Written Answers Nos. 1310-1329
1310. Deputy Patrick Costello asked the Minister for Further and Higher Education, Research, Innovation and Science the reasoning for the difference between the referral process for applicants to YouthReach and CTCs; the reason that there is a requirement to be in receipt of social welfare to access the latter but not the former; and if he will make a statement on the matter. [42809/22]
Amharc ar fhreagraThe Youthreach programme aims to provide early school leavers with the knowledge, skills and confidence required to participate fully in society and progress to further education, training and employment. The ESRI’s Evaluation of the Programme in 2019 found that it had significant value in re-engaging a vulnerable group of young people with learning, providing courses and a multiplicity of approaches tailored to their individual needs and embedding education and training provision within a broader network of supports.
The Programme is delivered in two settings, Youthreach centres and Community Training Centres (CTCs) with the location of the particular Youthreach or CTC centre being a key factor in determining which service individual early school leavers attend.
The operation of the Youthreach programme in both settings is subject to Operator Guidelines, in the case of Youthreach centres dating from 2015 and to Operating Standards for the CTCs dating from 2013.
The primary target group for Youthreach Centres is young people between 16 and 20 years of age. Those aged 15 years of age may, as an exceptional measure, be admitted to the Youthreach centres where they have left school with no possibility of return. This age group are not admissible to CTCs, who were set up by local community organisations to cater primarily for early school leavers between 16 and 21 years. Youthreach participants aged 16 and 17 in either setting receive an age-related training allowance, currently €45 per week. Learners over 18 years of age entering CTCs must undergo a Department of Social Protection (DSP) means test before they can qualify and receive their training allowance. However, learners in Youthreach centres are paid the training allowance once they are not in receipt of a DSP payment. This difference is historical in nature.
In its response to the ESRI Evaluation, SOLAS made a series of recommendations which included that ETBs should work together to develop and adopt a uniform approach to programme referral and entry into Youthreach based on existing good practice. SOLAS also proposed that the role of Youthreach programme guidelines be reviewed, given the central role of ETB planning and funding parameters in setting requirements from FET provision, and a cross-FET guidebook on programme practice should be developed to ensure clarity around programme expectations leading to clear pathways of progression opportunities for learners.
A key priority of Future FET: Transforming Learning, the national Further Education and Training (FET) Strategy 2020-2024 is to ensure consistency of support for all learners. SOLAS is pursuing the implementation of its recommendations through the National FET Strategy and as part of the Strategic Performance Agreement process in conjunction with individual Education and Training Boards.
An Operational Guidelines Working Group (OGWG) has been established by ETBI to review the operational guidelines applying to CTCs, and Specialist Training Provision as well as Local Training Initiatives within the FET Sector. The Group is due to report to the ETB FET Directors later in 2022 and I expect that it will address the issue raised by the Deputy.
1311. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the totality of grant aid and or subsidy provided to each local authority in 2019, 2020, 2021 and to date in 2022 (details supplied). [42829/22]
Amharc ar fhreagraThe Department of Further and Higher Education, Research, Innovation and Science was formed in August 2020. Since formation, the Department has not made any grant-in-aid and or subsidy payments to Local Authorities. The Department has made payments to local authorities in the normal course of business for services provided by local authorities to the Department.
In 2019, under the Department of Education and Skills, the following local authorities received payments relating to further education student contribution and maintenance awards:
- Galway County Council - €2,500 Maintenance Grant
- Louth County Council - €3,000
All new applications for student grants are now processed via SUSI and not local authorities.
1312. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 170 of 6 July 2022, if he will request his Department to provide a list of the European countries that have a licence system and a qualification certificate for construction workers. [42852/22]
Amharc ar fhreagraAs part of the research into establishing a licensing authority, desk research on construction practices across a number of European and other international countries was undertaken. Below, for your perusal, is a list of the European analysis reviewed, together with supplementary information on the award and/or licensing type.
