Written Answers Nos. 300-315
300. Deputy Réada Cronin asked the Minister for Children, Equality, Disability, Integration and Youth the progress made to date in establishing a definition for reasonable profit within the meaning of the Crowe Report; and if he will make a statement on the matter. [49246/22]
Amharc ar fhreagraThe term ‘reasonable profit’ within the Crowe report had a particular meaning within European legislation on State Aid.
Consideration of profit rates in the Early Learning and Care (ELC) and School Age Childcare (SAC) sector requires further detailed analysis. I am pleased that with the enhanced financial transparency and public management underpinning the new funding model, we are now in a better position than ever before to make progress on this front.
The 'Independent Review of the Cost of Providing Quality Childcare Services in Ireland', published in October 2020 and the 'Analysis of the Rate of Surplus for Early Learning and Care and School-Age Childcare Services in Ireland' , published in October 2021, provide relevant information and insight into sector level data.
The sectoral information on rate of surplus in ELC and SAC in Ireland suggests that, on the whole, there are not excessive profits in the sector. However, there are significant variations across different types of provision. For example, the evidence suggests that ECCE-only services see the highest levels of income in excess of costs compared to other types of provision. The sector average rate of surplus is 4% whereas the characteristics associated with ECCE provision indicate surplus rates of between 14% and 23%.
This analysis was useful for the development of the new funding model, undertaken by an Expert Group and outlined in their report, 'Partnership for the Public Good: A New Funding Model For Early Learning and Care and School-Age Childcare' , published in December 2021. The Expert Group stated that the reports provide a good argument for increased financial transparency to be assured of the position on surplus/profits in the sector.
The Expert Group noted that in designing the funding model, it is important to consider the impact of public funding on a privately delivered sector. They further noted that while it is entirely appropriate that providers earn a fair and reasonable income, it is important to ensure that profit is not the primary motive for providers in this sector. This is particularly important given the scale of public funding in the sector, which will exceed €1 billion in 2023 as recently announced in the budget.
One of the key arguments outlined in the Expert Group report is that, in essence, the State has a right and a duty to ensure that the market serves the public good. For this, my Department will be monitoring emerging trends in the model of delivery, identifying any threats to the public interest, such as profiteering or financialisation, or sustainability issues, in order to take appropriate mitigation measures.
The collection of information on income and costs is essential for the full understanding of this complex and diverse sector in order to inform the development of policy. As recommended by the Expert Group, there needs to be full visibility and understanding of financial information in the sector in order to better understand the impact and interaction of income, costs, surplus and profit in the sector.
I am pleased therefore that the recent data collection for the 2021/2022 Annual Sector Profile, including questions on income and costs, has been completed by 93% of services. This new and emerging data will allow the Department to rerun income and cost analysis and ascertain the latest available financial position to inform the next policy developments.
Together for Better, the new funding model for Early Learning and Childcare, was launched in September. Over 90%, more than 4,000 providers, have become Partner Services under Core Funding, committing to working in partnership with the State for the public good. The response from providers to become Partner Services in delivering Core Funding has been hugely encouraging and positive.
The investment requires providers to freeze their fees at last year's rates; it requires new pay rates to be in force; and it requires a significant degree of operational and financial transparency over how services operate. This assures Government and the public that public money is being used for its intended purpose - high quality, affordable, and accessible Early Learning and Childcare. It also puts in place a solid foundation and brings further confidence to the system to allow for additional increases in investment. This is already happening, with a landmark investment of €1.025 billion in the ELC and SAC sector in 2023.
Further interrogation of the new Core Funding application and income and cost data is required in order to most effectively design developments in Year 2 of Core Funding. Developments may focus on promoting further capacity expansion, investing more in the base rate, or to taking more targeted initiatives to invest in specific parts of the sector.
301. Deputy Réada Cronin asked the Minister for Children, Equality, Disability, Integration and Youth if the attention of his Department has been drawn to a penalising effect of the core-funding allocation wherein smaller independent services face closure thereby reducing choice for parents who want part-time care or early childhood care and education scheme-only provision, something that is not catered for in many full day care creches; and if he will make a statement on the matter. [49247/22]
Amharc ar fhreagraTogether for Better is the new funding model for Early Learning and Care (ELC) and School Age Childcare (SAC). Together for Better brings together the three major funding schemes, the Early Childhood Care and Education programme, including the Access and Inclusion Model (AIM), the National Childcare Scheme and Core Funding. It implements a series of recommendations in the Expert Group report, Partnership for the Public Good.
