Written Answers Nos. 101-120
101. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the University of Limerick’s development plans for the portion of its campus which is located in County Clare. [25017/22]
Amharc ar fhreagraUL has indicated that, as part of its future campus planning, it is advancing an application for the designation of lands on the County Clare side of its campus as an Economic Strategic Development Zone or SDZ.
UL has indicated to my Department that it sees potential for new and innovative models of teaching and learning through designation of an SDZ alongside its current campus, and in particular a further deepening of engagement with industry. This close partnering between the university and industry in the delivery of higher education could offer opportunities for students to be immersed in industry practice from the beginning of their studies. It could also present opportunities for new collaborations in research and innovation.
My Department does not have any direct involvement in the plans, which are currently being progressed by UL, as an autonomous institution, in conjunction with Clare County Council.
However, I understand that the request for designation of lands as an SDZ was received from UL and Clare County Council by the Department of Housing, Local Government and Heritage on 24 January 2022.
I have also been advised that a meeting took place between officials of the Department of Housing, Local Government and Heritage and representatives of UL and Clare County Council on 26 April. At that meeting, the Department of Housing, Local Government and Heritage undertook to issue follow-up correspondence seeking further details, including with regard to land use planning aspects of the proposal.
I intend to visit UL next week and look forward to hearing more about plans for the strategic development of the university.
Question No. 102 answered orally.
103. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science the steps his Department is taking to upskill and retrain women who are unemployed; and if he will make a statement on the matter. [24951/22]
Amharc ar fhreagraInclusion is one of the core strategic goals for my Department, and my ambition is to ensure that we provide supports and opportunities for learning to all. In that context I recognise that there are areas where particular efforts and supports are needed for unemployed women engaging in retraining and reskilling opportunities . I also recognise cost can often be a barrier to accessing education, in particular for lone parents or women seeking to return to education. That is why we are working to reduce the cost of education and introduce student grant supports for people.
Women are among the priority cohorts that Education and Training Boards consider in their planning and delivery of further education and training provision. The main FET provision for those who are unemployed is the Skills to Compete initiative. Courses offered under the initiative are built around three key priorities: delivering the essential skills required for modern workplaces; building strong digital skills; and developing the specific vocational skills to secure opportunities in growing sectors and occupations. Skillnet Ireland is committed to increased diversity and inclusion across all sectors of the economy. Although primarily tailored towards businesses and employees, there are a number of initiatives that can help women to upskill in the tech and digital industries.
It is also vital that we ensure that apprenticeships are seen as an option by people across society. Only a very small proportion of apprentices are women, and it’s vital that we support greater diversity. That’s why last month I announced a new gender-based bursary for apprenticeship employers. The bursary, which is worth €2,666, is available to employers who employ apprentices on any national apprenticeship programme with greater than 80% representation of a single gender. It is being implemented with effect from 01 January 2022, and covers all new apprentice registrations from that date on eligible national apprenticeship programmes. This bursary is in addition to the Government supports that apprenticeship employers receive via the craft training allowance and the employer grant.
My Department will continue to lead on the development of supports and opportunities for all learners to develop, upskill and retrain, so that they can develop to their full potential and transition out of unemployment into the work force.
Questions Nos. 104 to 106, inclusive, answered orally.
107. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if her Department will revise upwards the earning limits for students who are applying for SUSI grants. [23263/22]
Amharc ar fhreagraI am committed to the addressing the costs associated with higher education, and this has been a priority for me over recent Budgets.
It is also why I commissioned the review of the Student Grant Scheme, which will support the strategic development of the scheme over the coming years in ways.
On the issue of student earnings, while the report does reference the potential to broaden the student earnings deduction, it recommends that the preferred course of action should be to increase the levels of financial support in order to reduce the hours which need to be worked by students in order to support better engagement with their studies and better retention on programmes.
This recommendation is in line with the approach I have taken to increase student grant maintenance payments, including the special rate of grant, by €200 per year starting from this September which will benefit all students entitled to receive a maintenance Grant.
More generally, it is the intention of my Department to publish an annual costs of education paper in advance of each year’s Budget. This will set out the options available to address costs and financial barriers for students and their families in accessing higher education, including eligibility and assessment changes to the Scheme itself, changes to grant rates and measures to change the student contribution. This should facilitate a discussion among the public, stakeholders and among Members in the House on which measures should be prioritised in the Budgetary process to support students and their families.
108. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 124 of 20 May 2021, the status of regularising the terms and conditions of adult education tutors employed by education and training boards; and the timeline to address the outstanding commitments, recommendations, awards and claims within the terms of the quantum of the sectoral bargaining fund available for agreed sectoral bargaining units. [23589/22]
Amharc ar fhreagraA range of industrial relations issues pertaining to adult education tutors have been under discussion for several years under the aegis of the Department of Education and Skills preceding the establishment of my Department.
Notwithstanding this progress, the claim to align tutors to a pay scale of an existing grade ineducation and training boards (ETBs) currently remains unresolved. The Labour Court recommended in 2020 that the official side identify the scale of cost it was prepared or able to absorb and make an offer within those parameters given the constraints applying under FEMPI legislation and the Public ServiceStability Agreement (PSSA) in relation to cost-increasing claims.
This recommendation was made in March 2020 at the onset of the pandemic and consequently theDepartment's ability and capacity to develop a full response and engage on the issue was constrained by pressure of work arising from the public health emergency and the establishment of the Department during that period at which time responsibility for the claim transferred.
The Sectoral Bargaining Fund under Building Momentum is to deal with outstanding issues within the terms of the Fund and within the Exchequer funding limit in place. As the Department of Education leads negotiations for the ETB sector, my Department is liaising with it and the Department of Public Expenditure and Reform with a view to finalising the official position at the earliest opportunity. An assessment of the costs involved in any alignment to a pay scale is being undertaken as part of this work. Officials met with TUI and SIPTU representatives yesterday and it was agreed that a Working Group would be established to assist in that work.
Arising from the work of the group, I expect that my Department will in a position make a proposal to staff representatives in the coming weeks with a view to resolving this issue.
I will keep the Deputy updated on progress in relation to seeking to resolve this claim.
Questions Nos. 109 and 110 answered orally.
111. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will review the rates of pay for turner fitter engineer apprentices, which are currently the lowest paid apprenticeships; and if he will make a statement on the matter. [25210/22]
Amharc ar fhreagraAs the Deputy may be aware, apprenticeship is undertaken under a contract of employment and for the 25 craft apprenticeship programmes, the rates of pay applying under the employment contract are either agreed within the relevant sector, or are set out in legally binding Sectoral Employment Orders recommended by the Labour Court.
For turner fitter engineer apprentices specifically, or Mechanical Automation and Maintenance Fitting apprentices as they are more commonly known, the former approach applies. On that basis any review of those rates currently payable is a matter for negotiation and agreement under the appropriate industrial relations structures in place.
It is important to note that, while rates do vary between occupations and sectors, in all cases craft apprenticeship rates are expressed as a proportion of a qualified rate, increasing yearly from 33% of the qualified rate in year one to 90% in year four. Periods of off-the-job training are funded from the National Training Fund with payments of the agreed rate made directly to craft apprentices by the education and training boards during this time.
The Deputy will understand that it would not be appropriate for me to be involved in the determination of apprenticeship pay rates, nor in my roles as Minister would I have any legal authority to do so.
112. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 120 of 8 March 2022, if the draft review by the expert panel on the further education and training funding model has been received to date by his Department; when he expects the final report to be published; and if he will make a statement on the matter. [25353/22]
Amharc ar fhreagraMy Department has received the draft report of the expert panel commissioned by SOLAS to review the funding model for Further Education and Training (FET). The report was also sent to the Board of SOLAS and Education and Training Boards Ireland.
At the outset, I wish to acknowledge the work of the panel members in reviewing the existing arrangements and making a comprehensive set of important recommendations for improvement. I understand that the panel undertook extensive research, consulted with a wide range of stakeholders and tested funding ideas and approaches via a series of workshops with education and training boards (ETBs).
The report notes how the current funding model reflects a legacy approach, largely driven by established costs. This provides limited incentives through the funding model for ETBs to pursue more efficient delivery methods or to grow learner numbers in line with the objectives of ETB strategies and national FET strategy.
The first step following the completion of the review will be the establishment of an implementation group that will plan and oversee the roll-out of the new funding model, and my Department will participate on the group.