Additional research was undertaken across international countries/states, which included Australia, California, Florida and New Zealand.
Those that do not have a complete licensing model have conditions to their certificates. For example, in the UK all certificates are validated by a construction skills card that has conditions attached and which conditions must be met in order to be renewed.
In summary, Europe and several other states and countries are moving towards a licensing model.
|
Country |
Skills |
Certificate |
Licence |
|
Excavators |
|||
|
Cranes |
Yes - 4 year duration |
||
|
Dumpers |
|||
|
Austria |
Telehandlers |
Yes - 4 year duration |
|
|
Excavators |
Yes - 5 year duration |
||
|
Cranes |
Yes - 5 year duration |
||
|
Dumpers |
|||
|
Belgium |
Telehandlers |
||
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
|||
|
Bulgaria |
Telehandlers |
Yes |
Yes-with renewal |
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
|||
|
Croatia |
Telehandlers |
||
|
Excavators |
|||
|
Cranes |
|||
|
Dumpers |
|||
|
Czech Republic |
Telehandlers |
Yes |
|
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Excavators |
|||
|
Cranes |
Yes- Part of ECOL |
||
|
Dumpers |
|||
|
Denmark |
Telehandlers |
||
|
Excavators |
Yes - 2 year duration |
||
|
Cranes |
|||
|
Dumpers |
|||
|
Estonia |
Telehandlers |
||
|
Excavators |
Permit to work |
||
|
Cranes |
Permit to work |
||
|
Dumpers |
|||
|
Finland |
Telehandlers |
Yes 5 Year |
|
|
Excavators |
Yes |
||
|
Cranes |
Yes |
2 year national diploma |
|
|
Dumpers |
Yes |
||
|
France |
Telehandlers |
Yes |
|
|
Excavators |
Yes |
Yes |
|
|
Cranes |
Yes |
Yes - Part of ECOL |
|
|
Dumpers |
Yes |
Yes |
|
|
Germany |
Telehandlers |
Yes |
Yes |
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
Yes |
||
|
Greece |
Telehandlers |
||
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
Yes |
||
|
Hungary |
Telehandlers |
Yes |
|
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
|||
|
Iceland |
Telehandlers |
||
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
|||
|
Italy |
Telehandlers |
||
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
Yes |
||
|
Latvia |
Telehandlers |
Yes |
|
|
Excavators |
Yes |
||
|
Cranes |
|||
|
Dumpers |
|||
|
Lithuania |
Telehandlers |
Yes |
|
|
Excavators |
Yes - 5 year duration |
||
|
Cranes |
Yes- Part of ECOL |
||
|
Dumpers |
|||
|
Netherlands |
Telehandlers |
||
|
Excavators |
Yes |
||
|
Cranes |
Yes |
||
|
Dumpers |
Yes |
||
|
Norway |
Telehandlers |
Yes |
|
|
Excavators |
Yes |
||
|
Cranes |
Yes |
Yes - with renewal |
|
|
Dumpers |
|||
|
Poland |
Telehandlers |
||
|
Excavators |
|||
|
Cranes |
|||
|
Dumpers |
|||
|
Portugal |
Telehandlers |
Yes |
|
|
Excavators |
|||
|
Cranes |
Yes |
||
|
Dumpers |
|||
|
Romania |
Telehandlers |
||
|
Excavators |
|||
|
Cranes |
Yes |
Yes |
|
|
Dumpers |
|||
|
Slovakia |
Telehandlers |
Yes |
|
|
Excavators |
|||
|
Cranes |
Yes |
||
|
Dumpers |
|||
|
Slovenia |
Telehandlers |
||
|
Excavators |
|||
|
Cranes |
Yes |
Yes - with renewal |
|
|
Dumpers |
|||
|
Spain |
Telehandlers |
Yes |
|
|
Excavators |
|||
|
Cranes |
Yes |
Yes |
|
|
Dumpers |
|||
|
Sweden |
Telehandlers |
Yes |
Yes |
|
Excavators |
Yes |
Yes |
|
|
Cranes |
Yes |
Yes |
|
|
Dumpers |
Yes |
Yes |
|
|
Switzerland |
Telehandlers |
Yes |
Yes |
|
Excavators |
Yes |
Yes - Card with requirements for renewal |
|
|
Cranes |
Yes |
Yes - Card with requirements for renewal |
|
|
Dumpers |
Yes |
Yes - Card with requirements for renewal |
|
|
UK |
Telehandlers |
Yes |
Yes - Card with requirements for renewal |
1313. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 170 of 6 July 2022, if any of the members on the steering committee in relation to abolishing the QQI certification hold a QQI certification; and his views on allowing members with a QQI certification to be added to participate on the committee in the interest of fairness. [42854/22]
Amharc ar fhreagraEstablishing a Licensing Authority for the construction sector was a key recommendation arising from the Bearing Point report, commissioned in 2017. It is not possible to ascertain, if the consultants from Bearing Point held QQI certifications.
