Written Answers Nos. 553-572
553. Deputy Peadar Tóibín asked the Minister for Children, Equality, Disability, Integration and Youth if he will list the direct provision centres currently operating in the State; the number of persons residing in each; and the number residing in each centre in each of the past five years in tabular form [11545/22]
Amharc ar fhreagraThank you for your query, Deputy. Please find both tables as requested.
Table 1 is a list of direct provision centres currently operating in the State - 45 direct provision centres and the National Reception Centre in Balseskin. The figures for residents are the latest available from 20 February 2022.
Table 2 you can find the number residing in each centre as of 31 December for 2017, 2018, 2019, 2020 and 2021. Some of these centres were not operational for the full five years and thus have a zero occupancy recorded where that is the case.
Table 1
|
Centre |
20/02/2022 |
|
National Reception Centre, Balseskin |
455 |
|
King Thomond |
111 |
|
Knockalisheen |
210 |
|
Clare Lodge |
36 |
|
Ashbourne Hse |
91 |
|
Davis Lane |
56 |
|
Kinsale Road |
266 |
|
Glenvera |
102 |
|
Millstreet |
209 |
|
Clonakilty Lodge |
82 |
|
Port Road Apartments |
258 |
|
The Towers |
195 |
|
Central Inn |
87 |
|
Eglinton |
158 |
|
Great Western House |
126 |
|
Dominic St Apartments |
124 |
|
Atlas House (Killarney) |
63 |
|
Atlas House (Tralee) |
90 |
|
Atlantic Lodge |
56 |
|
Johnston Marina |
74 |
|
Linden House |
61 |
|
Park Lodge |
38 |
|
Hazel |
96 |
|
Eyrepowell |
119 |
|
Hibernian |
47 |
|
Montague |
183 |
|
Carraig Accommodation Centre |
104 |
|
Hanratty's |
97 |
|
Griffin House |
67 |
|
Richmond Court |
64 |
|
The Old Convent |
230 |
|
Mosney |
656 |
|
St. Patrick's |
241 |
|
Marian Hostel |
102 |
|
Globe House |
164 |
|
Bridgewater House |
129 |
|
Riverside |
89 |
|
Atlantic House |
75 |
|
Ocean View |
89 |
|
Birchwood |
124 |
|
Viking House |
57 |
|
The Grand Hotel |
83 |
|
Temple Accommodation |
98 |
|
Athlone |
251 |
|
Rosslare Port Lodge |
75 |
|
Carroll Village |
85 |
|
Total |
6273 |
Table 2
|
Centre |
31/12/2017 |
30/12/2018 |
29/12/2019 |
27/12/2020 |
26/12/2021 |
Currently Open/Closed |
|
Balseskin |
315 |
289 |
440 |
274 |
461 |
Open |
|
King Thomond |
0 |
116 |
126 |
125 |
110 |
Open |
|
Knockalisheen |
240 |
244 |
242 |
200 |
209 |
Open |
|
Clare Lodge |
0 |
0 |
24 |
51 |
34 |
Open |
|
Ashbourne Hse |
93 |
93 |
96 |
88 |
89 |
Open |
|
Davis Lane |
0 |
54 |
57 |
55 |
56 |
Open |
|
Kinsale Road |
251 |
276 |
284 |
271 |
273 |
Open |
|
Glenvera |
110 |
122 |
123 |
96 |
91 |
Open |
|
Millstreet |
235 |
274 |
296 |
279 |
202 |
Open |
|
Clonakilty Lodge |
100 |
107 |
102 |
96 |
89 |
Open |
|
Port Road Apartments |
0 |
0 |
0 |
0 |
252 |
Open |
|
The Towers |
213 |
243 |
240 |
206 |
172 |
Open |
|
Central Inn |
0 |
0 |
0 |
72 |
90 |
Open |
|
Georgian Court |
84 |
0 |
0 |
0 |
0 |
Closed |
|
Hatch Hall |
167 |
225 |
0 |
0 |
0 |
Closed |
|