Implementation will require a phased and incremental approach, ensuring that ETBs can plan and respond to the new and evolving funding model. The review is an important enabler for the FET Strategy and I look forward to work with SOLAS and the further education and training sector more broadly to implement the recommendations.
SOLAS will publish the Review report once finalised in quarter 2 of this year.
113. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the SUSI review. [25283/22]
Amharc ar fhreagraI launched the review of the Student Grant Scheme on 4 May. The review was carried out by Indecon Economic Consultants, under the strategic direction of a steering group chaired by my Department. The review involved wide stakeholder engagement, a substantial student consultation as well as novel research on SUSI data and deprivation index data.
The report makes a number of recommendations on issues including the rates of grant, income thresholds, eligibility criteria, complexity of the grant system, part-time learning and postgraduate support.
My Department’s response to the report was set out in Funding the Future, the new funding and reform framework for higher education, which identifies the costs of education as one of my core priorities to address alongside core funding for higher education.
As set out in that framework, in advance of the Estimates process each year, my Department will publish a costs of education paper. This will outline the potential options and impacts of measures to address the costs of education, including changes to the student grant scheme and student contributions. This should inform public debate, and consideration in the Houses, in the same way that the Tax Strategy papers and options laid out by the Department of Social Protection do, in the run up to the Budget.
Informed by those considerations, I am committed to implementing the recommendations of the review in a phased way, in the context of successive annual Estimates processes, alongside other measures to address cost was a barrier to education.
114. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will abolish all fees for further and higher education and for apprenticeships; and if he will make a statement on the matter. [25332/22]
Amharc ar fhreagraOn 4th May I launched the Funding the Future framework which includes the Government's policy response to the Cassells and DG Reform Reviews on the future of higher education and which sets out my intention to implement a progressive range of measures to address costs as a barrier to education, in the context of overall Budgetary decision-making.
The policy sets out the vision and direction of higher education funding, our ambitions to drive reform and support agility and responsiveness in the sector, and the need to ensure that students are supported in accessing education and training.
The Government has now made important decisions about the sustainable model for future funding of higher education. Critically, we have definitively taken student loans off the table. We have instead chosen a mixed model of investment, which includes funding from the Exchequer, employers and from students.
I have been clear, however, that I want to see the student contribution in higher education reduced in a meaningful way over the course of future Budgets. I want this done in a way which does not negatively impact on the sustainable core funding for higher education. Higher Education Institutions currently receive c.€438m from student contributions (€248m from students and €190m from the Exchequer through SUSI). Reductions in such income must be offset through increases in other sources of revenue if the quality of higher education programmes and the ability of institutions to meet growing demand is not to be significantly undermined.
With respect to Further Education and Training, provision is largely already free or heavily subsidised. I took the decision as part of Budget 2022 to remove the €200 PLC levy with effect from the next academic year. PLC students who are in receipt of student grants will also benefit from the positive changes I have made to increase the maintenance grant, increase the income threshold and change the non-adjacency criteria.
With respect to apprenticeships, there is no fee levied for the components of apprenticeship training which takes place in an Educational Training Board.
Looking forward to future Estimates processes, my Department’s intention is to publish an annual cost of education paper in advance of each Budget. This will set out the options available to address financial barriers to education, including changes to the student grant scheme, reductions to the student contribution, and other measures. This will seek to inform Budgetary prioritisation to ensure that we fund the most impactful measures to support students and their families.
115. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he and his Department have identified gaps that would alleviate financial pressure on students; and if he will make a statement on the matter. [24928/22]
Amharc ar fhreagraAddressing the costs of education for students and their families is a major priority for me. That is why I commissioned the review of the Student Grant Scheme, which was published on 4 May.
The review involved wide stakeholder engagement, an extensive consultation with students and research into the costs of higher education.
The review identifies a number of issues, including:
- the rising costs affecting students over the past decade,
- the fact that the income thresholds for eligibility in the scheme have not kept pace with the rise of earnings over the same period,
- particular costs for those who travel long distances to their place of education and the costs associated with postgraduate study.
I have already taken a number of steps to alleviate financial pressures, which help to tackle issues raised in the Student Grant Review. These include:
- Increasing the grant payment for all those in receipt of a maintenance grant by €200;
- Increasing the qualifying thresholds by €1,000 to bring more people into the grant scheme;
- Changing the qualifying distance for the non-adjacent rate of grant to help students who live further away from college;
- Increasing the postgraduate fee grant from €2,000 to €3,500 and increasing the postgraduate fee grant income threshold.
