Written Answers Nos. 449-471
450. Deputy Louise O'Reilly asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the report (details supplied) which outlined the way the State is lagging in the global research race due to scares public spending on research, development and innovation over the past decade. [58498/21]
Amharc ar fhreagraDirect public expenditure on Research, Development and Innovation (RDI) has been increasing in real terms since 2016, reaching an estimated €866.8m in 2020. This represents an increase of €147.9m over four years and is the highest level of public expenditure on RDI since 2009.
While this increase in public funding is welcome, I realise that it is not sufficient. Our RDI expenditure as a proportion of our overall Government expenditure has hovered below 1% for the past several years. Ireland lags behind the EU average and in particular behind EU innovation leaders such as Denmark, the Netherlands and Finland.
Ireland’s research intensity rate target is for RDI investment to reach 2.5% of GNP. In 2020, Ireland’s RDI intensity rate (which includes both business and public RDI expenditure) was an estimated 1.63% of GNP, or 1.23% of GDP.
A key challenge to closing the gap and reaching the RDI intensity rate target is the significant rate of increase in GNP compared to the RDI investment growth rate. From 2010 to 2020, GDP has increased by an estimated 123% in current values, GNP by 103% and GNI* by 62%. Over the same period, overall investment (both public and private) in RDI increased from €2.67bn to an estimated high of €4.6bn, an increase of 72%. Government budget allocations for Research & Development (GBARD) increased by an estimated 5.1%. The growth of the economy in the last decade has outpaced both increases in total investment in RDI and increases in public expenditure on RDI.
Ireland’s future economic growth and prosperity will depend in large measure on our continued investment in research, development and innovation. This investment is targeted at developing a high productivity, knowledge-based economy and society, driving innovation in enterprise, building human capital and maximising the return on RDI investment for economic and social progress.
The findings of the annual R&D Budget Survey are important to inform evidence-based policy making and in the preparation of the forthcoming National R&I Strategy 2021-2027. The Survey also supports various Government departments and agencies to inform their policies and to contextualise their activities. This year’s R&D Budget Survey, covering 2020-2021, will be published by my Department shortly.
451. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if he can provide assurances that Youthreach staff and their employers and boards of management are not in breach of legislation in circumstances (details supplied); and if he will make a statement on the matter. [58711/21]
Amharc ar fhreagraThe concept of a Designated Liaison Person (DLP) is not provided for in the legislation, but rather is a recommendation of Tusla in Children First National Guidance for the Protection and Welfare of Children in relation to public and private organisations providing services to children. There is no requirement for the DLP to be a mandated person under the Children First Act, 2015. Therefore, the appointment of a DLP is not confined to schools or to teachers registered with the Teaching Council or indeed to mandated persons under the Act. The DLP is a resource to any staff member who has a child protection or welfare concern and is responsible for ensuring that organisational reporting procedures are followed correctly and promptly and acting as a liaison person with other agencies.
452. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science the means-testing requirements for Irish Research Council PhD scholarships; his plans to review these requirements in relation to how they apply to lone parents; and if he will make a statement on the matter. [57111/21]
Amharc ar fhreagraThe Irish Research Council (IRC) does not implement means-testing for Irish Research Council PhD scholarships. Postgraduate scholarships are allocated solely on the basis of the quality of the research proposal as determined by independent international peer review. All successful applicants who meet the terms and conditions of the scheme are awarded a stipend of €18,500 per year, up to a maximum of four years.
A stipend is a well-established feature of funded postgraduate awards globally, providing an income to the awardee in recognition of the need to devote themselves on a full-time basis to their research. The IRC has taken specific measures this year to enhance the support it provides to researchers of any career stage who are parents or carers. The IRC published a new policy in this regard effective 1 November 2021 which gives postgraduate awardees the entitlement to continuity of stipend for approved periods of leave for purposes of maternity, paternity or the adoption of a child. This policy introduces a new and important level of support for early-career researchers that become parents, including lone parents.
I have made enquiries from the Department of Social Protection in respect of this matter, as this question impinges on income support for lone parents. I understand that the Department of Social Protection encourages social welfare recipients to avail of education and training. In addition, income received from the SUSI grant is disregarded in the means test for most social welfare schemes. Any fees paid directly to the relevant educational establishment are not counted as means. I understand that disregards across all of the Department of Social Protection's schemes are kept under constant review and any changes have to be considered in a budgetary context.
453. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the next national research and innovation strategy including the key priority areas; and if he will make a statement on the matter. [58630/21]
Amharc ar fhreagraThe development of a new National Strategy for Research and Innovation (R and I) is a key commitment in the Government’s Economic Recovery Plan 2021, which sets out the “dual ambition of placing research, development and innovation at the heart of addressing Ireland’s economic and societal challenges, and building capacity and capability across the research and innovation system to move R&I up the value chain.”
My Department is leading the development of this new national strategy, in consultation with key Government Departments, agencies and stakeholders. This new Department has been established with a clear mandate to work with all stakeholders to strengthen Ireland’s R&I ecosystem, drive reform and collaboration, and enhance outcomes which contribute to meeting societal, economic and global challenges.
The Strategy is under development by the Department and consultation with relevant Government Departments and agencies is ongoing. Key priority issues that have emerged include:
- The value of R and I to the delivery of public policy objectives,
- Its continuing importance to economic development,
- The centrality of people and talent,
- The R and I environment, and
- The international perspective.
Following formal Government approval, publication is expected in early 2022.
It is the intention that the next strategy will set a vision and ambition for Ireland’s R&I system that all relevant actors will identify with and contribute to, with ambitious yet achievable national strategic goals and objectives out to 2027. Action-led Work Programmes will map out specific deliverables over shorter timescales. This will enable agility and responsiveness over the full period of the strategy and a strong focus on delivery and reform.
454. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science if the Baccalauréat Professionnel level 4 on the European Qualifications Framework is considered a comparable qualification to the Green Certificate level 5 Quality and Qualifications Ireland; and if he will make a statement on the matter. [58910/21]
Amharc ar fhreagraQuality and Qualifications Ireland (QQI), the State Agency responsible for maintaining the National Framework of Qualifications (NFQ), operates NARIC Ireland – the National Academic Recognition Information Centre. NARIC Ireland is responsible for providing advice on the recognition of foreign qualifications in Ireland and provides, where possible, comparability statements for a number of qualifications from various countries including France. These statements place foreign qualifications in the context of the Irish education and training system and the NFQ. These statements may be downloaded from the NARIC website at www.naric.ie.
NARIC Ireland’s comparability statement for the Diplôme du Baccalauréat Professionnel is available here -
www.qqi.ie/QualRec%20Comparability%20Statements/France_ID_904.pdf.
It compares this award to Irish awards at levels 4/5 on the NFQ. The Green Certificate programmes as offered by An Teagasc lead to a major award at level 5 and a specific purpose award at level 6 on the NFQ.
In addition to assisting the qualification holder, these statements can also be utilised by employers, funding agencies and education and training institutions to inform their determinations if the holder of this academic qualification is applying for a particular job, funding or course.
455. 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. [59054/21]
Amharc ar fhreagra465. 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 the benefit for Irish students and ultimately the economy in the future; and if he will make a statement on the matter. [59064/21]
Amharc ar fhreagraI propose to take Questions Nos. 455 and 465 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 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.
456. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he expects science to play an increased role in the higher education sector with particular reference to ensuring an adequate number of graduates to meet the demands of the workplace; and if he will make a statement on the matter. [59055/21]
Amharc ar fhreagraThe number of students enrolled in higher education courses in natural sciences, mathematics and statistics has increased by 14.4% since 2014, rising from 21,400 to 24,500. The annual number of graduates from these courses has increased by 22.4%, from 5,500 to 6,700. These figures are expected to increase further over the coming years.
My Department and 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. Springboard+ 2021 was launched on 14th June 2021 and there are 14 Springboard+ 2021 courses with 354 places Science and Science related areas.
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.
457. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department propose to broaden further the higher education opportunities for undergraduates here with a view to maximisation of their opportunities in the future; and if he will make a statement on the matter. [59056/21]
Amharc ar fhreagra460. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which additional provision is being made to expand third and fourth level education with particular reference to the ongoing requirements of the jobs market; and if he will make a statement on the matter. [59059/21]
Amharc ar fhreagra464. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he is satisfied that there is an adequate number of places for students wishing to pursue courses of an academic or technical nature; and if he will make a statement on the matter. [59063/21]
Amharc ar fhreagraI propose to take Questions Nos. 457, 460 and 464 together.
It's a key objective of my Department that all students and learners are provided with the opportunities to acquire and develop the skills that allow them reach their potential in a way that meets the very broad and rapidly changing needs of our labour force, the economy and society. My objective is, therefore, to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level.
