Written Answers Nos. 166-185
166. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of sitting days of the student grant appeals board in each year since 2016; and if he will make a statement on the matter. [50032/21]
Amharc ar fhreagraThere are a minimum of two Board meetings per calendar month during September to August each year. Please find attached the number of sitting days of the Student Grant Appeals Board from 2016 to date .
NUMBER OF SITTINGS OF THE SGAB FROM 2016 TO DATE
|
Year of Appeal |
No. of meetings of the SGAB |
|
2016 |
23 |
|
2017 |
28 |
|
2018 |
24 |
|
2019 |
26 |
|
2020 |
26 |
|
2021 |
20 |
The 2021 figure is up to and including meeting of 12/10/2021
167. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of annual registrations that would be required in order to maintain an apprenticeship population of 40,000; and if he will make a statement on the matter. [50033/21]
Amharc ar fhreagraThe 62 existing apprenticeships are available at levels 5-10 of the National Framework of Qualifications, with a scheduled apprenticeship duration of between 2 and 4 years. The exact number of registrations leading to a specific standing level of apprentice population will be dependant on the mix of two year and four year programmes.
Assuming equal registrations of craft (4 year) and post 2016 apprenticeships (between 2 and 4 years) approximately 13,000 new apprentice registrations per annum would be required to maintain a standing population of 40,000 apprentices.
168. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to ensure continued access to third level for all students seeking to avail of third-level education; and if he will make a statement on the matter. [50141/21]
Amharc ar fhreagraEquity of Access to Higher Education continues to be a national priority for the Government and the Department of Further and Higher Education, Research, Innovation and Science. The Programme for Government reflects the importance of supporting learners at risk of education disadvantage and learners with special education needs in higher education. The vision of National Plan for Equity of Access to Higher Education 2015-2021 is that the student body entering, participating in, and completing higher education at all levels reflects the diversity and social mix of Ireland’s population.
Work on the development of the next National Access Plan (NAP) 2022 - 2026 is currently underway. The consultation process, which closed on 18th June 2021, invited all interested parties to make their views known on this matter and other matters related to access to higher education particularly for groups who are underrepresented in the higher education population. One-to-one stakeholder meetings around the specific target groups to be supported for the period of the next NAP are currently underway. Colleagues in my Department are working closely with the HEA on the development of the new Plan with the intention of publishing the plan in the coming months.
My Department is committed to the continued the roll-out of supports for students and targeted initiatives to support delivery of the vision and targets within the National Access Plan.
Apart from the student grant and dedicated access supports it is important to note the range of additional supports which have been put in place for students as part of Budget 2021 and as part of the Government's COVID return to education packages in 2020 and 2021;
- The level of core funding available in the Student Assistance Fund for 2020 and 2021 was doubled;
- €1.9m in the form of a once-off COVID-19 contingency fund to enable HEIs deliver local COVID-19 responses to support disadvantaged students in 2020 and 2021;
- The level of funding for the 1916 Bursary Fund (also known as PATH 2) increased to €5.2 million per annum, which will provide bursaries for the most disadvantaged students within National Access Plan target groups in the country;
- An additional €20 million in funding for SUSI in 2021 to cover increased applications to the scheme;
- €6 million allocated to enhance SUSI support for postgraduates;
- €15 million scheme in 2020 to support access to laptops and digital devices
- Separate capital funding has issued to HEIs in the form of an IT equipment grant and minor works grants, these can be used to address laptop and digitial device requirements for students in 2021.
- €50 million was provided financial assistance to full time third level students in recognition of the impact of the Covid-19 pandemic on this group.
- €300,000 has been secured through the Dormant Accounts Fund for targeted supports to address the implications of COVID-19 on Traveller participation in higher education.
The objectives of the National Access Plan are supported by a range of interventions and programmes:
- Programme for Access to Higher Education (PATH) which comprises dedicated funding to support access to higher education and consists of three strands focussed on increasing the participation of under-represented groups in higher education. The PATH fund has a current investment envelope of €40.4 million over the period 2016 to 2022, across the three strands which are currently supporting access to initial teacher education, enables the award of bursaries to the most socio economically disadvantaged students and through the Higher Education Access Fund is supporting institutional capacity in developing regional and community partnership strategies for increasing access to higher education.
- Student Assistance Fund includes ring-fenced funding €1m for part-time students.
- Fund for Students with Disabilities (FSD) – over €9m in funding every year covering both higher and further education sectors. The purpose of the Fund for Students with Disabilities is to provide funding to higher and further education institutions to assist them in offering supports and services to eligible students with disabilities so that they can access, fully participate in and successfully complete their chosen course of study. Since 2018 the fund covers part-time students.
- A study commissioned by the Higher Education Authority on the challenges facing mature students in participating in higher education is nearing completion and will be considered in the context of the new National Access Plan currently under development.
- The Action Plan for Increasing Traveller Participation in Higher Education 2019-2021 was launched in 2019 and its aim is to advance Traveller participation in higher education within the context of approaches on retention and transition of Travellers across the education spectrum.
- Persons in the protection process (asylum and subsidiary protection) or leave to remain process are not eligible to access the statutory based SUSI grant scheme. However, the administratively based Student Support Scheme provides supports along similar lines to the SUSI grant scheme and is available to persons in the asylum, subsidiary protection or leave to remain process.
