Written Answers Nos. 161-180
161. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science if he will report on his Department’s work towards tackling harassment and bullying on campus; and if he will make a statement on the matter. [24890/22]
Amharc ar fhreagraI thank the Deputy for her question on this important matter. Our higher education institutions have a duty of care to their students and staff, and a responsibility to foster a campus culture that is clear in the condemnation of unwanted and unacceptable behaviours, which act as barriers to their safety and their active participation in college life.
Significant progress has been made regarding the Framework for Consent in Higher Education, since it was first launched in 2019. The Framework aims to ensure the creation of an institutional campus culture which is safe, respectful and supportive.
In August 2020, I wrote to all the Presidents of the publicly funded higher education institutions, with a view to strengthening institutional action in the area of consent. Institutions were requested to produce individual action plans on tackling sexual violence and harassment and to submit these to the HEA Centre of Excellence for Gender Equality, whose responsibilities have been expanded to cover all areas of equality, diversity and inclusion, as well as oversight of the implementation of the Framework for Consent in HEIs.
As part of monitoring requirements moving forward, the HEA requires that institutions, in respect of both staff and students, report progress annually on implementation of the Framework for Consent.
My Department has provided support for a number of consent awareness raising and training initiatives in the HEIs, including the:
- NUIG Active Consent Programme
- UCC Bystander Training
- Speak Out report and support online platform
- The ESHTE Toolkit and It Stops Now Campaign led by the NWCI in conjunction with USI.
My Department is partnering with the Department of Justice and the NUIG Active Consent programme to support the development of an online hub that will provide, for the first time, an integrated, publicly available resource on sexual consent awareness and learning, which will be an important resource for our further and higher education institutions and the wider community.
The IUA has published guidelines entitled 'Guidelines for Universities on How to Respond to Alleged Staff or Student of University Related Sexual Misconduct', which are available to assist HEIs in this area.
THEA launched their PROPEL Report (Promoting Consent and Preventing Sexual Violence), in March 2021, with funding from my Department. The PROPEL report details key components and options for inclusion in institutional action plans, outline of best practice and guidelines for emerging policies and procedures in this area and a series of conclusions and recommendations.
With regard to the recently published surveys of student and staff experiences of sexual violence and harassment in higher education, I want to take this opportunity to thank students and staff across the country who took the time to engage with this survey 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 now working with the expert Advisory Group established by the Higher Education Authority (HEA), to consider the recommendations from these reports and to determine how best to respond to the survey findings.
With regard to bullying in higher education, I wrote to the Presidents of the Higher Education Institutions in June 2021; to request their support and participation in two surveys being undertaken by researchers at the specialist DCU Anti-Bullying Centre, with the support of the Department. The first survey focused on work-related experiences of staff in Irish higher education institutions which I will publish in the coming weeks and the second will focus on student experiences of bullying and will be rolled out in late 2022. By documenting the experiences and recommendations of staff and students, we will develop the strongest possible policies and practices in higher education institutions to tackle and eradicate inappropriate behaviours in the workplace.
My Department has also provided a number of recommendations for inclusion in the third strategy on Domestic and Gender Based Violence.
I will continue to lead the way on institutional change, championing the changes required to achieve a cultural norm where bullying and sexual harassment are not tolerated.
162. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to meet the skill shortage in construction in order to meet housing and retrofit targets given the skills shortages reported in the media to be in excess of 50,000 by 2030 making particular reference to any plans to support apprentices currently in the system through the cost of living crisis to ensure they can become fully qualified trades people; and if he will make a statement on the matter. [25393/22]
Amharc ar fhreagraThe Department is working with colleagues both in SOLAS, the HEA and other Government Departments to deliver an appropriate response to existing projections of skills needs in the construction sector. We are currently finalising a report with Solas and I expect to publish this shortly, alongside a plan on how we plan to address the need.
Education and training relevant to the skills needed in the retrofitting and construction sector is delivered across the full remit of the tertiary sector system and through mainstream education and training as well as through specific programmes such as Springboard, the Human Capital Initiative and Skillnet Ireland.
Among the 65 apprenticeships currently available, 25 are craft-related. More specifically, they include housing and retrofitting related programmes. Curricula in existing apprenticeships are updated on an ongoing basis to keep pace with changes in industry practices and regulations.
