Written Answers Nos. 421-440
421. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of commissions of investigation under the remit of his Department currently ongoing in the State; the cost of each commission to date; and the projected costs of each in tabular form. [12559/22]
Amharc ar fhreagraIn response to the Deputies query I can confirm there are no ongoing commissions of investigations under the remit of my Department.
422. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of protected disclosures received by his Department in each of the years 2019 to 2021 and to date in 2022, in tabular form; if an external contractor has been engaged regarding a protected disclosure over that time period; if so, the cost of same; and the number of protected disclosures that were rejected, accepted and that remain under review for the time period in question. [13053/22]
Amharc ar fhreagraThe Department of Further and Higher Education, Research, Innovation and Science did not come into existence until August 2020 and as such any disclosures made up until that time would have been made to the then Minister for Education and Skills. The table below gives a breakdown by year since 2019 of the number of applications made under Section 8 of the Protected Disclosures Act, 2014, the number that were rejected, accepted and that remain under review/ongoing for the time period in question.
There have been a total of 11 applications for protected disclosures made for the period 2019-2021. To date, 0 applications for protected disclosures have been received in 2022. The total figure relates to protected disclosures that were made under Section 8 of the Protected Disclosures Act 2014 by workers in the further and higher education sectors. There were no applications in which an external contractor was engaged regarding a protected disclosure over that time.
|
Year |
Applications Received |
Protected Disclosures Rejected |
Protected Disclosures Accepted |
Protected Disclosures that remain under review/ongoing |
Number of Protected Disclosures where an external contractor has been engaged |
|
2019 |
6 |
2 |
4 |
3 |
0 |
|
2020 |
1 |
1 |
0 |
0 |
0 |
|
2021 |
4 |
2 |
2 |
2 |
0 |
|
To date in 2022 |
0 |
0 |
0 |
0 |
0 |
|
Total |
11 |
5 |
6 |
5 |
0 |
423. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which extra provision is being made to extend and expand third and fourth-level education with particular reference to the ongoing requirements of the jobs market and the need to respond in the short-term; and if he will make a statement on the matter. [13088/22]
Amharc ar fhreagra424. 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 further broaden 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. [13098/22]
Amharc ar fhreagraI propose to take Questions Nos. 423 and 424 together.
High-quality graduate output is critical to meeting the needs of the economy, and the number of students enrolled in all areas of higher education has steadily increased over the past number of years. Since 2014, yearly graduates from HEA-funded higher education institutions have increased by 22%, from 66,500 in 2014 to 81,400 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.
My officials are working with the Higher Education Authority and with the higher education sector to examine where additional undergraduate places can and should be provided in the higher education system for the next academic year. Any additional places created this year will be targeted at areas of acute skills need as identified through our national skills architecture. The introduction of additional places should also be sustainable and aligned with medium term planning. There are challenges in expanding the facilities, lecturing expertise and clinical and other placements associated with particular courses and, to the extent that these can be overcome, sustainable approaches are required.
While increasing places in higher education in a targeted way is an important policy response, it is only one part of the answer. It is just as important to ensure that all learners have access to the right courses for them, across the spectrum of provision. This year, Leaving Certificate students can find information about their further education and apprenticeship options, as well as their higher education options, at cao.ie/options. I encourage any Leaving Certificate students who are feeling worried or uncertain about their future educational journey to consider all the options available to them.
The mainstream supply of graduates is supplemented with more targeted initiatives designed to meet specific skills needs. The two key national targeted initiatives in the higher education system are Springboard+ and the Human Capital Initiative. There is a combined total of 13,444 places on 408 courses available in the 2021/22 academic year under these initiatives.
425. 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. [13099/22]
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 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. Some of the courses funded under Springboard+ in 2021/22 were in areas such as biopharmaceutical manufacturing and processing, medical technologies and biomedical engineering.
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 1,500 between 2015 and 2020, from 5,220 to 6,710. 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.
426. 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. [13091/22]
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.
My Department has taken a range of intitatives to ensure there is increased access to all third level. This includes: - Abolishing the €200 fee for PLC courses; - Changes to reckobable income limits and grants rates under the Student Grant Scheme for the first time in a decade; - Increasing the visibility of further education and training options to school leavers; - Increasing the Student Assistance Fund to help students who may be experiencing hardship; - The development of a new National Access Plan removing specific barriers to people accessing third level which is at advanced stageof preparation; - strategic initiatives to support students with disabilities; - Ringfenced funding to increase participation in third level for the Travelling Community; - And enhancements for students in the international protection process under the student support scheme. My Department will continue to keep existing provision and initiatives under review. We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training. Thus ensuring that we grow prosperity across communities and build social cohesion, while also recognising the different needs of learners and enabling each and every one of them to develop to their full potential.
427. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the plans he has put in place to specifically target the areas of key demand in the economy with particular reference to science, ICT and engineering; and if he will make a statement on the matter. [13092/22]
Amharc ar fhreagraThe challenge to deliver suitably qualified graduates to meet the demands of the economy is a fundamental focus for my Department across the entire skills system, including tertiary - composed of further and higher education - and also through the research ecosystem at fourth level.
Ireland has an advanced system of skills provision, across further and higher education and lifelong learning, which is agile and responsive to changes in the world of work. It is, of course, also critical that graduates acquire technical and transversal skills, and that our talent pipeline meets these dual and complementary needs.
The development of skills policy and responses to skills needs is evidence based and informed by the work of the Skills and Labour Market Research Unit (SOLAS) and the Expert Group on Future Skills Needs in relation to the supply of and demand for occupational skills.
We know that in a dynamic economy and labour market there will be skills gaps. The imperative is to ensure that our skills forecasting and delivery system is proactive in assessing and responding to the existing and emerging skills needs in our economy and society. My Department’s skills policies continue to be developed taking account of ‘mega-trends’ impacting on labour demand including digitalisation, automation and climate change.
Looking forward, I launched the OECD Skills Strategy Project in November 2021. Our work with the OECD includes a comprehensive examination of the National Skills Strategy and approach - in order to ensure that we have a solid foundation on which to build Ireland’s competitiveness and support economic and social sustainability into the future. The project is rooted in partnership - extensive consultations are underway with key partners in the skills ecosystem at both national and regional level, and including via Extraordinary Meetings of the National Skills Council, taking place on 7th and 8th March.
Further Education and Training (FET) is primarily delivered or contracted by the 16 Education and Training Boards (ETBs) under the funding and strategic direction of SOLAS, the Further Education and Training Authority. FET provision includes both labour market focused programmes and programmes with a strong social inclusion dimension at levels 1-6 on the National Framework of Qualifications (NFQ). FET aims to deliver quality programmes, well aligned with learner needs and labour market requirements, to deliver the best possible employment, progression and personal development results for learners.
The Skills to Advance initiative, which was launched by SOLAS in 2018 and is delivered through the ETBs, is also a key part of the strategic response to the changing world of work. It aims to equip employees with the skills to progress in their current job, or to take advantage of new job opportunities. Targeting support for vulnerable groups in the workforce, it also supports SMEs who need assistance to invest in and develop their workforces.
The SOLAS Skills to Compete initiative prioritises the reskilling and retraining of those unable to return to their previous employment following the pandemic. Skills to Compete focuses on transversal skills development to help employability, building the digital capabilities now required for almost every job, and specific Level 4-6 courses targeting growth sectors and occupation, including ICT programming; software development and web developers.
Skillnet Ireland is enterprise-led and supports the promotion and facilitation of workforce learning to sustain Ireland’s economic growth and national competitiveness. Every learning network funded by Skillnet Ireland is a cluster of companies from the same sector or geographical location. The Skillnet Ireland model facilitates companies to actively participate in determining their own training needs and how, when and where training will be facilitated. There are also a number of specific networks in the STEM area through Skillnet Ireland, including the Technology Ireland Digital Skillnet.
The Adult Literacy for Life (ALL) Strategy, a 10 year adult literacy, numeracy and digital literacy strategy published in 2021, sets out a cross-government, cross-economy, cross-society approach to achieve the vision of an Ireland where every adult has the necessary literacy, numeracy and digital literacy to engage in society and realise their potential. One of the stated targets set out in the ALL Strategy is ensuring that 80% of adults have at least basic digital skills by 2030.
Across Higher Education, existing programmes to encourage participation in STEM careers include Springboard+ and Human Capital Initiative (HCI) Pillar 1.
Springboard+ complements the core State-funded education and training system and provides free and subsidised upskilling and reskilling higher education opportunities in areas of identified skills need. The initiative’s primary target group are unemployed people with a previous history of employment. Over recent years with the decline in numbers on the live register the focus was changed to include more people in employment and those returning to the workforce.