Fostering Inclusion is one of the three core pillars around which the Further Education and Training Strategy (FET) 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, with the aim of enabling every citizen to participate fully in society.
FET provision is largely free or heavily subsidised. The only fees are PLC fees which are a nominal €200 per student (not including those entitled to a medical card or SUSI grant). About 40% of students pay the fee. Fees are collected at the start of the academic year.
Apprentices are paid an allowance equivalent to their on-the-job wages for periods spent in education and training institutions. In addition, unemployed participants on training courses are paid a training allowance by ETBs based on their DEASP payment. In the case of training for unemployed people, these allowances are integral parts of the programmes, as (i) they facilitate the participation of individuals who would not otherwise be in a position to take up training and (ii) they ensure that only individuals who are active participants in the training are in receipt of the allowances. Your local Intreo Office can advise if you are entitled to any allowances whilst on a training course.
In addition, accommodation, meal and travel allowances are paid to learners to assist them with the cost of actual attendance on some courses.
In the context of Budget 2022 I am currently giving consideration to the scope, to commence the process of making prioritised improvements to the student grant scheme for the academic year 2022/2023. This would allow early progress in addressing key themes emerging from the Review's consultations and research and recent trends in the cost of living. I am also giving consideration to the ringfencing of some funding for supporting the implementation of the new National Access Plan when published in the coming months.
169. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which the higher level education sector is in discussion with business and enterprise with a view to matching requirements in the workplace with suitable graduates; and if he will make a statement on the matter. [50142/21]
Amharc ar fhreagraMy Department places a fundamental focus on working with the Higher, as well as Further, education sector, to ensure delivery of suitable graduates to match what business and enterprise needs and requirements in the workplace.
A core focus of the Department's Statement of Strategy is to enable individuals to access the skills required to progress in a way that meets the needs of our economy as it evolves and recovers.
Ireland has an advanced system of skills provision, across Further and Higher Education, lifelong learning and human capital development, which is agile and responsive to changes in the world of work. Central to this is a partnership approach – partnership between the Further and Higher Education system, Government and industry. Some of the mechanisms enabling this include the National Skills Council (NSC) , the Regional Skills Fora, the National Training Fund Advisory Group (NTFAG) and the Expert Group on Future Skills Needs (EGFSN).
The National Skills Council, launched in April 2017, is made up of representatives from public and private organisations, and is the high-level platform for interactive engagement between enterprise, education and training providers and government, seeking to advise on prioritisation of skills needs and challenges in an overarching way. The Council is currently chaired by Bob Savage, Vice President, Regional Chief Information Officer for EMEA and Cork Site Leader Dell Technologies.
The Regional Skills Fora, established in 2016 , 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 needed, meaning matching of need with provision is taking place on an ongoing basis and in a manner which is highly tailored. The Fora provide hugely valuable bottom-up information and insights, to ensure that we have skills policies and approaches, at national level, which are evidence-informed and serving their purpose.
The National Training Fund Advisory Group brings together stakeholders from the enterprise sector, my Department, and bodies who have a strategic and oversight role in delivery of skills provision to optimise enterprise engagement in the in the work of the Fund to upskill and reskill those in employment and preparing for employment, and support lifelong learning.
The enterprise based research of the Expert Group on Future Skills Needs helps inform the National Skills Council’s work in prioritising skills needs across the economy, and with it the allocation of resources across the education and training system. The EGFSN’s studies involve close and comprehensive consultation with the enterprise base, in order to identify both the nature and quantity of current and future skills needs across specific sectors and occupations. As part of the evidence base for policy making, the EGFSN’s work in turn helps maximise the alignment of education and training provision with enterprise skills needs.
Our skills policies continue to be developed taking into account so-called "mega-trends" in the labour market, the impact of automation and digitisation, the essential need for digital literacy and the core role of transversal skills in the labour market.
My Department will continue to collaborate closely with the Higher Education sector, business and enterprise, and indeed all key stakeholders, to evolve and improve in order to meet the changes and challenges of the future world of work, and to leverage the opportunities to shape the economy and society that individuals want and need.
170. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which male and female students continued to be attracted in equal proportions to participation in the sciences; if a corrective measure or inducement is needed; and if he will make a statement on the matter. [50143/21]
Amharc ar fhreagraThere 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 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 Modular Skills Provision.
Maintaining and developing a strong supply of STEM graduates is critical to Ireland’s growth as a world-class centre of innovation and research. Ensuring that we have good gender balance in STEM is a key part of meeting this supply. It is also a worthwhile policy goal in its own right, given all that we know about the importance of diversity in STEM, as well as our desire to ensure that everyone has the opportunity to pursue courses of study that will interest and engage them, and give them the skills to pursue a productive career.
This is an issue which requires action at all stages of the educational and career journey. Getting a good gender balance in the higher education system is an issue depends on people being engaged and interested in STEM at a much earlier stage in their education.
The STEM Education Policy Statement was published in 2017 and seeks to raise awareness and interest in STEM. The first pillar of the strategy is "Nurturing learner engagement and participation" and focuses on increasing the uptake of STEM related subjects for learners of all backgrounds, ability and gender. The strategy targets a 40% increase in the number of females taking STEM subjects for Leaving Certificate
On 18th May Minister Foley and I announced a new partnership to support education and public engagement in STEM. This partnership contributes funding to projects under the Science Foundation Ireland (SFI) Discover Programme, which aims to support effective interventions in early STEM education, help students engage with science subjects at an early age and foster interest in STEM careers.