General provision in areas such as green skills and sustainability, which includes retrofit and Near Zero Energy Building (NZEB), is ongoing across the FET sector, with some 50+ programmes already running across the sector. NZEB skills training comprising one to four days of training is largely targeted to existing construction professionals. Ongoing innovation in delivery includes a move to a blended model of training in addition to the development of a pilot VR programme which is expected to be operational by year end.
The Green Skills for FET Roadmap 2021-2030 was launched on the 23rd March. It incorporates the National Recovery and Resilience Plan, and the Green Skills Action Programme which begun in 2021. The National Recovery and Resilience Plan 2021 committed €29M to NZEB & Retrofit upskilling and reskilling programmes and €10M to Green Skills Modules. Under the Plan, 4,550 retrofit and NZEB standard places and 60,000 green skills places are to be provided by the end of 2022.
Current level of retrofit and construction skills needs are being met through existing provisions. This provision can be scaled up in line with any growth in demands.
All of the 65 available apprenticeships are undertaken under a contract of employment. For the majority of apprenticeships, the rate of pay is agreed between the apprentice and the employer with the employer paying the apprentice during both on-the-job and off-the-job training elements of the apprenticeship.
For the 25 craft apprenticeships, the minimum rates of pay are agreed by the partners within the relevant sector, or are set out in Sectoral Employment Orders (Construction Sector and Mechanical Engineering Building Services Contracting Sector).
These minimum rates vary between occupations and sectors but in all cases craft apprenticeship rates are expressed as a proportion of the qualified rate, increasing yearly from 33% of the qualified rate in year one to 90% in year four.
Payment is also based on attainment of relevant skill, knowledge and competence achieved after successfully completing each phase of training. Training allowances for apprentices are calculated with reference to gross-wage norms payable in industry for the different trade sectors.
164. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to ensure the roll-out of a sexual violence response programme (details supplied) to all third level educational institutions. [25211/22]
Amharc ar fhreagraSignificant progress has been made regarding the Framework for Consent in Higher Education since it was first launched in 2019. The Framework aims to ensure the creation of an institutional campus culture which is safe, respectful and supportive.
In 2019, the Higher Education Authority (HEA) awarded €350,000 in performance funding in recognition of the impact of the programme referred to by the Deputy. The programme was developed to tackle issues of sexual and relationship violence, by educating and empowering students to support the development of a visible institutional pro-social culture which stands against unacceptable behaviour and abuse and fostering a culture of positivity and support. The programme highlights the danger of normalising abusive behaviour, and cultivates an understanding of someone's capacity to intervene. The programme provides students with a safe environment to better understand appropriate social interactions and to identify unacceptable behaviour, ensuring an understanding of the importance and meaning of consent, but also more broadly, personal assertiveness and social responsibility.
Since the expansion of its remit in August 2020, the HEA’s Centre of Excellence for Equality, Diversity and Inclusion has worked with the Programme to ensure the national roll-out of this training. National reporting on the Framework for Consent in Irish HEIs in November 2021 showed that a majority of HEIs had engaged with the programme and were offering or intended to offer this training. This year the HEA will support a project that will make the online programme available to all publicly funded higher education institutions on a pilot basis.
In addition, funding of €11,996 was awarded by the Irish Research Council under Strand 1a for the intervention at second level - educating and empowering our young people to speak up and demand a zero tolerance approach to all forms of sexual harassment and violence.
I will continue to lead the way on institutional change, championing the changes required to achieve a cultural norm where bullying and sexual harassment are not tolerated.
165. Deputy Michael Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline supports in place for students with disabilities to access further education and training; and if he will make a statement on the matter. [25276/22]
Amharc ar fhreagraActive inclusion has always been a central tenet of the work of ETBs and FET providers, with an extensive reach into and across local communities. SOLAS’ publication FET in Numbers 2020: Learners with Disabilities records 11,376 learners (7.5% of all learners) enrolled in FET programmes who reported having at least one type of disability.
Fostering inclusion is one of the three core pillars of Future FET: Transforming Learning the national Further Education and Training (FET) Strategy 2020-2024. It identifies addressing the needs of people with disabilities as a primary focus and commits to more consistent support for this group across FET. The FET sector is currently undertaking various works in relation to the Universal Design for Learning, and in this respect, SOLAS published 'UDL for FET Practitioners: Guidance for Implementing UDL in Irish Further Education and Training' guidelines last year.