Courses remain free for unemployed, returners and those in employment participating at level 6 of the NFQ. Employed people participating on courses at levels 7 and above in the NFQ contribute 10% of the course cost, with the remainder being funded by the Government.
Human Capital Initiative Pillar 1 provides for Graduate Conversion Courses in a range of courses, building on the experience from ICT Conversion Courses under Springboard.
Under Springboard+ 2021, 11,642 places are being provided on 330 courses. In 2021/22, HCI Pillar 1 is providing funding to create 2,204 target conversion course places, including 780 places in ICT courses. As a result of multi-annual funding of graduate conversion courses, this leads to a combined total of 13,846 places in 408 courses available in the 2021/22 academic year under Springboard+ 2021 and HCI Pillar 1. There is a broad range of courses, including courses in areas of new and emerging technologies such as Cybersecurity and Virtual Reality. Almost 64% of course places are in STEM-related areas. The Springboard+ 2022 call for proposals was launched in December 2021. Springboard+ 2022 is due to launch in Q2 2022.
In relation to research, the 6 Science Foundation Ireland Centres for Research Training, established in 2019, will provide cohort-based PhD training for over 700 postgraduate students under the theme of Data and ICT Skills for the Future. Students are being recruited in 4 cohorts – the third group commenced in 2021 - and collaboration is at the core, with over 90 academics and over 40 companies, to ensure we can meet the future skills needed in these critically important areas.
428. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which male and female students continue 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. [13093/22]
Amharc ar fhreagraMaintaining 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 that depends on people being engaged and interested in STEM at a much earlier stage in their education.
The STEM Education Policy Statement was published by the Department of Education 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.
At present, the gender balance in higher education among students studying natural sciences, mathematics and statistics is almost equal, with women accounting for 53% of these students. However there is further progress to be made in fields such as engineering and ICT which have only 22% and 20% female enrolments at present. I will continue to work to a further and higher education system where every individual is empowered to develop their full potential.
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.
430. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department continues to monitor incidents of professional bullying throughout the higher education system; the extent to which action has been take or is proposed to deal with such issues in the future; and if he will make a statement on the matter. [13095/22]
Amharc ar fhreagraMy Department is committed to ensuring a safe and respectful environment for both students and staff in our higher education institutions. In June 2021, I wrote to the Presidents of the Higher Education Institutions to request their support and participation in two surveys by researchers at the specialist DCU Anti-Bullying Centre, with the support of my Department.
The first survey was conducted in late 2021 and focused on work-related experiences of staff in Irish higher education institutions. A report is currently being prepared which I intend to publish in the coming weeks. The second survey will focus on student experiences of bullying and cyberbullying and will be conducted in 2022. By documenting the experiences and recommendations of students and staff, the surveys will inform the development of strong policies and practices in higher education institutions to tackle and eradicate inappropriate behaviours in the learning environment and workplace.
On 18 October 2021, I launched 'Speak Out - the Anonymous Violence and Harassment Reporting Tool' for higher education institutions. Speak Out is an online and anonymous reporting platform for incidents of:
- bullying
- cyberbullying
- harassment
- discrimination
- hate crime
- coercive behaviour or control
- stalking
- assault
- sexual harassment
- sexual assault
- rape
The creation of this innovative and supportive online platform will provide a safe and anonymous medium for students and staff to report incidents of bullying, assault or sexual violence in a trauma-informed environment. These are issues that my department is acutely aware of, and I am delighted we could provide funding for this vital project.
Speak Out represents a national approach to tackling these issues by raising awareness, and by providing a means of recording instances, which will assist in achieving a zero-tolerance culture.
The project will be rolled out across 18 higher education institutions throughout this academic year for students, staff and visitors. The Psychological Counsellors in Higher Education Ireland (PCHEI) is leading the project. The data collected through this tool will be used to inform policy and targeted educational initiatives. It is the goal of PCHEI to provide a trauma-informed tool which will provide users with support services relevant to their experience.
This project is a ground-breaking initiative which is underpinned by an ethos of cross-institutional collaboration in response to such incidences within higher education institutions.
431. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he and his Department continue to encourage the development of the sciences through higher education with a view to ensuring the availability of the highest possible number of scientists in the future and as a result, enhancing Ireland's capability in that field; and if he will make a statement on the matter. [13096/22]
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 I 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, with a particular focus on STEM areas. 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.
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.
432. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the areas in which through higher education he intends to include innovation as a means of enhancing the capability and reputation globally of Irish graduates on the global stage; and if he will make a statement on the matter. [13097/22]
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 last year's European Innovation Scoreboard, in which Ireland was 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 my 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.
433. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the supports in place to assist persons with disabilities to transition from second-level education to third-level education or employment; and if he will make a statement on the matter. [13132/22]
Amharc ar fhreagra434. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the planning his Department engages in to provide supports and places for students with disabilities transition from secondary education to third-level education and follow-on courses; and if he will make a statement on the matter. [13133/22]
Amharc ar fhreagraI propose to take Questions Nos. 433 and 434 together.
Equity of Access to Further and Higher Education continues to be a national priority for the Government and the Department of Further and Higher Education, Research, Innovation and Science. Inclusion is a key goal in my Department's Statement of Strategy.
It is important to state the National Plan for Equity of Access to Higher Education 2015-2021 (NAP) set targets to increase participation in higher education by people with disabilities. Specific targets have been set to increase participation in higher education by students with physical or sensory disabilities. The original (8%) and revised target (12%) under the National Access Plan of new entrants to higher education with disabilities has now been exceeded, with 12.2% of new entrants to higher education in 2019/20 declaring a disability.
However, we acknowledge more needs to be done. Work on the development of the next National Access Plan (NAP) 2022 - 2026 is well advance. One-to-one stakeholder meetings around the specific target groups to be supported for the period of the next NAP have almost concluded. 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 early 2022. An additional €5million has been set aside for this plan.
The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. €9.6m is allocated to the Fund annually for both Further and Higher Education. In 2019/2020, circa 16,000 students were supported through the fund.
In January 2021, I approved a number of strategic projects under the Fund for Students with Disabilities (FSD) aimed at supporting students with disabilities to access and engage with higher education. The initiatives, which involve 24 higher education institutions (HEI) and €5.8m in expenditure, are broad and are aimed at improving access to higher education for people with a disability, to improving college campuses and to assist staff with training and development. Among the projects are a number of projects for students with autism including the establishment of autism friendly rooms across nine different campuses, the development of assistive technology including for students with disabilities, an app to help students with visual or hearing impairment navigate their way around campus and specialist assistance for students who are deaf.
There are a range of supports available in the FET sector for learners with a disability, as well as provision of specific programmes for learners with a disability who may require more intensive supports through Specialist Training Provision. Guidelines for practitioners in relation to implementing a Universal Design for Learning, or UDL, approach in the FET sector were published by SOLAS last year, and this approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities.
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, including for learners with a disability.
My Department will continue to keep existing provision and initiatives under review. We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training. Thus ensuring that we grow prosperity across communities and build social cohesion, while also recognising the different needs of learners and enabling each and every one of them to develop to their full potential.
435. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the number of post-secondary education follow-on courses that are available for persons with intellectual disabilities; the location of these courses; the primary discipline area covered by these courses; and if he will make a statement on the matter. [13134/22]
Amharc ar fhreagraIn the Further Education and Training, FET, sector, the Specialist Training Provision (STP) programme addresses the identified training needs of people with both physical and intellectual disabilities who are experiencing exclusion and labour market disadvantage in the form of vocational training programmes. Courses are generally one to two years in duration, are delivered all year round and lead to accreditation at levels 1-6 on the NFQ. Course examples include ICT and vocational multi-skills. STPs can provide a number of enhanced services for its learners including additional training duration; adapted equipment; transport arrangements; enhanced programme content which may be required for a person with a disability to achieve their potential. An enhanced trainer-learner ratio is available on these programmes. STP is currently contracted out by the 16 Education and Training Boards, ETBs, around the country. There are currently 29 National Learning Network centres delivering STP, and an additional 15 independent providers.
Outside of STP provision, there are no specific courses in the FET sector aimed at people with an intellectual disability. However, 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, including for learners with an intellectual disability. There are range of supports available in the FET sector for learners with an intellectual disability, and the ETB will discuss with the learner their needs and suitability for the selected course requirements. Also, to further improve inclusion in the FET sector, guidelines for practitioners in relation to implementing a Universal Design for Learning, or UDL, approach in the FET sector were published by SOLAS last year, and this approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities.
Ten Higher Education Institutions provide follow-on courses. These include the following:
- DCU
- DKIT
- IADT
- LIT
- MIC
- MTU Cork
- TCD
- TU Dublin – Blanchardstown
- TU Dublin – Tallaght
- UCC
Course examples in HEIs is to enable the learner with an intellectual disability to develop relevant knowledge and competence and to be able to use a range of skills under supervision. It also helps them to develop a lifelong learning ethos with the promotion of inclusion to third level education.