Eglinton |
186 |
198 |
194 |
142 |
143 |
Open |
|
Great Western House |
156 |
160 |
157 |
92 |
129 |
Open |
|
Dominic St Apartments |
0 |
0 |
0 |
102 |
121 |
Open |
|
Atlas House (Killarney) |
76 |
82 |
90 |
84 |
56 |
Open |
|
Atlas House (Tralee) |
96 |
97 |
98 |
92 |
84 |
Open |
|
Atlantic Lodge |
0 |
92 |
94 |
38 |
47 |
Open |
|
Johnston Marina |
82 |
83 |
79 |
74 |
72 |
Open |
|
Linden House |
25 |
55 |
60 |
72 |
58 |
Open |
|
Park Lodge |
41 |
41 |
43 |
36 |
37 |
Open |
|
Hazel |
0 |
123 |
121 |
74 |
94 |
Open |
|
Eyrepowell |
83 |
84 |
140 |
118 |
119 |
Open |
|
Hibernian |
0 |
51 |
53 |
46 |
43 |
Open |
|
Montague |
194 |
202 |
202 |
175 |
186 |
Open |
|
Carraig Accommodation Centre |
0 |
0 |
28 |
110 |
105 |
Open |
|
Hanratty's |
117 |
115 |
117 |
86 |
94 |
Open |
|
Griffin House |
0 |
0 |
0 |
65 |
67 |
Open |
|
Mount Trenchard |
83 |
82 |
75 |
0 |
0 |
Closed |
|
Richmond Court |
75 |
78 |
80 |
69 |
63 |
Open |
|
The Old Convent |
236 |
233 |
227 |
209 |
211 |
Open |
|
Mosney |
602 |
652 |
621 |
638 |
666 |
Open |
|
St. Patrick's |
160 |
170 |
256 |
225 |
238 |
Open |
|
Marian Hostel |
0 |
0 |
0 |
101 |
98 |
Open |
|
Globe House |
205 |
215 |
196 |
184 |
168 |
Open |
|
Bridgewater House |
111 |
145 |
150 |
120 |
123 |
Open |
|
Riverside |
0 |
0 |
73 |
83 |
87 |
Open |
|
Atlantic House |
82 |
82 |
82 |
79 |
73 |
Open |
|
Ocean View |
94 |
100 |
102 |
90 |
87 |
Open |
|
Birchwood |
141 |
151 |
151 |
128 |
119 |
Open |
|
Viking House |
80 |
81 |
81 |
75 |
56 |
Open |
|
The Grand Hotel |
0 |
76 |
96 |
85 |
81 |
Open |
|
Temple Accommodation |
0 |
71 |
115 |
109 |
98 |
Open |
|
Athlone |
260 |
274 |
290 |
255 |
247 |
Open |
|
Rosslare Port Lodge |
0 |
0 |
0 |
90 |
69 |
Open |
|
Watergate House |
58 |
0 |
0 |
0 |
0 |
Closed |
|
Carroll Village |
45 |
60 |
71 |
90 |
85 |
Open |
|
Lake House Bed and Breakfast |
0 |
18 |
23 |
0 |
0 |
Closed |
|
Closkeys |
0 |
4 |
11 |
0 |
0 |
Closed |
|
The Central Hotel |
0 |
0 |
34 |
116 |
91 |
Closed |
|
Portsalon House |
0 |
0 |
21 |
22 |
0 |
Closed |
|
Travel Lodge |
0 |
0 |
70 |
0 |
0 |
Closed |
|
The Ballsbridge Hotel |
0 |
0 |
100 |
0 |
0 |
Closed |
|
Maldron Hotel |
0 |
0 |
13 |
0 |
0 |
Closed |
|
Maldron Hotel |
0 |
0 |
3 |
0 |
0 |
Closed |
|
Clayton Hotel |
0 |
0 |
85 |
0 |
0 |
Closed |
|
Clayton Hotel |
0 |
0 |
81 |
0 |
0 |
Closed |
|
Leitrim Lodge |
0 |
0 |
20 |
6 |
10 |
Closed |
|
The Fiddler's Elbow |
0 |
0 |
8 |
0 |
0 |
Closed |
|
Lake View, Ballytrain |
0 |
0 |
26 |
11 |
0 |
Closed |
|
The East End Hotel |
0 |
0 |
73 |
0 |
0 |
Closed |
|
Ciuin House |
0 |
0 |
33 |
0 |
0 |
Closed |
|
Maldron Hotel |
0 |
0 |
34 |
0 |
0 |
Closed |
|
Dunkerrin Arms |
0 |
0 |
20 |
0 |
0 |
Closed |
|
Barnawee Bridge B&B |
0 |
0 |
19 |
0 |
0 |
Closed |
|
The Gallery Bed and Breakfast |
0 |
0 |
16 |
0 |
0 |
Closed |
|
Hotel Rosslare |
0 |
0 |
50 |
0 |
0 |
Closed |
|
Total |
5096 |
5918 |
6912 |
6004 |
6253 |
|
Deputy I trust this information satisfies your query.