However, as part of their research within the period May through October 2017, BearingPoint consultants met with key stakeholders from the construction industry, Government Bodies and their agencies, together with Trade Unions and the Construction Industry federation, many of whom are very likely to have held QQI qualifications, specifically, those individual who were \ are qualified tradespeople.
1314. Deputy Michael Ring asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that will be put in place to assist those students who are unable to return to college due to the lack of accommodation; if there will be an option to continue their courses online, working remotely or if deferral options will be permitted given the severe shortage of accommodation; and if he will make a statement on the matter. [43347/22]
Amharc ar fhreagra1337. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he, in consultation with third level institutions, will put measures in place to allow students undertake a portion of their studies remotely as was the case during the Covid lockdowns given the extreme difficulties in attaining student accommodation. [43454/22]
Amharc ar fhreagraI propose to take Questions Nos. 1314 and 1337 together.
Higher Education Institutions (HEIs) are autonomous institutions within the meaning of the Universities Act 1997, the Institutions of Technology Acts 1992 to 2006 and the Technological Universities Act 2018. Under this legislation the institutions are academically independent and are entitled to regulate their own academic affairs and administrative processes, including the mode of delivery of programmes of study. HEIs have taken significant steps to ensure that teaching and learning is enhanced by the integrated use of digital technologies, both on-campus and remotely.
Many HEIs are and will be developing new blended learning programmes for validation. Such programmes need to be designed, delivered and assessed within an approved quality assurance framework developed by HEIs with reference to the Statutory Quality Assurance Guidelines for Providers of Blended Learning Programmes. Programmes that are delivered partially or fully online, need to be developed with that mode of delivery in mind rather than merely being translated or transferred from the original face-to-face programme model.
In 2021, key stakeholders from across the higher education sector worked collaboratively to reflect on the sudden move to online/remote learning in higher education, gather related evidence and to agree a way forward post-pandemic. Partners included the National Forum for the Enhancement of Teaching and Learning, QQI, USI, representative bodies of HEIs, and others. The resulting report, ‘Next Steps for Teaching and Learning: Moving Forward Together’ was launched in November 2021. The report includes recommendations for the sector with regard to blended/remote teaching and learning and the use of technology to ensure that higher education is as flexible, resilient and equitable as possible for all who learn, all who teach, all who support and lead, and our wider communities.
In June 2022, the HEA announced €37.62m in funding for the ‘National Technological University Transformation for Recovery and Resilience' (NTUTORR) programme. The programme was informed by the Next Steps report and this funding will enable the technological sector to systematise the learnings from the experience of digitally enabled education and support the provision of digitally enhanced teaching, learning and assessment to meet the needs of staff, students, and enterprise in the regions.
The fourth National Access Plan, 2022 to 2028, which launched last month, places an emphasis on student- centred goals, including flexibility. It aims to support students to study on a flexible basis including part-time and blended learning, and identify connectivity supports for remote learning. This is a seven-year plan with an additional dedicated investment of €35 million over the course of the plan.