Core Funding, which commenced on 15 September 2022, marks the beginning of the transformation the early learning and childcare sector to one that is increasingly publicly funded and publicly managed, delivering a service for the public good, through a partnership between the State and providers, to the benefit of children, parents, educators and practitioners, and society overall.
The primary purpose of Core Funding is to improve pay and conditions in the sector as a whole and improve affordability and accessibility for parents as well as ensuring a stable income to providers.
I was delighted to announce under Budget 2023 that the original allocation for Core Funding will be increased to €259 million for Year 1 of the Scheme to meet the cost of expanded capacity that has materialised through the actual application data that has been received to date. This significant expansion of capacity is not only positive for parents in providing more hours and weeks of provision, it is also positive for staff as it allows opportunities to work more hours per week and weeks per year.
Initial analysis shows the increased capacity is the type of capacity that is in highest demand relative to supply (i.e. more baby and toddler places as well as school-age places), supporting labour market participation of parents, and women in particular. The geographical breakdown across the country also indicates expansion in urban and commuter areas where there has been significant pressure on places.
Core Funding, underpinned by the Employment Regulation Orders, makes provision for improvements in staff pay and conditions, for additional administrative staff/time, and a contribution to non-staff overhead costs.
Core Funding is distributed in a fair, reasonable and transparent manner that is related to services’ costs of delivery. Consequently, services opening longer hours or offering more places will receive a higher value of Core Funding than other services. ECCE services remain a key component of the system, and in fact, the value of Core Funding offered is weighted in favour of sessional services for 2.5-6 year-olds. ECCE services receive proportionately more than other types of services relative to the staffing requirements of sessional pre-school provision.
It is important to acknowledge that Core Funding will intentionally address some of the existing disparities in funding levels across ECCE and non-ECCE provision, providing funding proportionate to the cost of delivery and supporting the employment of graduate Lead Educators across ELC provision as well as graduate Managers.
Services currently in receipt of ECCE standard capitation will see capitation increase at least 9.5%. A majority of services currently in receipt of ECCE higher capitation will also see a moderate capitation increase. A very small percentage of services will see no increase. These are larger ECCE-only services – with 20+ children in a session. ECCE sessional services with 22 children currently receives income of €1,829.30 per week. This will be matched in Core Funding. No service will see a decrease in funding.
Participation in the new partnership for the public good is optional and I am pleased to be working together with more than 4,000 Partner Services signed-up for Core Funding. I would encourage services that are experiencing difficulty and who would like support to contact their City/County Childcare Committee (CCC) to access case management supports. Services can be assisted on an individual basis through this route and it also allows for trends and themes across the country to be identified that can inform a more systematic response if necessary. My officials are not receiving any indications from CCCs that there have been providers reporting financial difficulties and in need of support. This case management process through the CCCs is the route to access additional sustainability funding if required.
302. Deputy Réada Cronin asked the Minister for Children, Equality, Disability, Integration and Youth if his Department accepts that a 40-week preschool should be funded, wherever such provision is profitable, and that the Departmental policy extant could lead to the eradication of small, home from home services of which up to 1500 exist across the State; and if he will make a statement on the matter. [49248/22]
Amharc ar fhreagraThrough the three early learning and childcare programmes ECCE, NCS and Core funding my Department aims to ensure stability and sustainability in the sector. I do not want any services to be faced with financial sustainability issues and am fully committed to working with any such service to support them in delivering early learning and childcare for the public good.
Core Funding is distributed in a fair, reasonable and transparent manner that is related to services’ costs of delivery. Consequently, services opening longer hours or offering more places will receive a higher value of Core Funding than other services. ECCE services remain a key component of the system, and in fact, the value of Core Funding offered is weighted in favour of sessional services for 2.5-6 year-olds. ECCE services receive proportionately more than other types of services relative to the staffing requirements of sessional pre-school provision. Through a combination of Core Funding and ECCE capitation, sessional services can now avail of weekly funding of at least €78.75 per child in ECCE (€69 ECCE capitation plus €9.75 per week in Core Funding base rate). Where a service has less than full occupancy, the funding on a per child basis is even higher. A service that has space for 11 children but has an average occupancy of 9 will receive an equivalent of €80.92 per child.