I will shortly be launching a new National Access Plan which will have ambitious targets for representation of people who are under-represented in higher education. This Plan will focus on improving the learning experience and success of learners. The new plan will include specific supports for persons with disabilities, including those with intellectual disabilities.
436. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide funding for the education at third-level of optometrists at a college other than the Technological University of Dublin if such a proposal is made to him by the Higher Education Authority and another third-level educational establishment in view of the shortage of optometrists particularly in the west of Ireland; and if he will make a statement on the matter. [13137/22]
Amharc ar fhreagraThe 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. 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.
Notwithstanding the above Higher education institution are autonomous bodies as set out in legislation, as such the management of the academic affairs, including the curriculum and instruction and education provided are generally matters for the relevant HEI.
My Department allocates funding to the Higher Education Authority (HEA) for direct disbursement to designated HEIs. The HEA provides block grant funding to the Higher Education Sector through the Recurrent Grant Allocation Model (RGAM), which is driven by student numbers. The grant is allocated as a block grant and the internal allocation is a matter for each institution. The RGAM core funding is exclusive of fees.
As referenced in the Deputy's question TU Dublin (formerly DIT) provides a 4-year honours degree (NFQ level 8) programme BSc (Hons) in Optometry (DT224). Within the HEA's RGAM students on the TU Dublin Optometry programme are weighted in the laboratory category and this weighted number is included in the annual core funding.
In its student record submission to the HEA for 2021 funding, TU Dublin reported 86.25 Full Time Equivalents students registered on DT224 programme. The laboratory weighting of 1.7 applies. The standard unit of resource in the 2021 grant was €3,344 in the Technological sector and thus TU Dublin were allocated core funding in respect of the Bachelor of Science (Hons) Optometry as follows:
|
- |
Total FTE equivalent students |
Weighting |
Total Weighted Students |
Technological sector Standard Resource 2021 |
Total Funding Included in core RGAM grant |
|
Bachelor of Science (Hons) Optometry DT224 |
86.25 |
1.7 |
146.625 |
€3,344 |
€490,314 |
It is anticipated that should other publicly funded Higher Education Institution's introduce a similar Optometry course that recurrent funding would be provided on a similar basis to that outlined above with additional funding in respect of free fees eligible students provided. At this time the HEA as confirmed that it has not received such a request.
437. Deputy Ged Nash asked the Minister for Justice the number of applications made to the immigrant investor programme by Russian citizens in each of the years from 2019 to 2022; the number of Russian citizens who had their application successfully approved under the programme in the same period in tabular form; and if she will make a statement on the matter. [12381/22]
Amharc ar fhreagraThe Immigrant Investor Programme (IIP) was introduced in April 2012 to encourage inward investment and create business and employment opportunities in the State. The programme provides investors with the opportunity to invest in Ireland. Key to the programme is that the investments are beneficial for Ireland, generate or sustain employment and are generally in the public interest.
Successful applicants under the Immigrant Investment Programme and their nominated family members are granted a residence permission in Ireland under Stamp 4 conditions. Stamp 4 conditions permit non-EEA nationals to work, study or start their own businesses in Ireland. Therefore, given the significant immigration benefits accruing and to ensure the highest degree of transparency and accountability for the programme, all applications are subject to enhanced levels of due diligence processes in respect of both personal and financial checks to protect the State's interests.
Only a very small number of applications under the IIP have been made by Russian citizens since the inception of the scheme in 2012 and none have been approved in recent years.
I have recently instructed that no further applications from Russian citizens will be accepted into the Immigrant Investor Programme.
438. Deputy Mick Barry asked the Minister for Justice if she will waive visa requirements for Ukrainian nationals leaving Ukraine that seek to enter this State; and if she will make a statement on the matter. [12387/22]
Amharc ar fhreagraOn Friday the 25th of February I announced the immediate lifting of visa requirements between Ukraine and Ireland. This will streamline and support the swift exit of both the Ukrainian family members of Irish citizens, and the family members of people from Ukraine who are resident in Ireland. It will apply as an emergency measure to all Ukrainians travelling to Ireland.
The Statutory Instrument removing the visa requirement for Ukraine nationals as an emergency measure took immediate effect.