I am very much aware of the difficulties facing students currently seeking to secure accommodation as the start of the academic year in Higher Education begins. However, it must be recognised that fundamentally, the challenge is one of supply of housing more generally. As a country, we know that we need to dramatically increase the supply of all types of housing and accommodation, including student accommodation. That is why the Government has launched Housing for All, led by the Minister for Housing, Local Government and Heritage setting out a series of actions which will be delivered to address the housing crisis. The plan is backed by the largest housing budget in the history of the State to transform our housing system, in excess of €20 billion. Since taking up office, both my Department officials and I have engaged and continue to engage on as ongoing basis with the Minister and Department of Housing, Local Government and Heritage and the wider higher education sector and relevant stakeholders on student accommodation issues including within the context of the advancement of the Government's Housing for All policy.
In June this year I met with the presidents and chairs of all the traditional universities and technological universities to discuss any immediate proposals they may have identified or be able to identify in relation to any additional student accommodation provision that may be pursued in the short to medium terms and the Department is continuing to liaise with the higher education institutions in this regard. In a welcome development, the sector indicates that hundreds of additional bed spaces are to be made available by higher education institutions for the start of the forthcoming academic year and NUIG will be delivering some 674 new bed spaces later next year. Subsequently in July following a case I made to the Cabinet Committee on Housing, my Department has received support to progress a new policy that bridges the challenging gap between the viability of delivering purpose-built student accommodation and subsequent rental affordability for students. This could involve the State assisting with the cost of building student accommodation in return for affordability commitments on rent. Work is continuing on this policy and the Department is also ready to work with any of the new technological universities to support them to borrow to build student accommodation.
On rent affordability, restrictions have also been put in place to limit the amount that students can be required to pay up-front for their accommodation, ending the practice whereby students were required to pay a lump sum up-front each term. The total amount that anyone is required to pay to a landlord by way of a deposit or an advance rent payment to secure a tenancy is now no more than the equivalent of 2 months’ rent – that is one month’s rent, and one month’s deposit.
Student accommodation is subject to rent pressure zone caps and students now have recourse to the Residential Tenancies Board for dispute resolution. In addition to the extra accommodation which is being put in place this year, amounting to hundreds of beds, it is also open to homeowners to rent a room to students. A homeowner can rent a room, retain their social welfare entitlements where applicable and earn up to €14,000 in rental income before having to pay tax.
All higher education institutions continue to support their students to find accommodation in the private rental sector through, for example, the encouragement of room rental or ‘student digs’ in family homes and many also maintain online databases where students can search for and check out accommodation, advertisements for room rentals can be placed and advice on sample rental agreements provided. Institutions are actively promoting this option in their localities. This is an approach which I fully support and encourage.
1315. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 170 of 6 July 2022, if there will be a recurring financial cost for workers with the new licensing model; and if he will make a statement on the matter. [42862/22]
Amharc ar fhreagraA Memo will be brought to Government soon outlining the draft General Scheme of a Bill which will simplify the current skills certification and safety awareness training arrangements, linking accreditation and training on a single licence.
The licensing authority will levy such fees required at the renewal stage to sustain operations. The recurring fee period will be on the condition that the applicant successfully completes the appropriate skills assessments applicable at the time of renewal.
1316. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science if financial assistance supports are available from his Department for third level post-leaving certificate students to cover the cost of rent; if such supports are available to students who have not qualified for the SUSI grant; and if he will make a statement on the matter. [42928/22]
Amharc ar fhreagraFurther to the clarifications received by phone from the Deputy's office, I am answering this question as it relates to higher education.
The Student Assistance Fund (SAF) is managed by the Higher Education Authority (HEA) on behalf of the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). These funds are allocated to Higher Education Institutions (HEIs) on academic year basis.
The SAF is allocated to Higher Education Institutions to assist participating students in both temporary and ongoing financial need.
