Written Answers Nos. 609-630
610. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide a full breakdown of numbers of PhDs who are funded through State or state-funded bodies (IRC, SFI, HRB, Bord Bia, National Arts Council and so on and an estimate of privately funded PhDs registered at Irish universities. [51835/22]
Amharc ar fhreagraThe HEA has reported a total of 10,013 full time PhD students in 2021/2022, with 1,543 occasional and 1,738 students undertaking a Masters by Research.
The most recent Higher Education Expenditure on Research and Development (HERD) Survey 2018/19 carried out by my Department, found that there were 10,044 research students (doctoral and masters by research) in 2018, of which 6,143 (61%) were in receipt of a stipend and 3,901 (39%) were fully self-funded. The majority of PhD students are in receipt of grants from their individual institutions and research funders such as the Irish Research Council (IRC) and Science Foundation Ireland (SFI).
Other research funders in the national system include, e.g., the Health Research Board and Teagasc. There are also typically a number of PhDs funded through European Programmes and individual HEI schemes. The Department allocates recurrent funding to the HEA for direct disbursement to HEA designated higher education institutions. The HEA allocates this funding as a block grant to the institutions and as autonomous bodies, the internal disbursement of this funding is a matter for the individual institution.
Of the bodies referred to in the question, my Department has responsibility for SFI and the IRC and can only provide detailed information relating to these bodies. In this regard, as at the 1st of September, there were 2,022 PhD Students directly attributed to active SFI awards and the Irish Research Council is currently supporting 1,143 PhD researchers across its range of funding programmes.
Question No. 612 answered with Question No. 121.
613. Deputy Jackie Cahill asked the Minister for Further and Higher Education, Research, Innovation and Science when the various cost-of-living measures for postgraduate and PhD students and researchers that were announced in Budget 2023 will be provided; if he will provide details of these payments and when they will be made available; and if he will make a statement on the matter. [51844/22]
Amharc ar fhreagraI was happy to be able to announce that as part of the cost of living measures in Budget 2023, postgraduate students who meet the eligibility criteria for a Postgraduate Fee Contribution Grant will receive a once-off increase of €1,000 in the grant, which is increasing from €3,500 to €4,500 and is due to be paid by the end of 2022. This measure excludes postgraduate students who receive the Special Rate of grant as they have their tuition fee contribution paid up to €6,270. For these postgraduate students, they will receive the once-off extra maintenance payment for all student maintenance grant recipients, also to be paid by the end of 2022.
In addition, I am increasing all maintenance grants effective from January 2023 in order to provide further financial assistance to those students most in need. The special rate and Band 1 rate of maintenance will increase by 14% and all other maintenance grant rates will increase by 10%. Students in the current academic year will see their grant payments increase proportionately once this measure comes into effect from January 2023.
Full time PhD students funded through an award by IRC or SFI will receive a once off increase in their stipend of €500 in 2022 and an increase to the baseline stipend of €500 for 2023. This will be paid through the Higher Education Institutions.
In addition, I have secured a further €8 million of funding for the Student Assistance Fund for the current academic year. Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund (SAF). The Fund provides financial support to students who are experiencing financial difficulties while attending college. Students can apply for SAF to help with either temporary or ongoing financial difficulties and can be assisted towards their rent, childcare costs, transport costs and books/class materials. It is open to both full and part-time registered students on courses of not less than one year's duration leading to an undergraduate or postgraduate qualification. It is designed to provide a source of financial support in addition to other support measures.
