be conducted by researchers at the DCU National Anti-Bullying Centre.

The third level student cohort remains largely overlooked at research, policy and practice level and the lack of comprehensive and current data documenting the extent of the problem presents a barrier to both understanding and addressing the issue. Research on workplace bullying in our Higher Education Institutions is also lacking and little is known on this phenomenon within the Irish context. Given the negative effects of workplace bullying in terms of physical and psychological wellbeing, student learning, organisational culture, and organisational costs, it is paramount to investigate this phenomenon and implement prevention and intervention programmes.

The aim of the surveys is to gain a deeper understanding into the experiences of bullying among and between Higher Education staff and students in Ireland, including the current prevalence, nature and effects of these issues. This will provide an evidence base to inform policy in the area.

Question No. 293 answered with Question No. 281.
Question No. 294 answered with Question No. 277.
Question No. 295 answered with Question No. 279.
Question No. 296 answered with Question No. 277.

Visa Applications

Ceisteanna (297)

Brendan Howlin

Ceist:

297. Deputy Brendan Howlin asked the Minister for Justice the reason that visas are required for Colombian nationals visiting or studying in Ireland; if the cost of such visas is greater than the cost of visas for other nationals; the reason that the proof of economic solvency for Colombian applicants is much greater than for other South American applicants; and if she will make a statement on the matter. [36981/21]

Amharc ar fhreagra

Freagraí scríofa

The criteria and requirements for visa required countries are kept under regular review in consultation with the Minister for Foreign Affairs. A wide range of factors are taken into account, including the promotion of business and trade and facilitating people who wish to come to Ireland to work or study. However, there are a number of other factors that also must be taken into consideration when any change to the visa regime is contemplated.

The Government's policy is to pursue a strategy of greater co-ordination and co-operation on visa issues with the United Kingdom (UK) in the context of the Common Travel Area (CTA) and the future expansion of the British-Irish Visa scheme. This scheme, which is agreed on a country by country basis, enables short stay visa holders to travel freely within the CTA. As part of this greater co-operation, the matter of alignment of those States whose citizens are visa required is an important consideration. The greater the extent of alignment between the two jurisdictions, the greater the opportunity to increase the numbers of tourism and business visits to the CTA.

At the present time, both Ireland and the UK require Colombian citizens to be in possession of a visa and any proposals for change will be considered in this context. This is of course kept under review and my Department has committed to a review when the current pandemic is over.

The visa fee is an non-refundable fee which covers the cost of administration to process an application. Some applicants, such as family members of Irish citizens and qualifying family members of EU/EEA/Swiss citizens, are exempt from visa fees. It is also the case that some nationalities are exempt from the requirement to pay the visa fee. In the case where a visa fee is payable, I am informed that the same fee is payable by all nationalities. The current visa fees are:

- €60: Single entry - Short stay “C” visa or long stay “D” visa

- €100: Multiple entry - Short stay 'C' visa or long stay “D” visa

Regardless of nationality, all applicants must satisfy the Visa Officer that a visa should be granted for the purpose sought. The applicant must show that they have sufficient funds to support their stay in Ireland. There is a different set of higher financial criteria which must be met to obtain a study visa but this is in no way related to the nationality of the applicant. I am informed that the proof of economic solvency for all applicants of all visa required nationals is identical.

Closed-Circuit Television Systems

Ceisteanna (298)

Michael Moynihan

Ceist:

298. Deputy Michael Moynihan asked the Minister for Justice the plans that are in place for the expansion of Garda CCTV in the Mallow Garda district; and if she will make a statement on the matter. [36783/21]

Amharc ar fhreagra

Freagraí scríofa

The rollout of community CCTV schemes across the country has benefitted many communities, helping people to feel safer in their local areas. It is a priority of mine to ensure that community groups continue to be supported in their valued contributions to their local CCTV schemes whilst ensuring sufficient, proportionate oversight of statutory data protection considerations.

Since 2017, my Department has administered a grant aid scheme supporting groups wishing to establish a community-based CCTV system in their area. Eligible groups, including community groups and local authorities nationwide, can apply for grant aid of up to 60% of the total capital cost of a proposed CCTV system, up to a maximum total of €40,000.

The scheme was extended in 2019 to cover not only new CCTV systems but also to allow funding applications for extension or upgrade of existing community CCTV systems which are incomplete or obsolete. Applicants can now also seek a once-off grant of up to €5,000 for minor maintenance costs.

The scheme is open for applications from all counties. 34 schemes have been funded to date with commitments of almost €940,000 made to these schemes across 10 counties and I can confirm that funding continues to be available for 2021. Further details are available to download from the Department of Justice website - www.justice.ie - and support and guidance is available to help interested groups through a dedicated email address, fundsadmin-comm-based-cctv@justice.ie.

The Deputy will be aware that community-based CCTV is governed by the Garda Síochána Act 2005 (Section 38(3)(c)) and the Garda Síochána (CCTV) Order 2006 (SI 289 of 2006). This legal framework sets out a number of safeguards, requiring that any proposed community CCTV scheme must:

- be approved by the local Joint Policing Committee,

- have the prior support of the relevant local authority, which must also act as data controller, and

- have the authorisation of the Garda Commissioner.

This is the legal basis for all community CCTV schemes, regardless of how they are funded. These key legal requirements have operated since 2006.

As the Deputy will be aware, the general scheme of the Garda Síochána (Digital Recordings) Bill was published on 27 April. This bill will also cover CCTV authorised in local communities by the Garda Commissioner. I intend to conduct a further review of the terms and conditions of the current scheme to bring it into line with the proposals for this new legislation, and in keeping with the commitment in the Programme for Government. Once this review is completed, appropriate guidance will issue to An Garda Síochána on the control and supervision of CCTV systems. When enacted, this legislation will replace Section 38 of the Garda Síochána Act 2005.

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