This fund is available to assist eligible students who are unable to meet costs associated with day-to-day participation in higher education, including:
- Books and other class material that are required to enable students to continue and participate in teaching and learning and/or complete examinations
- Rent, heating and lighting bills and other utility bills e.g., mobile phone data plans, that are required to enable students to continue and participate in teaching and learning and/or complete examinations
- Food
- Essential travel
- Childcare costs
- Medical costs
- Family difficulties e.g., bereavement
The above list is not exhaustive. However, it is important that the nature of the expenditure for which assistance is being provided is clearly identified.
The Guidelines for the Student Assistance Fund are available here: hea.ie/funding-governance-performance/funding/student-finance/student-assistance-fund/.
1317. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to a higher level institution (details supplied) that has informed its students and graduates of applied social care that they will be unable to receive CORU accreditation and therefore unable to become registered social care workers, despite previously advising students they would receive accreditation; his plans to engage with the institution on the issue; and if he will make a statement on the matter. [42961/22]
Amharc ar fhreagra1318. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding engagement he has had with management of a school (details supplied) in relation to the ongoing issue of accreditation for its social care courses; if plans are in place to support students in these courses; and if he will make a statement on the matter. [43014/22]
Amharc ar fhreagra1321. Deputy Francis Noel Duffy asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the fact that a third level institution (details supplied) has withdrawn its application to CORU, which now means that students and graduates of certain programmes will be unable to become registered social care workers; if his Department has engaged with the college and CORU to review this recent decision to come to an agreement; and if he will make a statement on the matter. [43098/22]
Amharc ar fhreagra1322. Deputy Cian O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science the action he will take to ensure that this years applied social care graduates from Dublin Business School are able to access the CORU accreditation they need to progress their careers; and if he will make a statement on the matter. [43127/22]
Amharc ar fhreagra1324. Deputy Bríd Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if he will intervene in a case affecting students enrolled in a degree course of a third level institution (details supplied) for applied social care for which students have recently been told will not be recognised by CORU; if his attention has been drawn to the impact that this will have on the current students; if his Department will examine any solutions to ensure that CORU recognises the qualification; if he will contact the college in order to seek a solution to this crisis; and if he will make a statement on the matter. [43171/22]
Amharc ar fhreagra1325. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to an issue with the applied social care programme at a university (details supplied) receiving CORU accreditation; his views on same; if he believes that a full refund should be offered to affected students; his plans, if any, to engage with officials from the university, CORU and other relevant institutions regarding this matter; and if he will make a statement on the matter. [43177/22]
Amharc ar fhreagra1329. Deputy James Lawless asked the Minister for Further and Higher Education, Research, Innovation and Science if he will examine an issue that has occurred for students of an applied social care programme in a university (details supplied); and if he will make a statement on the matter. [43209/22]
Amharc ar fhreagra1343. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that he has taken to find a conversion solution for students attending a college (details supplied) to facilitate possible registration to CORU; and if he will make a statement on the matter. [43727/22]
Amharc ar fhreagra1355. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the action that his Department will take on behalf of the students currently enrolled in a college course (details supplied) to resolve an issue; and the way that the college involved will be held accountable for not delivering on promises made to its students. [43989/22]
Amharc ar fhreagra1356. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that he is taking to assist the students of BA (Hons) in applied social care at a college (details supplied); the measures that are being taken to ensure that the courses offered by private colleges are properly regulated and that the qualifications offered by such private colleges are as advertised to students; the measures that the Government is taking to ensure that there is no reoccurrence of a similar situation; and if he will make a statement on the matter. [44036/22]
Amharc ar fhreagraI propose to take Questions Nos. 1317, 1318, 1321, 1322, 1324, 1325, 1329, 1343, 1355 and 1356 together.
I have been made aware of the withdrawal of the Applied Social Care degree in DBS from consideration for approval by CORU, and was extremely concerned to learn of this matter and its impact on students.