I have committed to publishing an annual costs of education paper, which will set out the range of options to address costs, including changes to the Student Grant Scheme and student contributions. This will seek to inform decision-making at Budget time regarding the measures which can be taken to continue to support students and their families.
116. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science the status of adult education tutors and the lack of engagement from his Department and the Department of Education on aligning them onto a public sector pay scale, despite clauses in numerous national agreements and an outstanding Labour Court recommendation from March 2020; and if he will make a statement on the matter. [25385/22]
Amharc ar fhreagraA range of industrial relations issues pertaining to adult education tutors have been under discussion for several years under the aegis of the Department of Education and Skills preceding the establishment of my Department.
Notwithstanding this progress, the claim to align tutors to a pay scale of an existing grade in education and training boards (ETBs) currently remains unresolved. The Labour Court recommended in 2020 that the official side identify the scale of cost it was prepared or able to absorb and make an offer within those parameters given the constraints applying under FEMPI legislation and the Public ServiceStability Agreement (PSSA) in relation to cost-increasing claims.
This recommendation was made in March 2020 at the onset of the pandemic and consequently theDepartment's ability and capacity to develop a full response and engage on the issue was constrained by pressure of work arising from the public health emergency and the establishment of the Department during that period at which time responsibility for the claim transferred.
The Sectoral Bargaining Fund under Building Momentum is to deal with outstanding issues within the terms of the Fund and within the Exchequer funding limit in place. As the Department of Education leads negotiations for the ETB sector, my Department is liaising with it and the Department of Public Expenditure and Reform with a view to finalising the official position at the earliest opportunity. An assessment of the costs involved in any alignment to a pay scale is being undertaken as part of this work. Officials met with TUI and SIPTU representatives yesterday and it was agreed that a Working Group would be established to assist in that work.
Arising from the work of the group, I expect that my Department will in a position make a proposal to staff representatives in the coming weeks with a view to resolving this issue.
I will keep the Deputy updated on progress in relation to seeking to resolve this claim.
117. Deputy Brian Stanley asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans to review the criteria for the SUSI grant to take into account of unavoidable outgoings such as mortgage repayments. [23264/22]
Amharc ar fhreagraI very much recognise the heavy demands on families from outgoings of all kinds, including mortgage payments, but also many other unavoidable costs of living.
What is very important in any scheme which involves means assessment is that it is as fair as possible to all applicants.
The assessment of means under the Scheme is based on gross income from all sources before the deduction of income tax or the universal social charge. Certain social protection and Health Service Executive payments are exempt from this.
The assessment of income from the same starting point is deemed to be fair and reasonable because this approach eliminates any distortion which might arise from different spending patterns in different households. The retention of a gross income basis for assessment was recommended in the Review of the Student Grant Scheme, which highlighted the complexities associated with net income assessment.
My aim is to continue to make changes which help families in the fairest way possible. I have already made significant changes to the level of grant, to income thresholds and adjacency rates which will come into effect this September.
I will continue to put an emphasis on measures to address the costs of education in future Budgets. I have also committed, as part of the new funding and reform framework, to publishing an annual costs of education paper which will set out the options available in advance of the Budget to address costs and make changes to the Student Grant Scheme. This should enable consideration and debate regarding the measures which are most fair and impactful in addressing costs for families which could be prioritised in the annual Estimates process.
118. Deputy James O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail progress regarding the development of the next National Research and Innovation Strategy, including timeline and expected funding; and if he will make a statement on the matter. [25275/22]
Amharc ar fhreagraI would like to thank the Deputy for this most timely question. As you may be aware, yesterday I had the privilege of launching Impact 2030: Ireland’s Research and Innovation Strategy.
The overarching purpose of Impact 2030 is to maximise the impact of research and innovation on critical national priorities. Grounded in extensive consultation and analysis, it will progress objectives that are shared across the Irish research and innovation system and shared across society.
Impact 2030 will position research and innovation at the heart of addressing Ireland’s societal, economic and environmental challenges.
Through Impact 2030, research and innovation in Ireland will demonstrate and deliver impact to respond to the twin transition challenges of climate change and digitalisation and the many other national priorities such as competitiveness, health, food security, biodiversity, equality and inclusion.