On 30 June 2021, I co-hosted an event aimed at advancing and connecting women in science, technology, engineering and mathematical disciplines.The event, an industry event with Women in Technology & Science (WITS), brought industry and academic experts together to discuss how to support women into and during their STEM career, and to consider how to develop and advance this into the future.
The event featured four spotlight discussions:
- CONVENE: An Accelerated Skills Hub for Aspiring Female Leaders in Digital Transformation, which aims to address the ‘Glass Ceiling’ challenge - increasing the percentage of women transitioning from middle to senior management roles.
- Women Returners Digital Hub, which focused on work to develop an online centralised platform which will support women at all digital literacy levels and act as a portal for companies to access a new talent pipeline. The platform will provide free guidance and toolkits to IT returners, new IT entrants and organisations to provide accessible pathways to restart and develop their career in tech.
- A Framework to Identify High-Potential Women & Support them onto the First-Rung of the Leadership Ladder. This session heard from Engineers Ireland, UL and ESB, sharing best practice and discussing a comprehensive framework to identify and support women onto the first rung of the leadership ladder
- STEM Skills Passport For Inclusion. This spotlight discussed a potential project to meaningfully support 1000 working-class girls to progress into STEM courses and careers, with mentoring, teaching, course mapping and work experience.
The number of students studying STEM at third level has been growing, with the number of yearly graduates in the field of natural sciences, mathematics and statistics increasing by almost 1,240 between 2014 and 2020, from 5,474 to 6,713.
The number of yearly enrolments in the field of natural sciences, mathematics and statistics has increased from 22,751 in 2018 to 24,512 in 2020. Female participation accounts for over 50% of these yearly figures.
Under 2020/2021 there was a total of 24,512 enrolments in the field of natural sciences, mathematics and statistics, 13,099 were female and 11,375 were male, the other 28 were non-binary or undeclared. Please find attached tables for further information.
More widely, the promotion of gender equality in higher education is also critical. This is an area that I have prioritised, including through support for initiatives including the National Gender Equality Dashboard for Higher Education Institutions; the Athena SWAN Charter and the Senior Academic Leadership Initiative which is increasing the number of women involved in decision making roles in higher education.
My Department will continue to engage with the Department of Education on their STEM Education Policy Statement to ensure that learners are given every opportunity to engage with the sciences, and ensure that pipeline of suitably qualified science graduates is maintained.
|
2020/21 Enrolments by Broad Field of Study / Gender |
Female |
Male |
Non-binary |
Undeclared |
Total |
|
Agriculture, forestry, fisheries and veterinary |
2,104 |
1,909 |
7 |
4,020 |
|
|
Arts and humanities |
20,655 |
13,116 |
86 |
40 |
33,897 |
|
Business, administration and law |
27,723 |
26,915 |
55 |
13 |
54,706 |
|
Education |
11,849 |
4,182 |
10 |
3 |
16,044 |
|
Engineering, manufacturing and construction |
6,305 |
21,552 |
18 |
7 |
27,882 |
|
Generic programmes and qualifications |
994 |
764 |
1,758 |
||
|
Health and welfare |
32,611 |
9,839 |
11 |
10 |
42,471 |
|
Information and Communication Technologies (ICTs) |
3,037 |
11,956 |
19 |
13 |
15,025 |
|
Natural sciences, mathematics and statistics |
13,099 |
11,375 |
28 |
10 |
24,512 |
|
Services |
4,781 |
5,812 |
1 |
4 |
10,598 |
|
Social sciences, journalism and information |
9,491 |
5,230 |
21 |
8 |
14,750 |
|
Total |
132,649 |
112,650 |
256 |
108 |
245,663 |
Enrolments by field of natural sciences, mathematics and statistics
|
Year |
Female |
Male |
Other |
Total |
|
2018/2019 |
11,573 |
11,169 |
3 |
22,751 |
|
2019/2020 |
12,057 |
11,148 |
18 |
23,223 |
|
2020/2021 |
13,099 |
11,375 |
38 |
24,512 |
171. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the efforts being made to ensure the availability of an adequate supply of graduates at third and fourth level in order to attract inward investment here in the specialised areas of medical science; and if he will make a statement on the matter. [50144/21]
Amharc ar fhreagra172. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which adequate resources and expertise remain available to ensure sufficient emphasis and investment in medical science here; and if he will make a statement on the matter. [50145/21]
Amharc ar fhreagraI propose to take Questions Nos. 171 and 172 together.
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 medical science. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.
I am keenly aware of how crucial STEM education more broadly is to Ireland’s growth as a world-class centre of innovation and research. On 18th May Minister Foley and I announced a new partnership to support education and public engagement in STEM. This partnership contributes funding to projects under the Science Foundation Ireland (SFI) Discover Programme, which aims to support effective interventions in early STEM education, help students engage with science subjects at an early age and foster interest in STEM careers.