There is a broad range of supports provided through the ETBs to support the participation of all learners, including those with disabilities. FET offers a full suite of programmes and these are made available to all participants, regardless of disability. Currently, a number of programmes are offered through Adult Literacy, Community Education and Specialist Training programmes to all participants, including those with physical and intellectual disabilities.
The Fund for Student Disabilities (FSD) provides disability support in higher education and FET. SOLAS now manages the FET element of the FSD with supports including academic/learning support; assistive technology equipment & software; hearing impaired supports; examination supports; non-medical supports and transport supports for learners with a disability.
SOLAS is also currently overseeing an independent evaluation of Specialist Training Provision programme, which provides training for persons with a disability with higher support needs. The FET Strategy commits to implementing the recommendations arising from the evaluation over the lifetime of the strategy, with scope to increase accommodation of people with disabilities in mainstream FET rather than separate dedicated provision.
Building on its 2017 research into barriers to FET for the long-term unemployed and other vulnerable groups, SOLAS intends to commission further research and examine barriers to participation in FET, with particular reference to persons with a disability.
All of the foregoing initiatives and the broader operation of the FET system, including engagement with relevant stakeholders, provide SOLAS and the ETB system with in-depth knowledge and deep appreciation of the access requirements of learners with disabilities, which in turn will assist greatly with the future planning and delivery of such services in this priority area.
166. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that he is taking to improve access to third-level education across the island; and if he will make a statement on the matter. [25204/22]
Amharc ar fhreagraMy Department and I are committed to ensuring access to third level education to everyone across the island. The 2021 Memorandum of Understanding on the Education Dimensions of the Common Travel Area, students from Ireland and Northern Ireland will continue to access higher education on the same basis as they did prior to the withdrawal of the UK from the EU in terms of fees and student support. Furthermore, I am anxious to promote student and staff mobility between Ireland and Northern Ireland across further and higher education, and as part of the New Decade, New Approach document, my officials are working closely with their counterparts in the Department of the Economy to see how seamless access can be promoted in the North-Western part of the island. This, I hope, will serve as a model for other areas along the border. In particular, we are engaging with colleagues about access to medicine for students across the island of Ireland.
168. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that his Department is taking to increase diversity within the medical profession; and if he will make a statement on the matter. [25285/22]
Amharc ar fhreagraEquity of Access to Further and Higher Education continues to be a priority for me and my Department. Inclusion is a key goal in my Department's Statement of Strategy. The Programme for Government also reflects the importance of supporting learners at risk of educational disadvantage and learners with special education needs in higher education.
Work on development of the new National Access Plan is almost complete. My Department and the HEA has led a public consultation process and has engaged with a wide range of stakeholders in the preparation of this Plan. The New Plan seeks to target underrepresented students, vulnerable students or students who have experienced disadvantage and therefore face challenges in accessing higher education and experiencing belonging in higher education. A Memo for Government will be brought to cabinet shortly and it is my intention to publish the new Plan in the coming months.
There are places reserved in each medicine course under the HEAR and DARE schemes. Both schemes are managed and operated by the Irish Universities Association (IUA) on behalf of the higher education institutions who are autonomous bodies. Admissions under the schemes are regulated by the higher education institutions themselves. Each institution determines its own admissions policy in relation to the schemes, the number of places they reserve and the allocation of those places.
As the Deputy may be aware, engagements have been ongoing between my officials, the medical schools and the Department of Health in relation to expanding the number of places available in Irish and EU students in medical education. Discussions around widening participation in medicine by priority groups under the new National Access Plan have formed part of these engagements.
I will continue to work to ensure that the higher education student body entering, participating in and completing higher education, at all levels and all programmes reflects the diversity and social mix of Ireland’s population.
169. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he is taking to ensure that third-level educational institutions provide teaching and learning materials online, including lecture recordings, to facilitate distance learning. [25212/22]
Amharc ar fhreagraThe pandemic has changed many aspects of our lives, not least through increased digital usage. Many more people are working remotely or learning online. As Ireland emerges from the pandemic, the government wants to capture and build upon the positive elements of this experience, in a considered and balanced way. €35.1m Covid-19 support funding was provided to institutions in 2020 to support the Transition to Online learning.