I have asked my officials to assess the situation in order to better understand the options available to these students and seek a satisfactory solution. Engagements have been ongoing between my Department's officials, the Department of Health, CORU, QQI and DBS, and all relevant parties will continue to work to identify a way forward for affected students.
DBS is a private higher education provider, and CORU is an independent regulator of the health and social care professions. It is not within my remit to direct either body. It is my understanding that DBS recently met with students to outline the possible pathways available to them. The pathways available to students will depend on what stage their studies are at, and some students may have more than one option available to them. I encourage the affected students to remain in close contact with DBS regarding this issue, as they are best placed to provide updates as to the options available.
1319. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details in relation to the status on all the 17 new apprenticeship programmes to be delivered in 2022, including commencement dates, in tabular form; and if he will make a statement on the matter. [43049/22]
Amharc ar fhreagraThe development of new apprenticeship programmes is intended to help deliver on the commitments made under the Programme for Government to support and drive the economy, while addressing the skills requirements identified across society.
Apprenticeship programmes are employer-led. Approval for programme development transferred from the Apprenticeship Council to the new National Apprenticeship Alliance, which held its first meeting in March of this year.
The development of new apprenticeships is undertaken in accordance with published criteria and led by apprenticeship consortia comprising of employers, education and training providers and sectoral representatives. Timing and progress on the development of new apprenticeships is therefore generally under the control of the individual apprenticeship consortium and progress through the national qualification quality assurance processes (QQI).
There are currently 66 apprenticeship programmes on offer: 25 craft programmes and 41 programmes introduced since 2016. Eight new programmes were launched over 2020 and 2021, despite the pandemic; Arboriculture, Equipment Systems Engineer, Healthcare Assistant, Principal Engineer – Professional Doctorate, Recruitment Executive, Sales, Scaffolding, Supply Chain Associate.
In December 2021 I announced 17 new apprenticeship programmes that would be developed during 2022.
In recent months, 4 of those 17 programmes have been already been launched: Bar Manager, Wind Turbine Maintenance Technician, Transport Operations & Commercial Driving and Cybersecurity Practitioner.
Such is the dynamic nature of apprenticeship programme development, a number of additional programmes have since been added to the list. Full details of all those apprenticeships currently under development along with estimated commencement dates are in the table.
Apprenticeship programmes in-development
|
Apprenticeship Title |
NFQ Level |
Co-ordinating Provider |
Estimated Launch Date |
|
AGRICULTURE |
|||
|
1. Farm Manager |
L7 |
Teagasc |
Q4 2022 |
|
2. Farm Technician |
L6 |
Teagasc |
Q4 2022 |
|
3. Sports turf Management |
L6 |
Teagasc |
Q3 2022 |
|
CONSTRUCTION |
|||
|
4. Advanced Quantity Surveyor |
L9 |
Technological University of the Shannon |
Q4 2022 |
|
5. Roofing and Cladding |
L5 |
City of Dublin ETB |
Aug 2023 |
|
ENGINEERING |
|||
|
6. Civil Engineering |
L6 |
ATU Sligo |
TBD |
|
7. Civil Engineering |
L7 |
ATU Sligo |
TBD |
|
8. Manufacturing Data Integration Engineer |
L7 |
Technological University of the Shannon |
TBD |
|
9. Precision Machinist and Quality Control |
L6 |
Technological University of the Shannon |
Q3 2022 |
|
10. Robotics and Automation |
L6 |
Louth and Meath ETB |
TBD |
|
EQUINE |
|||
|
11. Stud Farm Assistant Management |
L7 |
Teagasc |
TBC |
|
FINANCE |
|||
|
12. International Financial Services Advanced Specialist |
L9 |
National College of Ireland |
TBC – On Hold |
|
HORTICULTURE |
|||
|
13. Horticulture |
L6 |
Teagasc |
Q4 2022 |
|
HOSPITALITY & FOOD |
|||
|
14. Executive Chef |
L9 |
Munster Technological University |
TBD |
|
ICT |
|||
|
15. Digital Marketing and Media |
L6 |
Proposed by RDI Hub and Buymedia |
TBC |
|
16. Immersive Technology |
L6 |
Proposed by Mersus Technologies |
TBC |
|
17. Software Solutions Architect |
L9 |
Munster Technological University |
TBC |
1320. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science if advice will be provided on a matter raised in correspondence by a person (details supplied); and if he will make a statement on the matter. [43060/22]
Amharc ar fhreagraThe selection criteria and process for admission to nursing programmes is a matter for the relevant higher education institutions in line with their statutory autonomy in relation to academic affairs. Neither the Minister nor the Department have a role in determining these criteria.