Our higher education system has expanded significantly over the past number of years, from 209,300 enrolments in 2014 to 245,700 enrolments in 2020. Projections of enrolment at third level predict that full-time student enrolments will rise a further 13% over the next decade, and work is ongoing to build capacity within the system to accommodate this increase.
While fully recognising the critical role of the higher education system, we are also working to strengthen the further education and training system under a new strategy for that sector. This will help ensure that our tertiary education system as a whole equips our students with the knowledge, skills and expertise required to secure good quality, well paid and sustainable employment.
There are a number of key strategies in place at all levels to ensure that our educational provision in the tertiary sector meets the existing and future skills demands of the fast-evolving jobs market. Central shaping these strategies is the partnership approach between the Further and Higher Education system and Government, Industry, the National Skills Council, the National Training Fund Advisory Group, the Regional Skills Fora and the Apprenticeship Council.
The National Skills Council (NSC) within its remit advises on the prioritisation of identified skills needs and on how to secure delivery of these needs. Key high level trends identified at recent NSC meetings include automation and digitisation, digital literacy and transversal skills.
The recommendations of the NSC and the other bodies engaged in our skills planning system shape the policies designed to ensure a pipeline of suitably qualified graduates, and the 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 will continue to advance efforts to ensure that Ireland offers learning opportunities to all who wish to pursue then, and produces the graduates the workforce needs with the skills that our economy and society require.
458. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which his Department continuously evaluates the performance of third and fourth level education with a view to identifying the greatest possible opportunities and the minimisation of any weaknesses; and if he will make a statement on the matter. [59057/21]
Amharc ar fhreagraThe National Strategy for Higher Education to 2030 sets out the long-term vision for higher education. It recognises that a diverse range of strong, autonomous higher education institutions is essential if the overall system is to respond effectively to evolving and unpredictable economic and societal needs. It also recognises that funding and operational autonomy must be matched by a corresponding level of accountability for performance against clearly articulated expectations.
Arising from recommendations in the National Strategy, the first System Performance Framework 2014-2016 was developed. This was followed by the second System Performance Framework 2018-2020, which articulates the Minister’s key objectives for the higher education system.
The framework forms the basis for the development and agreement of performance compacts between each higher education institution (HEI) and the Higher Education Authority (HEA), via a process of strategic dialogue. HEIs are required to report annually to the HEA on their progress and performance towards targets set out in the compacts.
The most recent round of Strategic Dialogue was conducted by the HEA in June-July 2021 and feedback reports will issue to HEIs in the coming weeks. The HEA compiles and publishes a regular System Performance Report, which includes overall key system findings on higher education system performance and impact, and is submitted to the Minister. The HEA intends to compile a report covering the lifetime of the current System Performance Framework when the current cycle has concluded.
Since the publication of the National Strategy for Higher Education to 2030, the strategic policy context for the System Performance Framework has continued to evolve, including recent significant changes in the higher education landscape. The publication of the Statement of Strategy by the Department of Further and Higher Education, Research, Innovation and Science earlier this year sets out the priorities of the new department for the period 2021-2023 and includes a commitment to deliver a revised system performance framework for Higher Education, which reflects national goals and priorities.
As the Deputy is aware, there is new legislation to be published aimed at reforming and modernising governance of the Higher Education sector, via the Higher Education Authority Bill and the development of the next System Performance Framework will await the publication of that legislation.
Further details on the System Performance Framework are available at: hea.ie/funding-governance-performance/managing-performance/system-performance-framework/
459. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he remains satisfied that the second and third level education system in this country remains sufficiently open to encouraging the highest possible level of expertise, efficiency and competitiveness in the global context; and if he will make a statement on the matter. [59058/21]
Amharc ar fhreagraThe encouragement and incubation of talent and innovation is of primary concern to me and my Department. The establishment of the Department last year signals the Government's commitment in this regard.
My Department is guided by the National Strategy for Higher Education to 2030. This strategy sets the following high-level objectives:
- Ireland will have an excellent higher education system that will attract and respond to a wide range of potential students from Ireland and abroad and will be fully accessible throughout their lives and changing circumstances;
- Students will experience an education that is excellent, relevant and responsive to their personal development and growth as fully engaged citizens within society;
- Research activity in Irish higher education will continue to increase. It will be characterised by its international level quality, by a strong and broad base across all disciplines, as well as significant focus in niche areas that are aligned with and are a significant support for Irish national economic social and cultural needs;
- Institutions will be autonomous, collaborative and outward looking, effectively governed and fully accountable for both quality and efficiency outcomes. They will respond flexibly to the changing needs of the economy and of society. Higher education institutions will recruit, develop and retain high-quality staff, fully accountable for their performance to a strong and dynamic leadership;
- Higher education will accommodate a diversity of institutional missions that will be clearly articulated and defined. Together, the institutions will form a coherent and inter-related system and collectively will have the requisite critical mass for optimal quality and efficiency;
- The policy framework for higher education will make national expectations clear. The objectives and operations of the institutions and those of the funding and quality agencies will be mutually aligned, and will be underpinned by a sustainable funding model and clearly defined structures for system governance and accountability.