554. Deputy Peadar Tóibín asked the Minister for Children, Equality, Disability, Integration and Youth the number of children in State care are suspected to be homeless; and the number of persons who are currently in aftercare who are suspected to be homeless. [11549/22]
Amharc ar fhreagraAs this is an operational matter the question has been referred to Tusla for direct reply to the Deputy.
555. Deputy Barry Cowen asked the Minister for Children, Equality, Disability, Integration and Youth the policy instructions or policy documents that he has brought to the attention of An Bord Pleanála since coming into office [11593/22]
Amharc ar fhreagraAs the Minister for Children, I am committed to ensuring that the findings of the Commission of Investigation into Mother and Baby Homes and certain related matters are taken into consideration in relevant decisions, including in the context of planning developments. In 2021, I made submissions to An Bord Pleanála and Cork City Council as part of the normal planning process in respect of two planning applications made on the current site associated with the former Mother and Baby Home institution in Bessborough, Cork City. The application related to a particular part of the site which is identified on a 1950s Ordnance survey map as a burial ground and which campaigners consider to be the most likely location of burials. I requested that due consideration be given to the sensitivity of these lands and the conclusions of the report by the Commission.
I am very conscious that An Bord Pleanála is Ireland’s national independent planning body and that it is ultimately up to An Bord Pleanála and, where appropriate, the local council to grant or refuse permission to develop a particular piece of land. I did not provide any policy instructions or documents to An Bord Pleanála.
558. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the number of new apprentice registrations by construction apprenticeships in bricklaying, carpentry, joinery, construction plant fitting, electrical, painting and decorating, plastering, stonecutting, stonemasonry, wood machinists and wood manufacturing in each of the years 2020 and 2021, in tabular form. [10917/22]
Amharc ar fhreagraIn 2021, a record 8,607 new apprentices were registered in the apprenticeship system. This is an increase of over 38% in comparison to 2020. 6,955 registrations were in craft apprenticeships, and largely in the construction sector. There were 1,652 registrations on the newer, post-2016 programmes. At the end of 2021, the overall apprentice population was 24,212.
Regarding the deputy’s question on new apprentice registrations by construction apprenticeships in each of the years 2020 and 2021, the attached table shows registrations for both 2020 and 2021 in each of the apprenticeships the deputy has referenced.
The Covid related lockdowns in 2020 had a large impact on craft registrations with a total of 4377 new craft apprentices registering compared to 5271 craft registrations in 2019. However craft registrations recovered strongly in 2021 with overall total of 6955 registrations. Regarding the specific apprenticeship registrations that the deputy referenced in her question, registrations rose from 3295 in 2020 to 5262 in 2021.
Details attached in tabular form, as requested .
|
Apprenticeship registrations |
2021 |
|
Brick and Stonelaying |
148 |
|
Carpentry and Joinery |
847 |
|
Painting and Decorating |
43 |
|
Plastering |
38 |
|
Plumbing |
875 |
|
Stonecutting and Stonemasonry |
9 |
|
Wood Manufacturing and Finishing |
155 |
|
Electrical |
2748 |
|
Electrical Instrumentation |
103 |
|
Electronic Security Systems |
61 |
|
Instrumentation |
12 |
|
Refrigeration and Air Conditioning |
142 |
|
Construction Plant Fitting |
81 |
|
Total |
5262 |
|
Apprenticeship registrations |
2020 |
|
Brick and Stonelaying |
56 |
|
Carpentry and Joinery |
563 |
|
Painting and Decorating |
24 |
|
Plastering |
20 |
|
Plumbing |
560 |
|
Stonecutting and Stonemasonry |
3 |
|
Wood Manufacturing and Finishing |
75 |
|
Electrical |
1740 |
|
Electrical Instrumentation |
62 |
|
Electronic Security Systems |
45 |
|
Instrumentation |
11 |
|
Refrigeration and Air Conditioning |
73 |
|
Construction Plant Fitting |
63 |
|
Total |
3295 |
559. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the engagements his Department is having with the Department of Health on its health workforce planning needs specifically in relation to children’s disability network teams; the plans he has to ensure an adequate level of third level courses are available to fill future staffing needs within children’s disability network teams; and if he will make a statement on the matter. [11004/22]
Amharc ar fhreagra560. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the number of third-level places currently available that cover the different therapy posts involved in children’s disability network teams, by qualification in tabular form; his plans to increase the third-level places available to cover the different therapy costs involved in children’s disability network teams, by qualification in tabular form; and if he will make a statement on the matter. [11005/22]
Amharc ar fhreagra561. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated number of students who will graduate in 2022 with the third-level therapy qualification needed to work within a children’s disability network team, by qualification in tabular form; and if he will make a statement on the matter. [11006/22]
Amharc ar fhreagraI propose to take Questions Nos. 559, 560 and 561 together.