Applications can be made under the Student Assistance Fund (SAF) through the Access Office in the third level institution the student is attending. More information on this fund and other supports are also available at www.studentfinance.ie
614. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details of the capital expenditure provided to University College Dublin since 2018, in tabular form. [51858/22]
Amharc ar fhreagraAs the Deputy requested, please find attached the details of the capital public expenditure at University College Dublin (UCD) since 2018.
|
Programme/ Project |
2018 |
2019 |
2020 |
2021 |
2022 (to date) |
|
Confucius |
€2,004,833 |
||||
|
HESIF I |
0 |
€379,000 |
0 |
0 |
|
|
Devolved Grant |
0 |
€3,999,000 |
€3,935,195 |
€3,754,237 |
|
|
EEDPP 2020 (Heat Pump) |
0 |
0 |
0 |
€71,555 |
|
|
ICT Devices Grant |
0 |
€777,017 |
0 |
0 |
|
|
Total |
€2,004,833 |
0 |
€5,155,017 |
€3,935,195 |
€3,825,792 |
615. Deputy Chris Andrews asked the Minister for Further and Higher Education, Research, Innovation and Science with respect to the sale of a large site in Dublin city centre (details supplied), if his Department will consider including a clause in the sale whereby the provision of sports and recreational facilities be included in the development owing to the fact that there is a chronic lack of such facilities in the inner-city area. [51900/22]
Amharc ar fhreagraI can confirm that the property referred to by the Deputy is in the ownership of Technological University Dublin (TU Dublin).
Under the terms of the Grangegorman Development Agency (GDA) Act 2005, both TU Dublin and the GDA are responsible for the disposals of the assets.
Both the GDA and TU Dublin are mandated by the 2005 Act to obtain the best value from any property disposal, so as to maximise the resources available for the Grangegorman development and to reduce the need for direct Exchequer funding.
616. Deputy Sean Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science the exact process that will operate for the refund process as announced in Budget 2023 and the criteria for the refund of fees, in each third level institution; and if refunds are dependent on funds being deposited in each institution before refunds are paid to students. [51901/22]
Amharc ar fhreagraAs part of Budget 2023, I have secured a significant cost of living package for third level students including a once-off €1,000 state financial support towards the undergraduate student contribution fee for higher education students eligible for my Department’s free fees schemes. This will assist students with the costs of attending higher education and will help alleviate some of the financial pressures which they and their families are facing.
The measure will reduce the student contribution payable by free fees eligible students from €3,000 to €2,000 in the 2022/23 academic year. This measure will benefit some 94,000 additional students.
It is anticipated that:
- Students who are paying their student contribution in two instalments will have the amount reduced from their next instalment by their institution during semester two.
- Students who have already paid their 2022/23 student contribution in full during semester one will receive a refund from their institution before the end of this year. Institutions will communicate with students directly on how the refund process for students who paid their full student contribution during semester one will operate.
A small number of refunds may need to be made in 2023 if there is a delay in students submitting the required payment details to their institution.
This measure is being implemented with the co-operation of Departmental agencies and the institutions themselves. I want to thank the Higher Education Authority, SUSI, the IUA, THEA, and the higher education institutions for all their assistance in bringing this much-needed support to students.
617. Deputy Duncan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if a college course (details supplied) qualifies for a SUSI grant; if it qualifies for the €1,000 repayment as recently announced in Budget 2023; and if he will make a statement on the matter. [51906/22]
Amharc ar fhreagraUnder my Department's student grant scheme, eligible candidates may receive funding provided they are attending an approved course at an approved institution, as defined in the scheme. The definition of an approved course is set out in Section 8 of the Student Support Act 2011 and Regulation 4 of the Student Support Regulations 2022.
The course to which the Deputy refers is not an approved course for student grant purposes.
As part of Budget 2023, I have secured a significant cost of living package for third level students including a once-off €1,000 state financial support towards the undergraduate student contribution fee for higher education students eligible for my Department’s free fees schemes.
The once off €1,000 support relates specifically to the student contribution payable by student’s eligible for free tuition fees under the Department free fees schemes in academic year 22/23. It will reduce the student contribution payable for free fees eligible students from €3,000 to €2,000 in 22/23.
As the course referred to by the Deputy is not an approved course under the Free Fees Scheme or under the Student Grant Scheme, students attending this course do not qualify for the once off reduction in the student contribution for 22/23.
618. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the level of progress achieved the main stakeholders in providing an adequate supply of suitably qualified graduates for the marketplace; and if he will make a statement on the matter. [51982/22]
Amharc ar fhreagra621. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he continues to identify the most acute areas of shortages of graduates available to the workforce; his ongoing plans to meet such shortages; and if he will make a statement on the matter. [51985/22]
Amharc ar fhreagra628. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department continues to coordinate opportunities to emphasise the sciences, innovation and research, with a view to ensuring the maximum level of preparedness to graduates through such channels having particular regard to the needs in an ever-increasingly competitive marketplace; and if he will make a statement on the matter. [51992/22]
Amharc ar fhreagraI propose to take Questions Nos. 618, 621 and 628 together.
My Department is focused on driving a skills ecosystem and skills agenda in Ireland which is agile and flexible priority skill needs, and to changes in the world of work driven by technology, to ensure Ireland has a skilled and productive workforce. Our approach to addressing these challenges is firmly rooted in collaborative partnership with enterprise and other stakeholders, and is central to our economic and social ambitions, as borne out in the 2021 Economic Recovery Plan.
Skillnet, the National Skills Council and the Regional Skills Fora network all work closely with my Department to foster engagement, dialogue, and collaboration between the education and training system, the enterprise agencies, and enterprise representatives in relation to skills priorities.
My Department’s project with the OECD to review Ireland’s skills approach has seen a comprehensive review throughout the year of these issues. Clear areas of focus emerging include our need to have more dynamic, granular, real-time data to inform how we respond rapidly to industry's needs, particularly across digital skills demands in all sectors; our intent to continue focus on short, flexible and blended skilling options for individuals entering and for people transitioning in the workforce; and, our ambition to progress ease of navigability through options for skilling and ensuring individualised, continuous learning journeys are enabled, encouraged and as easy as possible to undertake.
The effectiveness and impact of the whole of the tertiary education system – FET, HE & Apprenticeship – is enhanced when education and training provision, as well broader upskilling and reskilling opportunities, are informed by the experience, insights and expertise of the enterprise sector. We will only ensure the best possible skills and talent pipeline through working together and continuing to challenge each other as partners.
In relation to the areas of science, innovation and research specifically, I am seeking to further momentum in fostering talent to match the dynamic and rapidly evolving landscape of our economy. For example, Impact 2030: Ireland’s Research and Innovation Strategy was published earlier this year. It reaffirms that talent lies at the heart of the Irish research and innovation ecosystem. For future national prosperity, Ireland must be a great place to be a researcher and innovator, and it must attract the best people from all backgrounds, domestically and internationally.
Over the course of the strategy, students will be supported to gain the skills and experience that will enable them to engage with, and respond to, the latest developments in research and innovation. A consistent research student experience will be promoted and work will be undertaken to ensure that the research community is reflective of society and provides opportunities for all.
Researchers will be supported with the right skills development and career opportunities so that they can make their maximum contribution. Career pathways will be improved, starting with a deeper understanding of the nature of the demand for research talent. Researchers’ transversal skills will be enhanced so that they can make the greatest possible difference across enterprise, the public sector, civic society organisations and internationally.
619. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of graduates required in both the public and private sectors in academia; and if he will make a statement on the matter. [51983/22]
Amharc ar fhreagra620. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of graduates required in both the public and private sectors in the technology sector; and if he will make a statement on the matter. [51984/22]
Amharc ar fhreagra623. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of graduates in the technological area likely to emerge for their respective colleges/apprenticeships on an annual basis over the next ten years; and if he will make a statement on the matter. [51987/22]
Amharc ar fhreagra624. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the number of graduates in the area of academia likely to emerge for their respective colleges on an annual basis over the next ten years; and if he will make a statement on the matter. [51988/22]
Amharc ar fhreagra626. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he expects science to play an increased role in the higher education sector with particular reference to ensuring an adequate number of graduates to meet the demands of the workplace; and if he will make a statement on the matter. [51990/22]
Amharc ar fhreagra629. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects third and fourth level student numbers to increase at academic and technical level in the future, in line with demand; and if he will make a statement on the matter. [51993/22]
Amharc ar fhreagraI propose to take Questions Nos. 619, 620, 623, 624, 626 and 629 together.