Significant progress has been made on furthering these objectives.
For example, three technological universities have been established to date, with two further on course to be established in 2022. 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.
461. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which the number of graduates specialising in innovation, research and the sciences is likely to increase on an annual basis in the future; and if he will make a statement on the matter. [59060/21]
Amharc ar fhreagraFrom pre-primary through to further and higher education and throughout an individual’s career, skills and knowledge need to be continuously enhanced if individuals, employers and countries are to realise their potential.
I and my Department are determined to be the drivers 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.
Postgraduate education delivered by higher education institutions is critical to Ireland’s research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research skills that can be applied in a range of environments, in academia, in public service or industry, at home or abroad.
Figures from the HEA show that first year enrolments of postgraduate researchers (that is Research Masters and PhD students) have increased by 828 from 2,765 in the 2019/20 academic year to 3,142 in the 2020/21 academic year. This means that we have exceeded the Innovation 2020 targeted increase of 500 enrolments from the 2013/14 baseline (Action 3.5).
Overall, the number of postgraduate students enrolled in our HEIs has increased by 17% in both STEM and AHSS since 2014/15. As a result, we can expect a higher number of graduates in the coming years.
It is imperative that we continue to develop a pipeline of research talent if Ireland is to realise its ambitions under the new Programme for Government and the National Development Plan, and my officials are exploring this as part of the development of the next National Research and Innovation Strategy currently underway at my department.
462. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to include innovation as a means of enhancing capability and reputation globally of Irish graduates on the global stage; the areas he plans to do this; and if he will make a statement on the matter. [59061/21]
Amharc ar fhreagraAs a small, open economy, Ireland relies on external demand and international markets for sustainable and continued growth. The market for innovation and research is also global – international cooperation in research and innovation plays an important role in the development and sustainability of a world-class innovation and research system.
The centrality of the higher education and research systems in the innovation ecosystem and the availability of high-quality talent from the tertiary education system are core to Ireland’s competitive position. The availability and quality of graduates is essential if we are to maintain our attractiveness as a location for investment and grow our reputation as a destination for a successful research career.
In this year’s European Innovation Scoreboard, in which Ireland is ranked the 11th most innovative Member State in the EU, Ireland performed well with its skilled workforce. Ireland came 5th overall and higher than the EU average in the Human Resources dimension, which measures the availability of a high-skilled and educated workforce. Within this, Ireland was 7th for New Doctorate Graduates, 3rd for Population completed tertiary education (aged 25-34) and 9th for Lifelong Learning.
Through engagement in bilateral cooperation, via research and innovation agreements, we build innovation capacity, facilitate researcher mobility, and allow for economies of scale. Our research funders in different sectors engage in international cooperation to seek to influence European and international agendas and also to assist developing countries in addressing their challenges. The manifold benefits of international engagement accrue not only to our researchers but also to our enterprise base and to our public policy makers.
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.
463. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he remains satisfied that third and fourth level education here have adequate access to research as a means of determining future qualifications and standards; and if he will make a statement on the matter. [59062/21]
Amharc ar fhreagraInternational 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.
There are 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 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.
Postgraduate education delivered by higher education institutions is critical to Ireland’s research system. In addition to contributing to knowledge, postgraduate researcher education drives participants to develop their own research and innovation skills that can be applied in a range of environments, in academia or industry, at home or abroad.
Launched in 2015, the National Framework for Doctoral Education underpins the drive for quality and consistency in the doctoral education experience across Ireland. It has four main objectives:
- Facilitate consistent excellence in the quality of postgraduate education and training, including research undertaken at Master’s and doctoral levels;
- Enable and encourage higher education institutions to work more closely in the delivery of an improved learner-experience and outcome;
- Maximise the employability of doctoral graduates across a broad range of employment sectors by ensuring that the acquisition of discipline-specific knowledge is complemented by the development of transferable skills;
- Underpin the international standing of the Irish doctoral award.