The staff required by a children's disability network team (CDNT) require a wide range of expertise in a number of clinical and other areas including, but not limited to physiotherapy, psychology, occupational therapy, speech and language therapy, social work and community nursing.
Third level graduates from the relevant therapy courses (i.e. physiotherapy, occupational therapy and speech and language therapy) for 2020, the most recent year available, are shown in the table below.
|
Institution |
Degree Level |
Field |
2020 |
|
University of Limerick |
Taught Masters |
Occupational Therapy |
29 |
|
NUI Galway |
Honours Degree |
Occupational Therapy |
27 |
|
Trinity College Dublin |
Honours Degree |
Occupational Therapy |
45 |
|
University College Cork |
Honours Degree |
Occupational Therapy |
25 |
|
University College Dublin |
Taught Masters |
Physiotherapy |
22 |
|
University of Limerick |
Taught Masters |
Physiotherapy |
17 |
|
Royal College of Surgeons |
Honours Degree |
Physiotherapy |
32 |
|
Trinity College Dublin |
Honours Degree |
Physiotherapy |
77 |
|
University College Dublin |
Honours Degree |
Physiotherapy |
48 |
|
University of Limerick |
Honours Degree |
Physiotherapy |
27 |
|
University of Limerick |
Taught Masters |
Speech and Language Therapy |
22 |
|
NUI Galway |
Honours Degree |
Speech and Language Therapy |
32 |
|
Trinity College Dublin |
Honours Degree |
Speech and Language Therapy |
32 |
|
University College Cork |
Honours Degree |
Speech and Language Therapy |
33 |
The Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service, including in relation to disability services. The Department of Further and Higher Education, Research, Innovation and Science is also represented on the interdepartmental Working Group which is currently tasked with developing an Action Plan for Disability Services for the 2022-2025 period.
My Department is strongly committed to supporting the health of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce, and support a range of clinical teams in our health services. My officials are actively engaging with the Department of Health on determining the longer term skills needs of the healthcare services, and the role which the further and higher education sector can play in meeting those skills needs.
562. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the supports that are available for older persons that wish to retrain in information technology in order to return to the workplace; and if he will make a statement on the matter. [11063/22]
Amharc ar fhreagraThere are a range of options available to address digital skills needs at all levels, from basic digital literacy to high level digital skills. I would encourage people of all ages to avail of these skills. Anyone who wishes to develop their abilities can contact their local Education and Training Board to discuss what courses, and indeed additional supports, may be available to them to meet their particular needs. It is open to everyone and is free of charge. You can find the contact details for the Service are available at www.gov.ie/therightcourse.
Skills to Compete is a SOLAS reskilling and retraining initiative which provides transversal skills development to help employability. It builds the digital capabilities now required for almost every job with specific Level 4-6 courses targeting growth sectors and occupations. Within this initiative there are a wide range of ICT courses available across the 16 ETBs.
eCollege, the national further education and training online learning service, also offers a range of ICT courses. Operating on a continuous intake basis it offers flexible, fully online learning opportunities leading to certification. As an emergency response to COVID-19, eCollege was opened to public applications in March 2020, offering free online learning options.
The Right Course, my Department’s one stop shop for businesses, employees and unemployed people, outlines the range of third level options available together with information on grants, other financial supports and career guidance at www.gov.ie/therightcourse.
563. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the progress of the Munster Technological University since its inception; the level of funding provided to same in 2021; and if he will make a statement on the matter. [11065/22]
Amharc ar fhreagraMunster Technological University (MTU) was established on 1 January 2021 together with the apppointment of a first governing body and first president Professor Maggie Cusack.
In accordance with the Technological Universities Act 2018 the governing body expanded its membership in the first six months though internal staff elections, student member nominations and an external member recruitment process. It is understood that a number of key governing body committees have been established including Audit & Risk, Strategic Development, Equity, Diversity and Inclusion, Arts, Sports and Culture and Finance and that an interim Academic Council has been established.
A university executive team was established combining the existing legacy management teams. Financial, human resources and payroll systems have been merged and information sytems integration continues with all staff on single MTU domain infrastructures.
A change management programme is in place that includes the development of a university strategy and organisational structure. Academic quality and corporate policies have been aligned and a programme of development of the policy framework continues.
While Covid19 has had a significant impact during 2020/21, the creation of MTU has had a very positive reception my Department understands. It is a tribute to MTU staff, students and the wider community that the university has successfully completed its foundation year in 2021 and the university is projecting strong student number growth.
Progress on MTU has included work on a number of Capital projects. These include a new Learning Resource Centre is planned for MTU Cork Campus. This will consist of classrooms, learning resource spaces, administration space and ancillary space. In conjunction with decanted space elsewhere on campus, the new building will increase capacity of the institution by 1,000 students.
A new STEM building is planned for MTU Tralee Campus, consisting of labs, agri-machinery workshops, classroom spaces and ancillary space. This will be built on the Institute’s North Campus and represents an important step in the consolidation of the Institute on that site and will increase the capacity of the institution by some 440 students. These two projects form part of Bundle 1 of the Higher Education PPP Programme.
In addition to this, €18,750m has been approved under Project Ireland 2040 for an extensive upgrade and refurbishment of the main 1974 building on the MTU Cork campus. This funding represents a key investment for Cork City and will further boost the role played by MTU as a driver of economic development in the southern region. This programme of works will be phased to minimise disruption to students and staff.
Since 2020 MTU has received a total of €12.8 million in Exchequer funding under the Transformation Fund which supports the development and progression of TUs nationally with €4.22 million received by the university under its 2021 allocation.
We are also working with MTU to develop proposals to accommodate students living on campus.
564. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made on the equality objectives of his Department specifically in relation to women. [11075/22]
Amharc ar fhreagraInclusion is one of the six strategic goals of my Department’s Statement of Strategy. Within this goal my Department is championing equality by: providing leadership; advocating equality and respect for all; supporting inclusive learning; working with research environments; promoting female leadership in academia and research; eliminating harassment; and promoting the principle of consent.
The Senior Academic Leadership Initiative (SALI) is an important initiative aimed at advancing gender equality and the representation of women at the highest levels in our higher education institutions. I announced the results of cycle two of SALI in late November whereby seven of our institutions were successful in securing an additional 10 posts at senior academic level in higher education. This brings the total number of posts awarded under SALI to 30.
Last May, I announced €23 million in funding for a programme for post-doctoral researchers to become research leaders. The investment, which is a joint initiative between Science Foundation Ireland (SFI) and the Irish Research Council (IRC), will see some 40 early career researchers, across all disciplines, supported to develop cutting-edge projects through awards of up to €550,000 over a four-year period. The focus will be promoting women researchers in academia, in support of equality, diversity and inclusion across the higher education sector.
The STEM Education Policy Statement was published in 2017 and seeks to raise awareness and interest in STEM 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 2021, 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 Discover Programme. This programme 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 especially among young women. 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.
Tackling sexual violence and harassment in our tertiary education system is and will remain, a key policy focus for me and my Department. I really want to thank students and staff across the country who took the time to engage with two surveys in 2021 on Sexual Violence and Harassment within Higher Education Institutions and share their experiences with us. A total of 11,417 responses were analysed (7,901 students and 3,516 staff) and inform the findings.
The survey findings point to some positive developments in the higher education institutions that can be built upon in areas such as awareness raising and education. But there are also some deeply troubling findings, such as the levels of sexual harassment experienced by staff and students that responded to the survey and particularly the female students that reported that they had experienced sexual violence.