Our higher education system has expanded significantly over the past number of years, from 209,300 enrolments in 2014, to 246,299 enrolments in 2021/ 2022. The most recent projections of full-time enrolment in higher education predict that enrolments will rise a further 13% over the next decade, and work is ongoing to build capacity within the system to accommodate this increase. Work is also ongoing on an updated set of enrolment projections for higher education, which will further assist in this capacity-building programme of work. My Department does not currently produce specific projections for the number of higher education graduates, as a number of variables can impact graduate output in any one year.
There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. Central to shaping these strategies is the partnership approach between the Further and Higher Education system and Government, Industry, the National Skills Council, the National Training Fund Advisory Group, the Regional Skills Fora and the Apprenticeship Council.
The Action Plan for Apprenticeship sets out new ways of structuring, funding, and promoting apprenticeships with a target of 10,000 apprenticeship registrations per year by 2025. In 2021, a record 8,607 new apprentices were registered- an almost 40% increase on the figures from 2019, the last “normal” pre-pandemic year.
The National Skills Council (NSC) within its remit advises on the prioritisation of identified skills needs and on how to secure delivery of these needs. Key high-level trends identified at recent NSC meetings include automation and digitisation, digital literacy and transversal skills. Information on these trends is then used to formulate our skills strategies and initiatives such as the National Skills Strategy 2025; Technology Skills 2022; Springboard+ and the Human Capital Initiative.
My Department will continue to advance efforts to ensure that Ireland offers learning opportunities to all who wish to pursue then and produces the graduates the workforce needs with the skills that our economy and society require.
622. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department is focused on the health sector in terms of ensuring a steady supply of graduates with a view to ensuring the filling of the maximum number of posts in the health services in Ireland; and if he will make a statement on the matter. [51986/22]
Amharc ar fhreagraMy Department is strongly committed to supporting the health of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce and support a range of clinical teams in our health services.
In July, the Minister for Health, Stephen Donnelly TD, and I jointly announced an additional 60 places in medicine programmes for this academic year. The agreement reached with the medical schools will create additional places in medical programmes over five years, with the number of additional places climbing to 120 in September 2023, and up to 200 by 2026.
Further permanent additional places were also announced in July, including 135 places on nursing programmes commencing from September 2022. Significant engagement is ongoing between my Department and the Department of Health in relation to substantial further expansion in nursing places. We continue to work closely with the Chief Nursing Officer, the Nursing and Midwifery Board of Ireland and the Higher Education institutions on the sustainable introduction of places on nursing programmes.
My officials are also actively engaging with the Department of Health, the HSE and other relevant Health and Social Care Profession stakeholders 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. The availability of appropriate placements and placement supports is a key enabler of this expansion, and engagement across my Department, the Department of Health, HSE and Higher Education Sector is ongoing. The Higher Education Authority are currently developing a request for Expressions of Interest to issue to the sector targeted at specific areas including healthcare.
625. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which his Department continues to monitor incidents of professional bullying throughout the higher education system; the extent to which bullying is evident in colleges throughout the country; the action taken or being taken to counter this; and if he will make a statement on the matter. [51989/22]
Amharc ar fhreagraThe Deputy will be aware that there are a number of Programme for Government (PfG) commitments aimed at addressing bullying, including a commitment to commission surveys of staff and students in the areas of harassment, sexual harassment, and bullying in higher education.
Our higher education institutions have a duty of to ensure that staff and students have a safe environment to study and work; free from bullying, harassment or other forms of unwanted behaviour. This is not an ‘add-on’ or part of a wish-list. This is an entitlement for everyone who works and studies at our third level institutions.