The number of students studying STEM at third level has been growing, with the number of yearly graduates in the field of natural sciences, mathematics and statistics increasing by 1,000 between 2014 and 2019, from 5,470 to 6,470. My Department will continue to engage with the Department of Education on their STEM Education Policy Statement to ensure that learners are given every opportunity to engage with the sciences, and ensure that pipeline of suitably qualified medical science graduates is maintained.
In respect of provision of specific courses, Higher Education Institutions are autonomous institutions under their relevant legislation. That means that they are academically independent and entitled to decide on their particular academic course content and provision.
173. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which his Department continues to liaise with the business sector with a view to maximise the use of innovation in manufacturing, marketing and services in Ireland in the future with particular reference to the need to achieve standards and opportunities on par with the best globally; and if he will make a statement on the matter. [50146/21]
Amharc ar fhreagraA vibrant enterprise sector is a prerequisite for a strong, advanced economy, and a strong economy in turn provides the foundation for a progressive, sustainable and inclusive society. The enterprise sector provides quality employment which is important for our standard of living and inclusivity.
The enterprise sector is hugely important in driving innovation in this country. An estimated 75% of all Research, Development and Innovation (RDI) expenditure in Ireland is by private enterprises.
Results from the 2019-2020 Business Expenditure on Research and Development survey show that almost €3.26bn was spent on RDI activities by enterprises in Ireland in 2019, an increase of 46% since 2015, the year in which Ireland’s previous research and innovation strategy Innovation 2020 began. These investments have been instrumental in Ireland’s economic recovery and growth in the past decade, and will continue to be of critical importance as we face our current and future challenges.
Productivity is the primary determinant of long-term growth. Investment in knowledge-based capital, and innovation in particular, drives productivity through new, higher value-added products and services, and more efficient business processes. The value of services in the Irish economy exceeds that of manufacturing, and consequently investment in knowledge-based capital is increasingly important for driving future economic growth. This economic reality means that Ireland must be among the top-ranked nations for innovation if it is to realise its potential.
To that end, my department officials and I have worked to continue to foster and develop existing links with the enterprise sector. Public consultation on the new R&I strategy was held in June & July earlier this year. In total, we received over 115 submissions to the online public consultation from a range of stakeholders, including business representation groups, companies, and individuals in the enterprise sector. In June, my Department hosted and I attended an online stakeholder event where a wide range of stakeholders from across Ireland’s R&I system came together to discuss the issues raised in the consultation paper and inform the strategy. My Department has also held a number of targeted meetings with key stakeholders over recent months. Maintaining links with enterprise – both indigenous and FDI– ensures we can keep up to date with domestic needs and global trends.
This year I have held several constructive meetings with industry leaders and enterprise representative groups and will continue to work with them in driving Ireland’s vision to become a Global Innovation Leader. We also closely liaise with our colleagues in the Department of Enterprise, Trade and Employment and its agencies to ensure a consistent approach in aiding the enterprise sector to increase its innovative activities.
My Department’s agency SFI has developed a suite of dynamic funding programmes which facilitate industry/academic collaboration. These funding programmes enable companies and academics to work together on specific programmes of research to address industry needs, support technology transfer and grow skills and expertise. Developing its industry facing programmes to deliver significant public/private partnership, increase collaboration, support FDI and engage SMEs in research and innovation across all sectors will continue to be a priority for the agency as it embeds within my Department.
The manufacturing sector is one in which SFI has already made significant investments which involve industry participation. One of those investments is CONFIRM, the SFI Research Centre for Smart Manufacturing. The Centre very recently opened its new, cutting edge headquarters in Limerick. This facility includes a testbed to house Ireland’s future factory demonstrators, an innovative virtual reality cave, 10 Gbps internet access, Ireland’s first private 5G digital manufacturing network and a digital manufacturing lab with 3D printing and non-contact 3D part-scanning facilities. The headquarters will be a space for industry to come together with academic researchers. It is a significant milestone – heightening Ireland’s position as a leader in smart manufacturing.
Other significant investments in the manufacturing area include IFORM, the SFI Research Centre in Advanced Manufacturing. Like CONFIRM, IFORM is a world leading SFI Research Centre with deep industry collaboration and co-investment. IFORM is delivering the next level of understanding and control for complex manufacturing processes. Ireland is already recognised as having one of the most advanced manufacturing sectors in Europe. These, along with other investments by SFI will support Ireland to become the leading digital manufacturing powerhouse globally.
Access to highly skilled graduates is a critical success factor for businesses in Ireland. SFI has established six SFI Centres for Research Training. These Centres will support advanced skills and training (PhDs) in collaboration with industry, for the new economy. The six current SFI Centres for Research Training support over 700 PhD students in ICT and Data Analytics. Future skills can be addressed through further development of this programme in other areas, including Innovation in Business Services and Advanced Manufacturing.
174. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to ensure that in future years the effect of Covid-19 will not materially affect the supply of qualified academic and technical graduates to the workplace; and if he will make a statement on the matter. [50147/21]
Amharc ar fhreagraThe challenge to deliver adequate numbers of suitably qualified academic and technical graduates to meet the demands of the country is a fundamental focus for the Department of Further and Higher Education, Research, Innovation and Science.
The higher and further education sectors responded in an agile fashion to the challenges of Covid-19 and continuity for the most part was maintained throughout the pandemic. Institutions and providers carefully balanced necessary onsite activities with prevailing public health advice.