My Department is working with the Centre of Excellence for Equality, Diversity and Inclusion in the HEA, the higher education sector and the HEA Advisory Group on Ending Sexual Violence and Harassment in Higher Education Institutes (HEIs) to implement the recommendations in these reports.
Data from annual HEI progress updates to the HEA on implementation of the Framework for Consent in HEIs and the findings of the survey reports will provide an evidence base for any funding and priority areas identified in the reports’ recommendations. My intention is to develop an implementation plan to consolidate the advances that have been made in this area since the publication of the Framework for Consent in HEIs in April 2019. The HEA Advisory Group will act as the implementation oversight group, working alongside the HEA's Centre for Excellence for Equality, Diversity and Inclusion and my Department.
I am also working with Cabinet colleagues to deliver on a number of Programme for Government commitments relating to gender equality. In this regard, my Department is actively involved in a number of cross Government initiatives such as the National Strategy for Women and Girls and the National Strategy on Domestic, Sexual and Gender Based Violence.
565. Deputy Paul Donnelly asked the Minister for Further and Higher Education, Research, Innovation and Science the number of physiotherapists that graduated from respective third-level colleges in 2019, 2020 and 2021, in tabular form. [11231/22]
Amharc ar fhreagraPhysiotherapy graduate data for the three latest years available - 2018, 2019 and 2020 - is available in the table below. The data given is for courses allowing qualification as a physiotherapist, and does not include graduates from postgraduate courses undertaken by existing physiotherapists. This data is taken from the HEA's Student Records System (SRS)
|
HEI |
Course Level |
2018 |
2019 |
2020 |
|
Royal College of Surgeons |
Undergraduate |
30 |
28 |
32 |
|
Trinity College Dublin |
Undergraduate |
110 |
118 |
77 |
|
University College Dublin |
Undergraduate |
50 |
52 |
48 |
|
University of Limerick |
Undergraduate |
30 |
30 |
27 |
|
University College Dublin |
Postgraduate |
23 |
21 |
22 |
|
University of Limerick |
Postgraduate |
15 |
17 |
17 |
In Trinity College Dublin there is a higher number of graduates than can be accounted for by the intake to its physiotherapy course. This is due to a partnership between Trinity College Dublin and Nanyang Polytechnic in Singapore. Students from Nanyang Polytechnic complete three years of their degree in their home institution, and the final year in Trinity College. They are therefore counted among the graduates for that year, but do not appear in the initial intake for that course.
566. Deputy Paul Donnelly asked the Minister for Further and Higher Education, Research, Innovation and Science the number of dentists that graduated from respective third-level colleges in 2019, 2020 and 2021, in tabular form. [11232/22]
Amharc ar fhreagraThe number of dental graduates for the three most recent years available - 2018, 2019 and 2020 - are available in the table below. These figures are taken from the HEA's Student Records System (SRS).
|
Higher Education Institution |
2018 |
2019 |
2020 |
|
Trinity College Dublin |
40 |
45 |
42 |
|
University College Cork |
38 |
50 |
47 |
|
Grand Total |
78 |
95 |
89 |
It should be noted that these figures refer only to graduates from undergraduate dentistry/dental science courses, and do not include dental nurses, hygienists or technologists.
567. Deputy Barry Cowen asked the Minister for Further and Higher Education, Research, Innovation and Science the policy instructions or policy documents that he has brought to the attention of An Bord Pleanála since coming into office [11600/22]
Amharc ar fhreagraI have not brought any policy instructions or policy documents to the attention of An Bord Pleanála in my role as Minister for Further and Higher Education, Research, Innovation and Science.
568. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science if the review and update of the International Education Strategy for Ireland recognising the importance of overseas students and academics to the higher education sector as outlined in the Programme for Government has begun; when the review is expected to be completed and published; and if he will make a statement on the matter. [11754/22]
Amharc ar fhreagraThe Deputy will be aware that a commitment to a review and update of Ireland’s previous international education strategy, Irish Educated Globally Connected, was contained in the Programme for Government.
In advance of drafting a new strategy, it was decided to commission an independent review of the preceding one. Indecon Economic Consultants, based on detailed engagements with stakeholders, concluded that the strategy has been extremely effective in achieving its overall objective. The review also comprised a full cost-benefit analysis on the value of international education to Ireland’s economy, quantifying it at €2.38 billion.