We are not seeing any evidence of a significant lack of sustainability for ECCE-only services or to suggest that services will face closure as a result of Core Funding. Services that are experiencing difficulty and who would like support are encouraged to contact their City/County Childcare Committee (CCC) to access case management supports. Services can be assisted on an individual basis through this route and it also allows for trends and themes across the country to be identified that can inform a more systematic response if necessary. We are not receiving any indications from CCCs that there have been providers reporting financial difficulties and in need of support. This case management process through the CCCs is the route to access additional sustainability funding if required.
Regarding the suggestion of a 40 week preschool term, any significant change to the ECCE programme rules such as providing ECCE funding for more than 38 weeks funding needs to be considered carefully and comprehensively in consultation with stakeholders. I would note that my Department has commenced a review of ECCE which is expected to be completed by Q3 2023. The review will assess whether the ECCE Programme is meeting its core objectives and will identify any changes or improvements that can be made to the Programme, based on international evidence, experience to date as well as consultation from a wide number of stakeholders.
303. Deputy Mairéad Farrell asked the Minister for Children, Equality, Disability, Integration and Youth if he has considered amending the policy regarding parent’s leave and benefit to allow lone parents to take leave equal to the time two parent families can avail of in an effort to give children of lone parents a more equitable start in life; and if he will make a statement on the matter. [49276/22]
Amharc ar fhreagraThere have been significant advances in the provision of family leaves in recent years to support parents to play a greater role in their children's early development.
Under the Parent’s Leave and Benefit Act 2019 (as amended), working parents are entitled to seven weeks of paid parent’s leave for each relevant parent, to be taken in the first two years after the birth or adoptive placement of a child.
The intention of this leave is to enable parents to spend time with their child in the earliest years. As stipulated in the EU Work Life Balance Directive 2019/1158, the leave is non-transferable between parents to ensure that both parents are encouraged and supported in taking time out from work to bond with their child. This is further supported through the provision of Parent’s Benefit.It is important to note that the entitlement under the Parent’s Leave and Benefit Act 2019 (as amended) is for each parent in their own right and it is not an allocation per family. The Act was drafted in such a way as to take account of the broad complexion of family life and allows for an entitlement for the spouse, civil partner or cohabitant of the parent. This means that each parent of the child, and their respective spouse, civil partner or cohabitant, is entitled to take parent’s leave in respect of that child. In effect this means that, if the parents of a child are not a couple but are in a separate relationship then their partner is entitled to parent’s leave to care for the child.
Family leave entitlements are kept under review to ensure that they are effective and respond to the needs of families. The EU Work Life Balance Directive requires nine weeks paid parental leave for each parent by August 2024, however, there are no immediate amendments to parent's leave currently planned.
304. Deputy Donnchadh Ó Laoghaire asked the Minister for Children, Equality, Disability, Integration and Youth the reason for the delay in processing an application for the operation of a school (details supplied). [49281/22]
Amharc ar fhreagraAs the subject matter of the Deputy's question relates to an operational matter for Tusla, I have referred the matter to them for a direct reply.
305. Deputy Michael Creed asked the Minister for Children, Equality, Disability, Integration and Youth the reason that his Department insists on an age requirement to participate in ECCE; the reason a child (details supplied) has been advised that it is not possible to participate in ECCE in 2022; if he will review this regulation thereby empowering parents to determine when the child will participate in the ECCE year; and if he will make a statement on the matter. [49288/22]
Amharc ar fhreagraThe Early Childhood Care and Education (ECCE) programme is a universal two-year pre-school programme available to all children within the eligible age range.
A child must have reached 2 years and 8 months of age on or prior to 31 August of the relevant programme year to be eligible for the September start date and a child cannot turn 5 years and 6 months of age during the course of the ECCE programme year.
The child referred to is eligible to begin ECCE in September 2023 and avail of a second year in September 2024.
The minimum eligibility age of 2 years and 8 months for the ECCE programme was chosen based on national experience and a review of international practice. It also had regard to the regulatory environment for early years education and care in this country and issues such as child development readiness and adult-child ratios.