Further COVID support funding and Safe Return to Campus funding was provided in 2021, including funding towards Transition to Online. The final amount provided towards Transition to Online from the 2021 support funding will not be finalised until all relevant claim forms have been received and the review and analysis of the final claim forms are completed. As the past two years have shown, digitalisation is vital for our institutions, whether they have navigated periods of restrictions with staff working remotely or moved towards teaching online for the first time.
The Digital Ireland Framework will help fully realise many of the benefits of digital including: moreflexible and remote working and new job opportunities; more efficient and accessible services for all by making connectivity available to everyone, through the National Broadband Plan, Remote Working Hubs and Broadband Connection Points. The new strategy aims to provide digital skills for all – from school, to further and higher education, to life-long learning, with a target of increasing the share of adults with at least basic digital skills to 80% by 2030. Through the Harnessing Digital Strategy, Government will deliver High-Level Digital Skills through more and diverse pathways in HE and FETincluding the development of targeted short-cycle tertiary programmes, flexible modular programmes, and the further development of micro-credentials to help meet the upskilling and reskilling challenge of our digital transition
170. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the technological university status bid of Dundalk Institute of Technology; and if he will make a statement on the matter. [25341/22]
Amharc ar fhreagraAs the Deputy is aware, Dundalk Institute of Technology is currently pursuing a trajectory to achieve technological university (TU) status and is receiving Transformation Fund assistance from the Exchequer to do so. In other practical terms the Institute is also availing of the services of a highly experienced special advisor from the Higher Education Authority (HEA), Dr. Ruaidhri Neavyn, to assist it with its proposals.
Given the network of TUs now established with only Dundalk and Dún Laoghaire Institute of Arts, Design and Technology remaining as stand-alone Institutes, it is more likely the Institute’s ambition to become part of a multi-campus TU will require to be considered under the legislative approach prescribed in section 38 of the 2018 Act for the merger of an Institute of Technology with an existing TU. It is a matter for any stand-alone Institute to convince an existing TU of the merits of its incorporation in this context.
Realistically as three of the five TUs have only been established since October last, it may take some time for these new TUs in particular to settle into new structures and new missions before being in a position to consider a section 38 incorporation. If so, that time should continue to be used productively by Dundalk Institute of Technology to attain the relevant eligibility metrics and demonstrate the benefits of any proposed incorporation. I understand that DkIT is continuing to make good progress towards meeting these legislatively prescribed eligibility criteria.
My Department and the HEA will continue to support the Institute as appropriate in this matter.
171. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail any work his Department is undertaking to analyse the reason the numbers qualifying for SUSI grants has fallen over recent years; and if he will make a statement on the matter. [25206/22]
Amharc ar fhreagraThe principal support provided by my Department in financial terms is the Student Grant Scheme. The Scheme is administered by SUSI.
The scheme is demand led and as such the numbers applying each year can change for reasons such as demographics and the expansion and extension of alternative educational opportunities.
For example, in 2020/21, there was an increase in the number of applications for support and an increase in the number of students seeking a review based on the change of circumstances provisions in the scheme. This was primarily due to the impact that Covid-19 had on people’s income levels. The 2020 Leaving Cert cohort was also up circa 4% on the 2019 figure.
In 2021/22, there was a reduction in application numbers. This may have been due to an increased number of alternative educational opportunities not supported by SUSI being rolled out during 2021, such as the expansion and extension of the apprenticeship programmes.
In relation to the percentage of overall applicants qualifying for a grant, these have remained relatively stable over the last number of years. For example, those awarded a grant in 2015/16 was 77.64% of the total applications received, compared to 78.23% in 2021/22.
The Student Grant Scheme is reviewed annually to ensure that it remains up to date with regard to policy issues arising across Government and my department also engages with SUSI on a regular basis to analyse possible trends on the Student Grant Scheme.