The next strategy will be a high-level document setting ambitious yet achievable strategic goals and objectives to 2025. As all sectors involved in international activities were deeply impacted by the pandemic, the new strategy will play a key role in the recovery of Ireland’s international education, research and innovation sectors, and will provide a framework on which to develop and strengthen existing and new relationships.
The establishment of the Department of Further and Higher Education, Research, Innovation and Science offers the opportunity to bring the international education strategy and the research and innovation strategy together in an aligned framework. This, complemented by the Indecon Review and wider public policy developments, provide the basis for the key drivers informing the new strategy.
In February, my Department launched a consultation process to inform the next iteration of its International Education, Research and Innovation (ERI) Strategy. The Indecon review was published alongside the consultation paper.
The consultation process remains open until 23 March and I would encourage all interested parties to engage constructively in the process. I want to see build on the success of the previous strategy, developing existing and forging new links between our educational providers, business and the research community with a view to improving the experience of all stakeholders including students and their learning experience.
Work on the strategy is ongoing and consideration and analysis of the outcome of the consultation will help inform the finalised report. It is envisaged that the new Strategy document will be completed later this year with publication to follow as soon as is practicable.
569. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science the timetable for the development and implementation of a standardised system of accreditation of prior learning taking account of previous education, skills, work experience and engagement in society as outlined in the Programme for Government; and if he will make a statement on the matter. [11755/22]
Amharc ar fhreagraQuality and Qualifications Ireland (QQI) is the national Agency with responsibility for the external quality assurance of further and higher education and training in Ireland.
QQI’s role in relation to the recognition of prior learning (RPL), as set out in Section 56 of the Qualifications and Quality Assurance (Education and Training) Act 2012 as amended, is derived from the Agency’s statutory obligation to establish and publish policies and criteria for Access, Transfer and Progression (ATP) for education providers. QQI’s core statutory quality assurance guidelines require that provider policies and procedures for learner admission, progression and recognition enable:
- the fair recognition of education and training qualifications and periods of study, and
- the fair recognition of prior learning, including non-formal and informal learning.
QQI does not conduct RPL processes itself but relies upon education and training providers of relevant programmes who have the necessary expertise and experienced RPL assessors. A University, Technological University or Institute of Technology can, in line with their own ATP procedures, make awards based on the assessment of previously acquired learning. Education providers who do not have their own award making powers can ask QQI for an award for a learner who has met the required standards of that award, based on the assessment of previously acquired learning.
RPL is currently being offered by further and higher education and training providers who have the capacity and capability to do so. It is being used to support learners to achieve entry to a programme, to gain exemptions within a programme and/or gain credit towards an award or attain a full award. These providers use the tools of the National Framework of Qualifications (NFQ) and related QQI policies as key supports for the operation of RPL. The awards made as a result of RPL use the same standards as formal qualifications.
QQI’s Statement of Strategy 2022-2024 contains a commitment to conducting an evaluation of provider adherence to a national approach to access, transfer and progression and the appropriate recognition of prior learning. During the timeframe for this Strategy QQI plans to develop a discussion paper on Ireland’s approach to RPL which will comprise a review of current RPL policy and practice and encompass a series of engagements with key national and European stakeholders. The objective of this work is to develop updated guidelines for RPL for education providers.
The Deputy may be interested to note that there is currently an RPL in Higher Education Project underway which is being funded through the Human Capital Initiative Pillar 3 to the amount of €6.9 million. This project is a collaboration between the Universities, the Technological Universities and the Institutes of Technology. Its aim is to build a consistent and coherent approach to RPL within and across the entire public higher education sector. The project is running from 2020 to 2025. Further information is available at: RPL Landing Page (priorlearning.ie).
570. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made in addressing the recommendation in the report of the Advisory Group on the Provision of Support including Accommodation to Persons in the International Protection Process that applicants should have the right to access higher education on the same basis and at the same fees as Irish people once they meet the qualifying criteria. [11783/22]
Amharc ar fhreagraThe Deputy will be aware that my Department made a commitment in the White Paper to end Direct Provision that "International Protection applicants who are currently in the system and who are resident in Ireland for 3 years will be facilitated in accessing third-level education by means of their eligibility for support under the Student Support Scheme run by DFHERIS, which provides a similar level of financial support for International Protection applicants as is provided for Irish students who are eligible for support under the SUSI grant scheme."