In response to the urgent need for activation, upskilling and reskilling as a result of the COVID-19 pandemic, SOLAS – in partnership with my Department, ETBI and the sixteen ETBs, and with input from the DSP, the 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.
More than 15,000 enrolled on the Education and Training board led Skills to Compete initiative to date with funding for further places secured. The remainder of the places will be taken up over the course of 2021. The establishment of an oversight group with DSP, DFHERIS, ETBI & SOLAS representatives has strengthened planning and further definition of programmes.
The Action Plan for Apprenticeship 2021-2025 was launched on 19th April 2021, and it sets out a five year strategy to deliver on the programme for Government commitment of reaching 10,000 new apprentice registrations per year by 2025 and which will ensure we have a modern apprenticeship system that is reflective of Irish society and supports both learners and employers along the way. There are currently 62 different apprenticeships leading to qualifications at level 5-10 on the National Framework of Qualifications, with over 7,500 employers employing almost 22,500 apprentices.
175. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to specifically target the areas of key demand in the economy with particular reference to science, information and communications technology and engineering; and if he will make a statement on the matter. [50148/21]
Amharc ar fhreagraThe further and higher education sectors have a number of key strategies in place at all levels to ensure that the educational opportunities being offered specifically target the areas of key demand in the economy. 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.
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.
Two key initiatives in the higher education system which ensure that places are funded in courses in identified areas of skills need are Springboard + and the Human Capital Initiative (HCI). Springboard+ 2021 was launched on 14th June 2021. As a result of multi-annual funding of graduate conversion courses, 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 in Engineering, ICT and Science. There are 46 Springboard+ 2021 courses with 1,657 places in total in engineering. In ICT and ICT-related areas are there are 81 Springboard+ 2021 courses with 2,910 places and in Science and Science related areas, there are 14 Springboard+ 2021 courses with 354 places.
A broad range of engineering courses are provided through Springboard+, with approximately 27% of all places falling within the engineering, manufacturing and construction category, 29% in ICT and 4% in Science related disciplines.
Under HCI Pillar 1, places are available on courses in a wide range of skills areas, including artificial intelligence, smart factory technology, sustainable energy, medical device technology and cybersecurity. In 2021, year 2 of the Pillar 1 programme funding is being provided to create 1,768 conversion course places. 432 (24%) of places on Pillar 1 are in the engineering, manufacturing, and construction category, with a further 710 (40%) in ICT. 14 HCI Pillar 1 courses are in science related disciplines offering 323 places (18%).
The new Action Plan for Apprenticeship 2021-2025 which was launched on 19th April last 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. A key strength of the apprenticeship model, is that it is a demand-led approach to meeting workforce and skill requirements in our economy. Therefore the number of places is determined by employers with off the job training delivered to all registered apprentices.
There are currently 62 different apprenticeships leading to qualifications at level 5-10 on the National Framework of Qualifications, with over 7,500 employers employing almost 22,500 apprentices.
Of the 62 apprenticeship programmes, 25 are craft apprenticeships with a standardised seven phase programme of on-the-job and off-the-job training. Off-the-job training is delivered in phases 2, 4 and 6 of a craft apprenticeship.
The expansion of apprenticeship across all sectors of the economy has widened the range of impact of apprenticeship in areas of skills shortage such as Engineering, Retrofitting, Technology Skills, Engineering and FinTech. Under action 5.1 of the plan the online visibility of apprenticeship engagement and apprenticeship development processes for employers/sectors who wish to assess the potential for new apprenticeship development will be increased. Applications for new apprenticeship development are now open on an ongoing basis, allowing employers to progress the development of programmes in response to emerging skills needs on an as-needed basis in all sectors including engineering, ICT and Science.
My Department will continue working with enterprise agencies and industry groups, as well as the higher education institutions, to assess the future demand for higher education graduates and apprentices as well as our ability to meet this demand, and ensure we are prepared for the challenges ahead.
176. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of new educational programmes and qualifications in the past three years developed to reflect the demands of the workplace; and if he will make a statement on the matter. [50149/21]
Amharc ar fhreagraQuality and Qualifications Ireland approves programmes offered at a variety of schools, colleges and further and higher education and training institutions. Since 1st September 2018 it has approved 141 new programmes and revalidated 59 programmes. I understand that the universities and their associated colleges have 48 degrees on offer through the CAO this year that have been introduced since 2018. There would also be a range of new postgraduate provision in the universities in that timeframe. The further and higher education sectors are responsive to changes in the world of work and there are a range of specific programmes supporting this collaboration.
The Action Plan for Apprenticeship seeks to deliver on a target of 10,000 apprenticeship registrations per annum by 2025. 37 new programmes have been introduced since 2016, 17 programmes are in development and a number of other potential apprenticeships are at an exploratory stage.
Within the Higher Education Sector, Springboard+ and the Human Capital Initiative provide specific targeted provision aimed at skills needs. A key objective of Springboard+ is to enhance collaboration between enterprise and higher education to design and deliver relevant courses that support job creation and expansion in line with the Government’s Future Jobs Ireland, National Skills Strategy, and National Development Plan. Courses proposed for inclusion in Springboard+ can be in all skills categories where strong and clear evidence of a regional or national need is articulated with evidenced enterprise support. Providers are advised to consider the key areas of digital skills, transversal skills, management and leadership skills and the workplace of the future.