Advancement of the Framework is supported by the National Advisory Forum that is co-chaired by the HEA and QQI and whose membership includes all HEIs and research funders. The Framework sets out nine principles underpinning doctoral education in Ireland, to which the Forum members have all committed.
A priority for this Government is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. We must ensure that we have accessible upskilling options and that our education and training providers offer relevant and up-to-date courses which meet the needs of enterprises and workers.
Higher Education institutions are constantly reviewing and updating their course curriculum in collaboration with enterprise to ensure that undergraduate and taught postgraduate course content is reflecting emerging trends in the future world of work and industry.
466. 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 education at this level; and if he will make a statement on the matter. [59065/21]
Amharc ar fhreagraThere are a range of supports and measures in place for students who wish to access and participate in third level education.
For students who wish to access higher education, the main support available to students is the statutory based Student Grant Scheme. Around 75,000 students are supported annually under the fund. We are currently reviewing the grant scheme with a view to improving the scheme.
Apart from the Student Grant Scheme, students in higher education institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances.
There are specific supports for Fund for Students with Disabilities (FSD) too. Circa 14,000 students are supported annually under the fund. This fund is also available to students in Further Education and Training.
As the Deputy is aware, we have abolished the fee for Post-Leaving Courses meaning they will be free to access from September 2022.
Later this month, I will be announcing the details of the Mitigating Against Education Disadvantage Fund which is an €8 million fund to assist learners in further education access essential supports.
Inclusion is one of the core strategic goals for my Department. My ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of vulnerable learners, the most marginalised and those with special and additional needs.
467. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to higher education institutions holding in-person examinations at the end of term some in large venues to accommodate large number of students despite the growing number of Covid-19 cases; if his Department will work with public health to ensure guidelines are provided to institutions to ensure the health and well-being of staff and students are protected; and if he will make a statement on the matter. [59107/21]
Amharc ar fhreagraHigher education and research and further education and training including apprenticeship have been confirmed by Government as an essential service in the course of the pandemic. They continue, therefore, to take place on-site, consistent with the Safe Return Plan published by my Department last June. The Safe Return plan has been supplemented by recent guidance in relation to the sectoral approach for this current phase of the response.
The Plan includes within it a commitment by the sector to work with public health authorities, and my Department continues to engage with public health in order to maintain and sustain the safe return.
On Friday 19th November last I met with management, staff and student representatives and the issue of end of semester examinations was discussed.
Due to the diversity of our higher education institutions, it was agreed that a uniform or one size fits all approach would not be appropriate across the whole of higher education. The basic principle of risk assessment and the application of appropriate precautionary measures, which has enabled and supported the safe return to onsite activities, will continue to apply.
Management bodies confirmed that they are actively looking at a range of approaches to ensure that end of term examinations will be safe, and that the requirements of students who may have Covid-19 or underlying health conditions can be addressed. It was also pointed out that there are some examinations – such as those related to external accreditation - which are challenging to change to an online format at short notice.
The outcome of the meeting was that individual higher education institutions will assess the appropriate approach to examinations consistent with the outcome of their risk assessments. Timely engagement and consultation with student and staff representatives at institution also has an important role to play.
In all instances public health must remain a priority and there will be a continuing focus on the evolving and often quickly changing public health situation overall.
468. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the commitment in the Programme for Government for addressing the gap in postgraduate grants particularly in relation to part-time postgraduate grants; and if he will make a statement on the matter. [59108/21]
Amharc ar fhreagraThe principal support provided by the Department in financial terms is the Student Grant Scheme administered by SUSI. Under the terms of the Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
This year’s scheme includes enhanced supports for postgraduate students which I secured in Budget 2021. This is an initial step in meeting part of the Government’s commitments regarding SUSI grant support. I also secured an additional €20m in Budget 2021 to meet anticipated demands on the scheme as a consequence of the Covid pandemic.
Approved courses for the Student Grant Scheme are prescribed in the Student Support Regulations 2021 and in the Student Support Act 2011. The Regulations prescribe that an approved postgraduate course is a full-time course of not less than one year duration pursued in an approved institution listed in the relevant Regulations. Under the current Regulations part-time, Online/Distance learning courses do not meet this definition and are not approved courses under the Student Grant Scheme.
I am happy to give an update on the review of the Student Grant Scheme. This was a very important commitment in the Programme for Government, which will help shape decision-making on how we support students over the years to come.
As part of the review of the Student Grant Scheme, the definition of “an approved” course within the current student grant scheme eligibility requirements is being examined.