The Student Support Scheme is a DFHERIS administrative scheme for students who are in the protection system or at the leave to remain (but not deportation order) stage and who are pursuing an approved further or higher education course. The scheme was introduced in 2015 and provides supports along similar lines to the current Student Grant Scheme (the SUSI scheme) to eligible applicants who are in the protection system and who are either:
- asylum applicants
- subsidiary protection applicants
- leave to remain applicants
Following a review in 2020 I approved positive changes to the scheme to widen access for those in the international protection system. The requirement for prospective applications to have attended three academic years in the Irish school system and to have obtained the Leaving Certificate in the State was removed. The criteria to retain the requirement to have a combined period of three years or more in the protection process or leave to remain stage was retained as this requirement is along similar lines to the statutory based SUSI scheme which requires prospective applicants to have three out of five years residency.
Subsequently in 2021 the scheme was further expanded to allow eligible applicants to undertake postgraduate courses of which officials in my Department confirmed they received 9 applications. To date 3 postgraduate students have been awarded grant support. These positive changes resulted in a fivefold increase in the number of applications and more eligible applicants to the scheme. Between 2015 and 2019 only 11 applicants were eligible for support compared to 75 in the following 2 years since the aforementioned changes to eligibility criteria were made.
A total of 40 students were awarded grant support in 2020/2021 at a cost of €253,038. A further 35 students were awarded grant support in 2021/2022 and estimated spend for this cohort is circa €220,000. This contrasts greatly with the average spend between 2015 and 2019 of circa €13,000 on the scheme.
In March 2021, myself and the Minister for Children, Equality, Disability, Integration and Youth (D/CEDI+Y) jointly announced that, international protection applicants with permission to work, will no longer be required to pay the international student fee of €3,600 to access Post Leaving Certificate (PLC) education courses.
Post Leaving Certificate (PLC) courses are full-time programmes for young people who have completed their Leaving Certificate and adults returning to education. The course lasts one to two years and leads to an award on the National Framework of Qualifications at NFQ Level 5 or NFQ level 6. The courses develop technical and practical skills for an industry recognised qualification. They also offer an alternative route to higher education.
571. Deputy Brendan Griffin asked the Minister for Justice when the next batch of applicants for An Garda Síochána will be accepted to Templemore College. [10852/22]
Amharc ar fhreagraAs the Deputy will appreciate, in accordance with the Garda Síochána Act 2005 as amended, the Garda Commissioner is responsible for the management and administration of An Garda Síochána, which includes the recruitment and training of Garda members and staff.
Budget 2022 provides for the recruitment up to 800 new Garda recruits and up to 400 Garda staff in 2022.
I am informed by the Garda authorities that it is anticipated that an intake of Garda Trainees will commence their training by quarter 2 of this year. This intake will be drawn from the panel of candidates from previous recruitment competitions.
The Deputy will also be aware that a new Garda recruitment campaign is currently underway. Successful candidates from this competition will enter the college later this year. I would encourage anyone interested in joining An Garda Síochána to have a look at the competition with a view to applying, but I would particularly urge women, members of new Irish communities and people from minority and underepresented groups to consider a career in An Garda Síochána. The recruitment competition is open until 3pm on Wednesday 16 March 2022 and full details can be found at www.publicjobs.ie.
572. Deputy Patrick Costello asked the Minister for Justice the number of applications for the female ex-prisoner Outlook Programme since it opened in July 2020; the number of admissions and refusals; the reasoning for refusals; and if she will make a statement on the matter. [10858/22]
Amharc ar fhreagraI can advise the Deputy that the vision of the Outlook Programme is to promote the rehabilitation and re-integration of women leaving prison or on Probation Service supervision who have accommodation needs and require structured community supports.
The Programme, which is run in joint partnership with the Probation Service and managed by Focus Ireland, supports women serving sentences of imprisonment or on Probation Service supervision who pose a low risk to society to gradually re-integrate into the community.
The women the programme caters for are required to be drug free and have, in general, been convicted of one-off offences.
Women prisoners who are identified as potentially suitable to live at the Outlook Programme are considered as part of regular Prisoner Sentence Management Review meetings.
Since it’s opening on 10 May 2019, 34 women have accessed the Outlook Programme, this includes 30 women who accessed the Programme directly from the Dochas Centre, as well as 4 community based referrals, made by the Probation Service. The Outlook Programme has capacity for 10 women.