The upper age limit of 5 years and 6 months for ECCE was set in consultation with the Department of Education and ensures that children transition into primary school with their peers.
I accept that the use of age limits in a scheme such as ECCE creates a situation whereby a child can fall just outside the age range, however, my Department have to place an age cut-off at some point, and in the interests of fairness and consistency there can be no discretion in this regard.
My Department does its best to ensure, in so far as possible, the equitable treatment of all children and families who apply for childcare funding under the ECCE Programme. In order to ensure objectivity and fairness, it is essential that clear rules exist for the scheme and that they are applied evenly.
I recently announced that my Department has commenced a 12-month review of ECCE this year which will consider whether ECCE is meeting its objectives and subject to the findings consider whether any changes need to be made. As part of this review, there will be a wide stakeholder engagement. The report of the review is due for completion in Q3 of 2023.
308. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will undertake a thorough investigation of a matter at Maynooth University whereby a decision has been taken not to proceed with a long promised student centre and for which levies had been placed on students over several years; if so, if he will publish the findings of such investigation; and if he will make a statement on the matter. [49249/22]
Amharc ar fhreagra309. Deputy Réada Cronin asked the Minister for Further and Higher Education, Research, Innovation and Science if former students at Maynooth University who paid levies for the construction of a designated student centre will be refunded those monies paid and with interest due, now that the structure as envisioned is not to go ahead; and if he will make a statement on the matter. [49250/22]
Amharc ar fhreagraMaynooth University recently informed my Department that its’ Governing Authority has taken the difficult decision to terminate the Maynooth University Student Centre contract.
My Department does not have any direct involvement in the project in question, as no direct exchequer funding was being provided by my Department for this project, which was solely being funded by European Investment Bank borrowings serviced by income from a student levy. However, all capital projects advanced by publicly funded Higher Education Institutions must comply with the provisions of the Public Spending Code. I understand following detailed consideration on a number of matters, including the risk associated with continuing with a project that would breach the Public Spending Code, the Governing Authority decided to terminate the contract.
Higher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, HEIs are autonomous bodies and are responsible for their own day-to-day management and operational affairs including dealing with policy and procedure in relation to any levy payable by students for services or campus facilitates.
The expenditure that has been incurred to date on the project will be met by the University from financial reserves. No financial contribution is being sought from the exchequer and there will be no impact on the student levy collected from the MU student body. Maynooth University are considering the most appropriate means of meeting the need for additional student spaces on campus, in the short and long term, in the overall context of achieving value for money in any future investment.
I met with Student representatives on a range of issues on Thursday 6th October. The Student’s Union from Maynooth University were represented at this meeting and spoke to their concerns about the Student Centre and the Student Levy.
I would strongly encourage the University to continue engagement with the student representative body, on the next steps for this project, and understand that a meeting will take place this week between the President and student representatives.
310. Deputy Paul Kehoe asked the Minister for Further and Higher Education, Research, Innovation and Science if his attention has been drawn to the decision by Maynooth University to halt construction of the student centre which has been funded in part by a student levy; the action that he is taking on the matter; and if he will make a statement on the matter. [49117/22]
Amharc ar fhreagraMaynooth University recently informed my Department that its’ Governing Authority has taken the difficult decision to terminate the Maynooth University Student Centre contract.
My Department does not have any direct involvement in the project in question, as no direct exchequer funding was being provided by my Department for this project, which was solely being funded by European Investment Bank borrowings serviced by income from a student levy. However, all capital projects advanced by publicly funded Higher Education Institutions must comply with the provisions of the Public Spending Code. I understand following detailed consideration on a number of matters, including the risk associated with continuing with a project that would breach the Public Spending Code, the Governing Authority decided to terminate the contract.
Higher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, HEIs are autonomous bodies and are responsible for their own day-to-day management and operational affairs including dealing with policy and procedure in relation to any levy payable by students for services or campus facilitates.
The expenditure that has been incurred to date on the project will be met by the University from financial reserves. No financial contribution is being sought from the exchequer and there will be no impact on the student levy collected from the MU student body. Maynooth University are considering the most appropriate means of meeting the need for additional student spaces on campus, in the short and long term, in the overall context of achieving value for money in any future investment.