People who are considering leaving Ukraine and travelling to Ireland may for the coming period do so without a visa if they judge it safe to travel. Those who travel to Ireland without a visa during this period will initially be given a standard 90 day entry permission while appropriate support and protection measures are put in place. This position will be kept under ongoing review with the impact monitored closely.
439. Deputy Mick Barry asked the Minister for Justice if she will ensure that persons who are in Ukraine who are not Ukrainian nationals regardless of their legal status in Ukraine will be given access to the State; if she will raise the issue of non-Ukrainians and undocumented persons in Ukraine seeking to leave Ukraine at European Union level to ensure they are able to leave the country if they so wish; and if she will make a statement on the matter. [12389/22]
Amharc ar fhreagraOn 25 February, I announced the immediate lifting of visa requirements between Ukraine and Ireland.
This has streamlined and supported the swift exit of both the Ukrainian family members of Irish citizens, and the family members of people from Ukraine who are resident in Ireland. It applies as an emergency measure to all Ukrainians travelling to Ireland and is a humanitarian response to the rapidly evolving situation in Ukraine.
In addition, the EU Temporary Protection Directive has now been activated in response to the Ukraine crisis. Ireland participates in this measure, which has been given legal effect under Section 60 of the International Protection Act 2015.
Those fleeing the conflict in Ukraine will generally be eligible for this temporary protection, initially for one year and on a renewable basis. It will provide beneficiaries with immediate access to the labour market, along with access to social welfare, accommodation and other State supports.
My officials have also been working with colleagues in other Departments and through the air carriers to ensure the protection of family rights for any person who is encompassed by the Temporary Protection Directive, and who is of a nationality that normally requires a visa to come to Ireland. This situation remains under active review.
A whole-of-Government response is being mobilised to implement the practical arrangements to give effect to these commitments.
Beneficiaries will be provided with their permission letter on arrival in the State to ensure early access to all necessary supports. My Department is working urgently to put a system in place to issue them for people arriving into Dublin Airport, and arrangements will be put in place as soon as possible to provide letters to those who arrived in recent days.
Arrangements for the registration of the permission and the collection of the information necessary for same will follow. As this is a crisis situation, the normal registration procedures for long term residents in Ireland will not apply. All necessary steps will be taken to ensure that the process is as simple and stress-free as possible.
My Government colleagues and I will also continue to work with our EU counterparts on any further EU-wide measures that might be needed to assist those fleeing Ukraine.
440. Deputy Ruairí Ó Murchú asked the Minister for Justice the rank and file positions that remain unfilled in County Louth within An Garda Síochána; and if she will make a statement on the matter. [12455/22]
Amharc ar fhreagraAs the Deputy will be aware, the Garda Commissioner is by law responsible for the distribution and management of Garda resources between the various Garda Divisions. As Minister, I have no role in these independent functions. I am assured that the Garda authorities keep this distribution under constant review, to ensure the optimum use of available Garda members.
The budget provided by Government to the Garda Commissioner continues to increase to unprecedented levels, with an allocation of over €2 billion in funding for this year. This includes funding for the recruitment of up to an additional 800 Gardaí and a further 400 Garda staff. This significant investment demonstrates the Government's commitment to increasing the Garda workforce to enable the organisation to keep our communities safe. This significant investment by the government has allowed for sustained and ongoing investment into An Garda Síochána and into recruitment of new Gardaí, including in Louth.
I am advised by the Garda authorities that as of 31 January 2022, the latest date for which figures are available, there were 398 Garda members assigned to Louth Division. This represents an increase of almost 2% since the same time last year, when there were 391 members assigned to the Division, and over 31% since December 2016. The breakdown by rank of the current total is 1 Chief Superintendent, 2 Superintendents, 10 Inspectors, 45 Sergeants and 340 Gardaí.
These Garda members are assisted by 41 Garda staff, which is an almost 80% increase compared to 2016, when there were 23 Garda staff assigned.
I am further advised by the Garda authorities that there are currently 18 vacancies for members of Sergeant rank across the Louth Division. I am advised that a National competition for Sergeant rank has commenced and an initial group of successful candidates in this competition are due to be promoted to the rank of Sergeant and will be allocated on the direction of the Commissioner.
Separately, the Deputy may wish to be aware that there are 2 Inspector positions to be filled in Louth Division. A promotion competition for Inspector rank is due to commence shortly and again the successful candidates will be allocated on the direction of the Commissioner.