172. Deputy Dara Calleary asked the Minister for Further and Higher Education, Research, Innovation and Science the way his Department is seeking to target CAO places in areas of acute skills needs as identified through our national skills architecture and workforce planning; and if he will make a statement on the matter. [25269/22]
Amharc ar fhreagraAt the request of my Department, the HEA has engaged with the higher education sector to seek proposals for increased provision in areas skills need. The areas identified are:
- Social Care and Social Work;
- Healthcare disciplines;
- Construction professions, including civil engineers, quantity surveyor and architecture;
- Science and engineering, particularly as relates to the climate agenda;
- Medical, Chemical and Life Sciences;
- ICT;
- Post-primary education areas covering STEM, foreign languages and modern Irish.
The areas of consideration were identified through the National Skills Bulletin which included a survey of recruitment agencies views on areas in which there was a noticeable skills deficit. My officials also engaged with the Department of Health and the Department of Children, Equality, Disability, Integration and Youth on workforce planning requirements.
This work is at an advanced stage and it is hoped that a significant number of permanent additional places will be created.
175. Deputy Donnchadh Ó Laoghaire asked the Minister for Further and Higher Education, Research, Innovation and Science his views on recent reports that 2022 CAO points are highly likely to reach the record high of 2021; and the steps he will take to increase third level capacity and address this matter. [25237/22]
Amharc ar fhreagraThe CAO process applications for undergraduate courses on behalf of the Higher Education Institutions. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates. Neither I nor my Department have a role in the operation of the CAO, or in the determination of points levels.
CAO points are determined by the grades received by students, the number of applicants for a course and the number of places available. The number of applications received by the CAO this year has declined slightly from last year's record high, but remains high over all. The Department of Education and State Examinations Commission have given an undertaking that the grades awarded in the 2022 Leaving Certificate will overall not be less than those awarded in 2021. Given these two factors it is likely that CAO points will remain at a similar level to last year although, as with any year, individual courses will see increases and decreases in the required points.
My officials, the HEA and the higher education sector have been engaging on a targeted expansion of places in the higher education system for the next academic year. These additional places will be created in areas of acute skills need as identified through our national skills architecture. The engagements on additional places are at an advanced stage, and I hope to update Cabinet on this shortly.
However higher education is just one element of our broader education and training system. We must also work to strengthen the further education and training system and create additional capacity in apprenticeship programmes.
Information on the options available in further education, higher education and apprenticeship are all available at cao.ie/options and I encourage any potential learners to take a look at see the range of opportunities available to them.
176. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science the progress to date in the roll-out of public sector apprenticeships and the sectors in which further progress will be made. [25377/22]
Amharc ar fhreagraA key commitment of the ‘Action Plan for Apprenticeship 2021-2025’ is to grow the number of apprenticeship registrations across the public service, including local authorities, to reach 750 annual registrations by 2025. This represents a more than seven-fold increase on 2020 registrations and will support a long-term goal of 7% of the apprentice population being employed by public service employers.
Whilst it is not yet determined where the apprenticeship roles are best located, the diversity of the public service provides a wide basis for involvement with the range of existing apprenticeships and those programmes in development. Apprenticeship provides an opportunity to target and widen the recruitment pool for both generalist and specialist roles within the public service.
My Department’s officials have undertaken a number of actions in order to make progress towards achieving this commitment:
- Several general and sector-focused information sessions on apprenticeship were held late last year.
- A Working Group has been established, representing Government Departments and agencies and local authorities, to develop a Public Service Apprenticeship Recruitment Plan by summer 2022. The Group’s work is based on surveying over 100 organisations in relation to their skills needs.
- More specifically, there has been extensive bilateral engagement with the LGMA, to assist with surveying local authorities in relation to their skills needs.
- There is also engagement with the HSE and Department of Health in relation to a commitment in the Action Plan to explore a healthcare assistant apprenticeship programme for the HSE and the options for how this might be piloted.
The results of the survey of public service organisations have now been analysed and a Public Service Apprenticeship Recruitment Plan, informed by the survey results, is being drafted. It is intended to submit the draft for Cabinet approval before the summer recess.
178. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will ensure in Budget 2023 that there are enhanced mental health services across all further and higher education and apprenticeship courses; and if he will make a statement on the matter. [25335/22]
Amharc ar fhreagraThe mental health and wellbeing of students is a priority for the Department of Further and Higher Education, Research, Innovation and Science, especially in light of the COVID-19 pandemic which has brought increased stress and anxiety levels for students.