I met with Student representatives on a range of issues on Thursday 6th October. The Student’s Union from Maynooth University were represented at this meeting and spoke to their concerns about the Student Centre and the Student Levy.
I would strongly encourage the University to continue engagement with the student representative body, on the next steps for this project, and understand that a meeting will take place this week between the President and student representatives.
311. Deputy Verona Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of physiotherapists who graduated from third level education in the 2021-2022 academic year; and if he will make a statement on the matter. [49132/22]
Amharc ar fhreagraThe information requested by the Deputy was obtained from the Student Records System in the HEA. The table below outlines the number of Physiotherapy graduates in 2021, which is the most recent data available.
|
Physiotherapy |
HEI |
Course Name |
2021 |
|
Honours Degrees |
Royal College of Surgeons |
Physiotherapy |
33 |
|
Honours Degrees |
Trinity College Dublin |
Physiotherapy |
32 |
|
Honours Degrees |
University College Dublin |
Physiotherapy |
57 |
|
Honours Degrees |
University of Limerick |
Physiotherapy |
34 |
|
Taught Masters |
University College Cork |
MSc (Physiotherapy) |
30 |
|
Taught Masters |
University College Dublin |
Prof Masters Physiotherapy |
24 |
|
Taught Masters |
University of Limerick |
Physiotherapy (Professional Qualification) |
18 |
|
Physiotherapy Total |
228 |
312. Deputy Verona Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of psychologists who graduated from third level education in the 2021-2022 academic year; and if he will make a statement on the matter. [49133/22]
Amharc ar fhreagraThe information requested by the Deputy was obtained from the Student Record System in the HEA and includes graduates from third level courses in 2021 of all psychology disciplines.
2021 graduate data is the most recent available.
|
(0313) Psychology |
2021 |
|
Certificate |
279 |
|
Higher Certificate |
3 |
|
Higher Diplomas |
67 |
|
Honours Degrees |
478 |
|
Masters Research |
5 |
|
PhD |
98 |
|
Post Graduate Diplomas |
25 |
|
Postgraduate Certificates |
24 |
|
Taught Masters |
454 |
|
Undergraduate Diplomas |
18 |
|
Grand Total |
1,451 |
313. Deputy Verona Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of occupational therapists who graduated from third level education in the 2021-2022 academic year; and if he will make a statement on the matter. [49134/22]
Amharc ar fhreagraThe information requested by the Deputy was obtained from the Student Records System in the HEA. The table below outlines the number of Occupational Therapy graduates in 2021, which is the most recent data available.
|
Occupational Therapy |
HEI |
Course Name |
2021 |
|
Honours Degrees |
National University of Ireland, Galway |
B.Sc. Degree (Occupational Therapy) |
25 |
|
Honours Degrees |
Trinity College Dublin |
Occupational Therapy |
35 |
|
Honours Degrees |
University College Cork |
BSc (Occupational Therapy) |
31 |
|
Taught Masters |
University of Limerick |
Occupational Therapy (Professional Qualification) |
32 |
|
Occupational Therapy Total |
123 |
314. Deputy Verona Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science the number of speech and language therapists who graduated from third level education in the 2021-2022 academic year; and if he will make a statement on the matter. [49135/22]
Amharc ar fhreagraThe information requested by the Deputy was obtained from the Student Records System in the HEA. The table below outlines the number of Speech and Language Therapy graduates in 2021, which is the most recent data available.
|
Speech and Language Therapy |
HEI |
Programme |
2021 |
|
Honours Degrees |
National University of Ireland, Galway |
Bachelor of Science (Speech and Language Therapy) |
26 |
|
Honours Degrees |
Trinity College Dublin |
Clinical Speech and Language Studies |
37 |
|
Honours Degrees |
University College Cork |
BSc (Speech and Language Therapy) |
27 |
|
Taught Masters |
University of Limerick |
Speech and Language Therapy (Professional Qualific |
29 |
|
Speech and Language Therapy Total |
119 |
315. Deputy Mick Barry asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has any contracts with a company (details supplied); and if he will make a statement on the matter. [49167/22]
Amharc ar fhreagraI can confirm to the Deputy that my Department has no contracts with Top Security.