The Human Capital Initiative has a strong focus on innovation and agility, to enable us to future proof our graduates, and ensure that our graduates and the higher education system as a whole are in a position to respond to the constantly evolving skills needs of the economy. HCI Pillar 1 offers full-time conversion programmes to candidates (who hold a level 8 qualification or equivalent) to upskill for future job prosperity in areas such as; ICT, Engineering, Data Analytics and Technology. For the 2020/21 academic year there are 13,444 places in 408 courses under Springboard+ 2021 and HCI Pillar 1.
Within the further education sector, SOLAS works with Education and Training Boards, Regional Skills Fora and local enterprises across Ireland to develop FET programmes that are responsive to the rapidly evolving skills, social and economic landscape unique to each region. This work is supported by the SOLAS Skills and Labour Market Research Unit, the National Skills Council) and the National Training Fund Advisory Group.
177. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if he and his Department have identified specific issues likely to contribute to further improvement and achievement in the further and higher educational sectors with a view to establishing a reputation equal to the best globally; and if he will make a statement on the matter. [50150/21]
Amharc ar fhreagraThe establishment of the Department of Further and Higher Education, Research, Innovation and Science recognises the importance of the further and higher education sectors as an engine for economic growth and an instrument to promote diversity and enhance social cohesion. My Department’s Statement of Strategy, published in March 2021 centres around strategic goals of developing talent and skills, innovation, inclusion, and positioning Ireland globally as a leading knowledge economy.
The Statement of Strategy sets out the Department’s ambitions across a range of issues including:
- improving the transition to further and higher education for school leavers
- implementing a new 10-year strategy to improve literacy, numeracy and digital skills to ensure nobody is left behind
- reforming skills training and investing in upskilling and reskilling opportunities in areas of economic growth including in the area of green and digital skills
- overhauling the Apprenticeship system and developing a new plan to increase apprenticeships to 10,000 every year
- putting in place a sustainable approach to higher education funding
- introducing new legislation to reform higher education governance
- undertaking a national engagement on research and science and develop a renewed national strategy to succeed Innovation 2020
- implementing a new Access Plan for higher education and reviewing the Student Grant Scheme
- growing our international reach and position Ireland as a leader in higher education and research
- supporting the establishment of Technological Universities across the country to improve access to higher education and to act as anchors for regional and national innovation and growth and
- advancing North South co-operation in higher education and research.
Significant progress has been made on a range of these goals with the establishment of three technological universities to date, and two further applications currently under consideration; the publication of the Apprenticeship Action Plan and the publication of the Adult Literacy for Life Strategy. The development of the next National Access Plan (NAP) 2022 - 2026 is currently underway while the review of the Student Grant Scheme is at an advanced stage.
A report on the future sustainability of further and higher education will be considered by Government in the near future.
Together these actions will support the development of our further and higher education and research systems to support people in reaching their full potential and to create value, prosperity, resilience and a cohesive, sustainable and vibrant society.
178. Deputy Carol Nolan asked the Minister for Justice the actions her Department is taking to combat the trafficking of human beings into Ireland; if her Department has identified significant obstacles to the successful prosecution of those charged with such offences; and if she will make a statement on the matter. [49940/21]
Amharc ar fhreagraHuman trafficking is a heinous crime based on deception and exploitation of vulnerable people. Combatting it is, and will continue to be, a priority for this Government. Over the past year we have introduced significant measures to combat trafficking, to create a more victim-centred approach to identifying and supporting victims, and to raise awareness and provide training, such as:
The approval by Government last May to revise the National Referral Mechanism framework to make it easier for victims of trafficking to come forward, to be identified and to access advice, accommodation and support;
The drafting of a new National Action Plan on Human Trafficking;
The development of training, through NGOs, targeting front line staff in industries such as hospitality, airline and shipping who may come into contact with trafficked persons;
The improvements being made to the Criminal Justice System to support victims through the implementation of Supporting a Victim's Journey;
The launch of a new awareness raising campaign this month in partnership with the International Organisation for Migration (IOM) to build on the success of previous campaigns:
An increase in funding for supporting victims of crime generally and increased funding dedicated specifically to supporting victims of trafficking.
In addition to highlighting the ongoing work underway to combat human trafficking and support those who are victims of it, it is also important to note the significance of the recent sentences for human trafficking handed down by the Courts and to acknowledge the dedication of An Garda Síochána in investigating and tackling this hideous crime.
Human trafficking cases are complex and it can be challenging to secure convictions, for a range of reasons including difficulties in securing sufficient evidence to prove beyond a reasonable doubt the existence of coercion or deception of the victim.
The majority of victims of human trafficking are vulnerable and traumatised by their experience. Estimating the prevalence of human trafficking is difficult due to the clandestine nature of the crime, its overlap with other illegal activities and there can be a reluctance on the part of victims to report the crime, often due to the trauma they have suffered. In some instances, victims may also be concerned about potential repercussions that reporting human trafficking might have for their extended family.
As the Deputy may be aware, the changes we propose making to the National Referral Mechanism acknowledge that, in addition to An Garda Síochána, other state bodies and NGOs have a role in identifying victims of human trafficking and linking them in with the various supports and services available.