However, I am committed to exploring options to expand progression opportunities from Further Education to Higher Education in healthcare disciplines such as nursing.
In 2021, approximately 160 places were allocated on nursing courses for applications applying on the basis of a QQI FET/FETAC qualification. Approximately 8% of the total nursing places available in Higher Education institutions were allocated to those with a QQI/FET qualification. The number of applicants for nursing far outstrips the number of places available, no matter what route a student applies for entry.
The matter of health workforce planning and ensuring an appropriate pipeline of qualified healthcare workers including nursing is a major priority for my Department. 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.
My Department is engaging with colleagues in the Department of Health on expanding education opportunities, to ensure that we can continue to deliver graduates with the skills necessary to support our healthcare system and support the strategic workforce planning by the health sector.
1323. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the expenses paid to Ministerial advisers in his Department in each of the years 2020 and 2021 and to date in 2022, in tabular form; and if he will make a statement on the matter. [43154/22]
Amharc ar fhreagraThe information sought by the Deputy is set out in the tabular statement.
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Mr. Simon Harris, T.D. |
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Minister for Further & Higher Education |
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Research, Innovation & Science |
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27th June 2020 to Present. |
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|
Ms. Joanne Lonergan |
||
|
Special Adviser |
||
|
YEAR |
EXPENSES |
|
|
2020 |
Nil |
|
|
2021 |
Nil |
|
|
Ms. Sarah Bardon |
||
|
Special Adviser |
||
|
YEAR |
EXPENSES |
|
|
2020 |
Nil |
|
|
2021 |
€379 |
|
|
2022 |
€326 |
|
|
Ms. Deirdre Duffy |
||
|
Special Adviser |
||
|
YEAR |
EXPENSES |
|
|
2021 |
€479 |
|
|
2022 |
€251 |
|
1326. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of radiography graduates in each of the years 2018 to 2021; and the number who graduated in 2022, in tabular form. [43198/22]
Amharc ar fhreagraThe most recent data available for the number of radiography and radiation therapy graduates is contained in the table below. This data is from the Students Records System (SRS) database administered by the HEA. The data for the 2021 and 2022 graduates is not yet available.
|
Year |
Total Graduates |
|
2018 |
99 |
|
2019 |
96 |
|
2020 |
95 |
1328. Deputy Willie O'Dea asked the Minister for Further and Higher Education, Research, Innovation and Science when he will make a decision on whether to allow graduate entry medical students to apply for the SUSI student grant scheme; and if he will make a statement on the matter. [43205/22]
Amharc ar fhreagraEntry to medicine in Irish HEIs is provided through both undergraduate and graduate entry routes. Graduate Entry Medicine (GEM) is one of the pathways to study medicine. Students pursuing graduate entry medicine (GEM) programmes do so as second degree courses and consequently are not eligible for free fees funding or for student grants. However, in order to widen access to GEM programmes and give assistance towards the financial burden on each student pursuing these programmes, the fees of participating EU students are partly subsidised by the State via the Higher Education Authority (HEA). In the academic year 20/21 the state contribution was €11,524 per student with the balance of fees payable by the student.
There are significant policy, legislative and funding considerations, as well as wider implications, if the current treatment of graduate entry medicine was amended. These will be subject to consideration by my Department as part of the annual estimates process.