My Department has progressed a number of initiatives, in partnership with the Higher Education Authority (HEA) and Higher Education Institutions (HEIs), over the last few years to address the broad spectrum of mental health and wellbeing issues faced by students, including:
- Mental Health and Well-being funding supports
- Healthy Campus Charter and Framework
- Student and Learner Wellbeing and Engagement Working Group
- National Student Mental Health and Suicide Prevention Framework
- PCHEI (representative body of Psychological Counsellors in Higher Education) and Partnership with Text 50808.
My Department allocates funding to the HEA for direct disbursement to the HEIs. €2 million is provided to address student mental health and wellbeing in higher education each year. This is allocated by the HEA to HEIs through the Recurrent Grant Model (RGAM).
As autonomous bodies, the internal disbursement of this funding, including the funding of their student services, the employment of counselling staff, and the procurement of counselling and mental health services are a matter for the individual institutions.
An additional €3m to underpin student wellbeing and mental health in HEIs was secured for each of the 2020/21 and 2021/22 academic years as part of the funding packages, to mitigate against the impact of COVID-19.
In the Further Education and Training (FET) area, learners may have access to internal psychological supports from qualified ETB staff. Funding for these supports are dispersed under general individual programme and learner support headings. SOLAS allocates funding for Guidance, Counselling and Psychological Services for Youthreach participants.
The funding of mental health services will be considered by my department as part of the overall estimates process for Budget 2023.
179. Deputy Brian Leddin asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to expand research grants or to develop new strategies and plans in relation to the energy generation in Ireland in line with his recent announcement of research partnerships to decarbonise the energy sector in particular, if his Department has plans to fund research partnerships on green hydrogen and other energy storage technologies to assist the development of offshore wind energy sector; and if he will make a statement on the matter. [25360/22]
Amharc ar fhreagraI should first explain that my Department provides resources for competitive research funding allocated through calls managed by Science Foundation Ireland and the Irish Research Council. This is in addition to the research funded by Higher Education Institutions through their block grants. While research is typically relevant to societal issues, specific sectoral issues such as the development of offshore wind energy is a matter for the relevant Department.
As the Deputy notes, I recently announced the NexSys Partnership at UCD. This initiative, which will be led by the UCD Energy Institute is a new €16 million strategic research partnership aimed at decarbonising the Irish energy sector. Science Foundation Ireland (SFI) has awarded €8 million to the project and this has been matched by philanthropic donations and the NexSys industry partners.
Other relevant research programmes which are currently open, providing opportunies for collaboration, include:
- the SFI Strategic Partnership Programme, which is a flexible mechanism for academic researchers to build strategic collaborations with key stakeholders;
- the SFI Spokes Programme, which enables the addition of new industrial and academic partners and projects to existing SFI Research Centres, allowing them to expand in line with new priorities and opportunities;
- calls for proposals under a new National Grand Challenges Programme (NGCP) will be launched in the coming months. A fund of €71.6M over the period 2022-2026 has been allocated and research programmes funded under the NGCP may include the areas outlined by the Deputy;
- MaREI, the SFI Research Centre for Energy, Climate and Marine research and innovation at UCC conducts research into hydrogen fuel in collaboration with their partners, for example, the New H-Wind Project to Advance Development of Hydrogen Energy in Ireland;
- ICRAG, the SFI Research Centre in Applied Geosciences also focuses on this area with research that investigates large scale hydrogen generation using unpurified water; and
- AMBER, the SFI Research Centre for Advanced Materials and Bioengineering Research has projects looking at high-surface area materials for energy storage and conversion.
180. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the number of psychologists entering the workplace. [24869/22]
Amharc ar fhreagraMy Department is strongly committed to supporting the mental 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 mental health services.
The National Health and Social Care Professions Office in the HSE have advised me that the Psychology Project Team completed a report in 2021 which recommended the development of a workforce plan for psychology and the creation of a National Psychology Placement Office. Implementation of the recommendations in this report is being considered by the HSE in the context of resource requirements Implementation of the report’s recommendations and the creation of a National Psychology Placement Office are a matter for the HSE to prioritise in the context of available resources.
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. I will ensure that there is continued engagement with all stakeholders to ensure that we deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector.