An Garda Síochána is excellent in its role as our competent authority for identifying victims but we know some victims, because of interactions they may have had with law enforcement officials in other countries, have a perception that police cannot be trusted. We want to be sure that every victim of trafficking who ends up in Ireland is identified and helped. That’s why we are proposing to provide a role for other State and non-state organisations in the identification of victims of trafficking.
An Garda Síochána has committed significant resources to the investigation and prosecution of human trafficking in Ireland. A specialised Garda Unit, the Human Trafficking Investigation and Co-ordination Unit (HTICU), has been in place since 2009 to conduct investigations into human trafficking. It also provides advice, support and where necessary, operational assistance to investigations at district level. An Garda Síochána is also active in relation to trafficking gangs through work targeting organised crime - targeting their finances, their use of the internet and by working closely with other jurisdictions.
A High Level Group established in November 2019, which includes An Garda Síochána, my Department and the Office of the DPP, meets regularly and keeps the legislative and operational framework for investigation and prosecution of trafficking under review.
As the Deputy is aware, the decision about whether or not to prosecute a person, and for what crime, is entirely a matter for the Director of Public Prosecutions and I, as Minister, have no role in such matters.
179. Deputy Carol Nolan asked the Minister for Justice the funding provided to the National Protective Services Bureau within An Garda Síochána; the number of staff currently assigned; and if she will make a statement on the matter. [49941/21]
Amharc ar fhreagraAs the Deputy will be aware, the Garda Commissioner is responsible for the management and administration of the Garda organisation under the Garda Síochána Act 2005. This includes decisions on the deployment of members of An Garda Síochána throughout the State. Furthermore, under the Section 43(1) of the Garda Síochána Act 2005, the Garda Commissioner is the Accounting Officer of An Garda Síochána and is responsible the administration of the Garda budget. As Minister, I have no role in these independent functions.
I am assured, however, that Garda management keeps this distribution of resources under continual review in the context of policing priorities and crime trends, to ensure their optimum use. I am further advised that it is a matter for the Divisional Chief Superintendent to determine the optimum distribution of duties among the personnel available to him or her, having regard to the profile of each area within the Division and its specific needs.
Government investment into An Garda Síochána has reached unprecedented levels with Budget 2022 providing for €2.062 billion, with an extra €1 million provided to improve An Garda Síochána’s Divisional Protective Services Units. As the Deputy may be aware, each Garda Division now also has a dedicated Divisional Protective Services Unit (DPSU) in place. DPSUs provide a best practice service in relation to all domestic abuse incidents and interventions and are responsible for the quality and conduct of their investigations, including the regular updating of victims.
I am advised by the Garda authorities that the table below shows the total expenditure for the National Protective Services Bureau in 2020, and as of 30 September 2021.
|
2020 |
2021 (Jan-Sept) |
|
€6.7m |
€5.4m |
The Garda authorities advise that the personnel strength of An Garda Síochána in the National Protective Services Bureau as of 30 September 2021 is outlined in the table below:
Protective Services Bureau 30/09/2021
|
Rank |
CS |
SU |
INS |
SG |
GD |
Total |
|
No of personnel |
1 |
3 |
1 |
13 |
54 |
72 |
The Garda authorities advise that the number of Garda Staff attached to the National Protective Services Bureau as of 8 October 2021 is outlined in the table below:
Protective Services Bureau 30/09/2021
|
Grade |
HEO |
EO |
CO |
TCO |
|
Staff numbers |
2 |
11 |
22 |
2 |
|
WTE’s* |
10.9 |
21.6 |
*Whole Time Equivalent (WTE) numbers are provided to indicate that Garda staff work on a number of different work-sharing patterns of varying hours. The WTE number reflects the number of whole time staff required to work the number of hours provided by the staff actually employed.
180. Deputy Carol Nolan asked the Minister for Justice if her attention has been drawn to reports from the Irish Human Rights and Equality Commission that an emerging trend in human trafficking into Ireland involves the trafficking of pregnant women for the purposes of illegal adoption; and if she will make a statement on the matter. [49942/21]
Amharc ar fhreagraAs the Deputy may be aware, the Irish Human Rights and Equality Commission (IHREC) is the National Rapporteur on the Trafficking of Human Beings, as provided for in Article 19 of the EU Directive on preventing and combatting trafficking in human beings and protecting its victims.
The role of the National Rapporteur includes the identification of potential trends and risks in the trafficking of human beings.
I understand that the potential risk of trafficking into Ireland for purposes of forced adoption is one possible emerging risk that is referenced in the forthcoming submission by IHREC to the Council of Europe Group of Experts on Action against Trafficking in Human Beings in advance of the Third Evaluation Round of Ireland. This submission will be published by IHREC on 18 October 2021 and any possible emerging risks identified therein will be assessed and appropriate action taken.
181. Deputy Carol Nolan asked the Minister for Justice the details of the collaboration that exists between her Department and a group (details supplied) with respect to combatting human trafficking; and if she will make a statement on the matter. [49943/21]
Amharc ar fhreagraI understand that the Santa Martha Group, established in 2014, is a global partnership between the Roman Catholic Church and International Police forces, including An Garda Síochána, dedicated to eradicating human trafficking and modern day slavery. In Ireland, the Santa Martha Executive Working Group tasked the Mary Immaculate College, University of Limerick to submit a report titled, ‘Human Trafficking and Exploitation Project on the Island of Ireland’.