I am confident that Impact 2030 will be transformational in strengthening the capability and capacity of the research and innovation system by the end of this decade in order to deliver the greatest positive impact for our country.
Impact 2030 will be implemented by way of a series of three-year work programmes, the first of which accompanies its publication.
Execution of the strategy will be done within the parameters of the recently revised National Development Plan to 2025 and the annual Estimates processes for all Government Departments.
I would like to encourage all Deputies to read the strategy, which is available online from the gov.ie website.
119. Deputy Joe Flaherty asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline progress in establishing the new national apprenticeship office and the national apprenticeship alliance; and if he will make a statement on the matter. [25281/22]
Amharc ar fhreagraKey to the delivery of the ambition set out in the Action Plan for Apprenticeship 2021-25 is a new organisational architecture, involving a National Apprenticeship Office (NAO) and National Apprenticeship Alliance (NAA). The Office will have responsibility for all aspects of the management, oversight, and development of the apprenticeship system and for implementing the Action Plan. Under this plan the NAO will exercise the relevant functions of SOLAS and the Higher Education Authority (HEA).
This represents a significant structural reform in the positioning and delivery of apprenticeship into the future. It will allow for responsive delivery of collaborative learning opportunities supported by industry and the further and higher education and training sector, and provide the essential basis for significant expansion of the system.
The NAO will deliver additional practical supports and information for employers and apprentices seeking to engage with apprenticeship and its first Director has been appointed. The staffing structure of the office and budget for 2022 have been agreed and early achievements include overseeing the introduction the new €2000 employer grant, the gender based bursary and the establishment of the NAA.
The NAA held its first meeting in March 2022. It will take on and build from the previous role of the Apprenticeship Council. This will help ensure for the future that the apprenticeship system is responsive to developments, can evolve, and all the while maintains the quality of apprenticeship training.
The 23 member Alliance is representative of apprenticeship stakeholders and brings together a wealth of knowledge and first-hand, practical experience from the worlds of education providers, learners, industry partners, and trade unions.
Together the NAO and NAA will be instrumental in driving and promoting the apprenticeship agenda and ensuring the ambitions of the Action Plan for Apprenticeship are fully realised.
120. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will examine the threshold of incomes that apply to SUSI applications; his plans to reverse recent changes which may exclude more students from accessing the grant; and if he will make a statement on the matter. [25207/22]
Amharc ar fhreagraThe Deputy will be aware that I am conscious of the financial difficulties faced by students. To address this and further alleviate the pressures caused by the rise in costs for students and their families, I have already initiated improvements for the academic year 2022/23 by increasing all student grant maintenance payments, including the special rate of grant, by €200 per year. I have also introduced changes to the criteria for the higher non-adjacent rate of grant which means that from September 2022, the qualifying distance for the non-adjacent rate of grant has been reduced from 45km to 30km. In this way the scheme is responsive to eligible students who reside further away from college by providing an increased rate of student maintenance grant.
I have also increased the qualifying income thresholds by €1,000. The income limit for the special rate of grant is aligned to the maximum point of the weekly State Contributory Pension plus the maximum Qualified Adult Allowance for a person over 66 years in order to target students from households in receipt of long term social welfare assistance effectively. As the Department of Social Protection state pension payment was not increased in Budget 2021 and the student grant means test for 2022 is based on gross reckonable income for the 2021 tax year, the special rate income threshold remains at €24,500 for the 2022 Scheme. However, the special rate of grant payment itself was increased by €200 as part of Budget 2022, along with all other student grant rates. For the 2022/23 academic year, the special rate of grant is payable at the non-adjacent rate of €6,115 or the adjacent rate of €2,575, depending on the distance from ordinary residence to the college attended.
These changes will benefit thousands of students and will build on the improvements that have already been made through this year’s student grant scheme.
This summer in advance of the Estimates process, I intend to publish a paper outlining potential options and impacts, to be considered in the Budgetary process, related to the Student Grant scheme and other programmes related to student supports and costs of higher education, including with respect to those priorities identified in the Student Grant Scheme Review.
Apart from the Student Grant Scheme, students in third-level 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. Details of this fund are available from the Access Office in the third level institution attended.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this relief is available from a student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