I am currently awaiting the final report of the review of the Student Grant System. I understand that the work is at an advanced stage, and is at the point of finalisation by the consultants and the Steering Committee. My expectation is that I will receive the final report before Christmas. My intention is to submit the report to Government, and then to publish it.
469. Deputy Patrick Costello asked the Minister for Justice if she will provide an update on the Programme for Government commitment to introduce a scheme for the expunging of criminal records for gay men convicted of historical offences; and if she will make a statement on the matter. [58677/21]
Amharc ar fhreagraAs the Deputy may be aware, on 24 of June 2018, to mark the 25th Anniversary of the decriminalisation of homosexuality, the then Taoiseach, Leo Varadkar, announced the Government’s plan to bring forward proposals for a scheme to enable the disregarding of criminal records in qualifying offences where the acts involved would now be lawful.
To take forward this commitment, and following consultation with relevant stakeholders, it was decided that the Department of Justice would set up a small Working Group consisting of representatives from the Department of Justice, An Garda Síochána, the Irish Human Rights and Equality Commission (IHREC), the Office of the Attorney General and three individuals from the LGBTI+ community with expertise in this area. This Working Group was formally established in June 2021.
The Working Group provides a forum for structured engagement to examine issues relating to the disregarding of the relevant criminal records in qualifying offences and is tasked with the following:
1. The feasibility of identifying appropriate records which may support a decision to disregard a record of conviction for a consensual same-sex acts prior to decriminalisation in 1993.
2. To examine issues regarding criminal records relating to consensual same-sex relationships prior to decriminalisation in 1993.
3. To consider, define and determine the offences to be included or excluded and to agree standards to meet before the criminal convictions can be disregarded for qualifying offences.
4. To examine the need for and feasibility of establishing a scheme for disregarding qualifying offences relating to consensual acts between adult males.
5. To examine the possibility of putting in place a legislative scheme similar to that in place in England and Wales or any other relevant jurisdictions to address this issue.
6. To make any other recommendations.
Three meetings of the Working Group have been held to date since the formation of the Working Group in June 2021. The most recent meeting of the Working Group was on 25 November 2021. A progress report with interim recommendations is currently being prepared for submission by mid-December 2021.
470. Deputy Ged Nash asked the Minister for Justice the arrangements that can be made to provide a temporary permission to leave and return to this country to a person (details supplied) in County Louth; and if she will make a statement on the matter. [58273/21]
Amharc ar fhreagraI can inform the Deputy that a temporary permission to remain in the State on Stamp 1 conditions will be issued to the person concerned in the coming days. Persons are required under Section 9(2) (a) of the 2004 Immigration Act to register the permission granted with their local immigration office as soon as possible. They are also advised to bring the decision letter with them when they attend to register.
Queries in relation to the status of individual immigration cases may be made directly to my Department by e-mail using the Oireachtas Mail facility (inisoireachtasmail@justice.ie) which has been specifically established for this purpose. This service enables up to date information on such cases to be obtained without the need to seek information by way of the Parliamentary Questions process. The Deputy may consider using the e-mail service except in cases where the response is, in the Deputy's view, inadequate or too long awaited.
471. Deputy Cian O'Callaghan asked the Minister for Justice further to Parliamentary Question No. 588 of 13 July 2021, the steps that have been taken to address the errors that have been occurring; and if she will make a statement on the matter. [58311/21]
Amharc ar fhreagraAs the Deputy will be aware, the Property Services Regulatory Authority (PSRA) is the statutory regulatory body tasked with responsibility for licensing and regulating property services providers and is independent in the performance of its functions. As such, I have no role in operational matters under the remit of the PSRA. The PSRA has a dedicated email address for Oireachtas Members to contact them directly with any queries at: info@psr.ie.
However, in order to be of assistance to the Deputy, I have asked the PRSA for an update on this matter and they have provided the information set out below.
The Residential Property Price Register is produced by the PSRA pursuant to section 86 of the Property Services (Regulation) Act 2011.
I am informed by the PSRA that the Register is compiled from data which is filed, for stamp duty purposes, with the Revenue Commissioners. The data is primarily filed electronically with Revenue by the person doing the conveyancing of the property on behalf of the purchaser and errors may occur when the data is being filed.
I am advised that in order to correct typographical errors or errors in prices that may appear on the Register, the owner of the property in question, should request that the person who filed the stamp duty return on their behalf, submit an amended stamp duty return, with the correct details, to the Revenue Commissioners.