Mary Immaculate College collaborated with An Garda Síochána, the Police Service of Northern Ireland, the Department of Justice in Northern Ireland and my Department in connection with the report. An Garda Síochána provided official figures on human trafficking in this jurisdiction. These figures were also provided to the Department of Justice for the annual Trafficking in Persons (TiPs) report compiled by the United States State Department.
Members of the Human Trafficking Investigation and Co-ordination Unit within the Garda National Protective Services Bureau also made available their expertise to the researchers throughout the lifespan of the project.
182. Deputy Robert Troy asked the Minister for Justice if a person born in the UK has the right to claim Irish citizenship as a result of marrying an Irish-born citizen. [49966/21]
Amharc ar fhreagraThe granting of Irish citizenship through naturalisation is governed by the provisions of the Irish Nationality and Citizenship Act 1956, as amended. All applications for a certificate of naturalisation are processed and assessed individually in accordance with the provisions of the Act. A determination on whether an applicant satisfies the statutory criteria can only be made after an application is received.
There are no provisions for the spouse or partner of an Irish citizen to acquire Irish citizenship solely by virtue of a marriage or civil partnership. The legal provision that provided for post nuptial citizenship was repealed with effect from 30 November 2005.
Section 15A of the 1956 Act sets out the conditions that apply where the application is based on being the spouse or civil partner of an Irish citizen. The requirements are, that the couple are married or civil partners to each other for a period of at least three years and are living together, and that immediately before the date of application, they have a period of one year’s continuous residence in the island of Ireland and, during the preceding four years, have a further period amounting to two years (i.e. three years in total).
Section 15A(2) further provides that the Minister in their absolute discretion may waive some of the conditions in relation to an application from a spouse or civil partner of an Irish citizen if they are satisfied that the applicant would suffer serious consequences in respect of his or her bodily integrity or liberty if not granted Irish citizenship.
It is open to any individual to lodge an application for citizenship if and when they are in a position to meet the statutory conditions as prescribed in the 1956 Act. The granting of Irish citizenship may also have implications for any citizenship already held by the applicant. Therefore, appropriate research is advised with the authorities in the applicant’s originating jurisdiction prior to making an application.
Detailed information on Irish citizenship and naturalisation, along with the relevant application forms and guidance notes, is available on the Irish Immigration website at: www.irishimmigration.ie/how-to-become-a-citizen/.
183. Deputy Ivana Bacik asked the Minister for Justice the average waiting time for refugee travel documents issued to date in 2021. [50038/21]
Amharc ar fhreagra184. Deputy Ivana Bacik asked the Minister for Justice the average waiting time for temporary travel documents issued to date in 2021. [50039/21]
Amharc ar fhreagraI propose to take Questions Nos. 183 and 184 together.
While the processing of all travel document applications has now resumed, the Travel Document Unit of my Department has unfortunately been impacted by the restrictions that were imposed by the Covid-19 pandemic. As a result, regrettably, the processing time for both Convention Travel Documents for refugees and temporary travel documents is currently 27 weeks, upon receipt of a fully completed application.
As the Deputy may be aware, a travel document also needs to be printed in the Passport Office of the Department of Foreign Affairs. This can take up to two weeks once the application is finally approved and sent for printing. My Department is working closely with the Passport Office to reduce this backlog now that they have resumed printing all documents.
The Travel Document Unit of my Department reviews all travel document applications and submissions to ensure the application is fully completed, accurate and signed by An Garda Síochána. Checks are also undertaken to ensure that the applicant has supplied all of the requested documents, including the Permission letter, passport photographs, fee, and, if applicable, expired travel document or passport. Through this process, my Department assesses if the applicant, in relevant cases, is eligible for a travel document or if they can obtain a national passport.
185. Deputy Ivana Bacik asked the Minister for Justice the number of gardaí that will enter training in 2022. [50043/21]
Amharc ar fhreagraAs the Deputy will be aware, the Garda Commissioner is responsible, under Section 26 of the Garda Síochána Act 2005 (as amended) for the management and administration of Garda business, including the recruitment and training of Garda members and staff. As Minister I play no role in this independent function.
Budget 2022 commits to the recruitment of an additional 800 Gardaí next year and to the recruitment of an additional 400 Garda staff.
Garda numbers have increased substantially in recent years, from 12,943 Garda members and 1,999 Garda staff in 2016 to almost 14,400 Garda members and 3,159 staff at the end of August this year. That is an 8% increase in Gardaí and a 58% increase in Garda staff in recent years.
The 800 extra Gardaí in Budget 2022 also means that, by the end of 2022, there will be an estimated 14,600 fully attested members of An Garda Síochána and 600 in training - putting us on course to meet and beat our target of 15,000 sworn members of Garda Síochána.
Budget 2020 will bring the total number of Garda staff to 3,800, the highest ever number – ensuring that more Gardaí can focus on core policing duties rather than administration.
Since 2017, 820 Gardaí have been freed up for core policing duties because of the recruitment of staff in An Garda Síochána.
An Garda Síochána have advised that a recruitment plan for 2022 is currently being developed to reflect planned recruitment for Garda Members and Garda Staff roles. It is currently planned to launch a Garda Trainee competition in Q4 2021.