Surveys of staff and student’s experience of sexual violence and harassment in Irish higher education institutes were conducted last year, with the two survey findings published last January. Since the publication of the survey findings, my department has been working with the HEA and key stakeholders to develop an implementation plan which represents a comprehensive and ambitious response to the recommendations contained in the two survey reports. I launched this implementation plan (Ending Sexual Violence and Harassment in Higher Education Institutions - IMPLEMENTATION PLAN 2022-2024) last Thursday. It contains 19 actions which will be delivered between 2022 and 2024. I have also recently secured an additional €1.5m in funding to appoint Sexual Violence and Harassment (SVH) Prevention and Response Managers in our HEIs who will lead on the important changes we are making.
In August, I launched the findings of a Report on the National Survey of Staff Experiences of Bullying in Irish Higher Education Institutions (HEIs) conducted by the specialist DCU Anti-Bullying Centre. This report presents the findings of an anonymous online survey, commissioned by my department, examining the prevalence and impact of workplace bullying among staff in 20 publicly-funded HEIs in Ireland. The survey of staff experiences of bullying in higher education was conducted in late 2021. A total of 3,835 HEI staff responses were analysed.
The survey report includes a number of recommendations, which will inform future policy decisions to tackle workplace bullying within higher education institutions. Some of these recommendations include:
- awareness, education and training;
- implementing evidence-based programmes (with a focus on Equality Diversity and Inclusion);
- supporting targets of bullying and bystanders;
- developing anti bullying policies in consultation with employees; and
- ongoing research to further explore and monitor the prevalence of workplace bullying in HEIs
My Department is currently working with DCU’s National Anti-Bullying Centre to progress work on a student survey on bullying which I plan to launch in the coming weeks.
The Deputy will also be familiar with the ‘Speak Out’ tool which my Department has funded. 'Speak Out' is the Online Anonymous Reporting Tool for Sexual Harassment and Violence across higher education institutions which I launched in October 2021. The online and anonymous reporting platform provides a mechanism for the reporting of incidents of bullying; cyberbullying; harassment; discrimination; hate crime; coercive behaviour or control; stalking; assault; sexual harassment; sexual assault or rape. The project has been rolled out across 18 higher education institutions throughout the last academic year for students, staff and visitors. This project is a ground-breaking initiative which is underpinned by an ethos of cross-institutional collaboration in response to such incidences within higher education institutions.
The primary goal of the various surveys is to create a basis for the development of evidence based policy. We have an expert Advisory Group on Ending Sexual Violence and Sexual Harassment in HEIs in place which is providing advice on appropriate policy responses in this area. The intention is to establish a working group, under the auspices of the HEA’s Centre of Excellence for Equality, Diversity and Inclusion, to review the findings of the two bullying surveys and develop actions to achieve our shared goal to develop a more inclusive organisational culture for both staff and students in Irish higher education institutions.
I have been very clear that the tertiary education and training sector must lead the way in changing cultures, behaviours and practices across society to ensure that bullying, sexual violence and harassment are not tolerated. I will continue to lead the way on institutional change, championing the changes required, listening to survivors and working in collaboration to achieve justice for victims and a cultural norm where bullying is not tolerated.
627. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to ensure the continued access to third-level for all students seeking to avail of education at this level; and if he will make a statement on the matter. [51991/22]
Amharc ar fhreagraAccess to Further and Higher Education continues to be a national priority for the Government and my Department.
The fourth National Access Plan for Higher Education 2022-2028 was launched at the end of August and sets out our ambition for an inclusive, diverse higher education sector over the 7 year period.
This Plan sets a high level of ambition for the higher education system in supporting access, participation and success among students who are socioeconomically disadvantaged, students with disabilities and students from the Irish Traveller & Roma communities.
The Plan aims to support inclusion and diversity in our student body, address the wider struggles and challenges for students, and deliver sustainable progress. It recognises the needs of vulnerable learners, the most marginalised and those with special and additional needs.
Delivery of the Plan is supported by the PATH programme, which provides a range of supports to priority groups including bursaries under the 1916 scholarship scheme and support for people from target groups in accessing initial teacher education. The programme also supports clusters of higher education institutions in attracting under-represented students. PATH will receive an additional dedicated investment of €35 million over the course of the plan. This year, funding will support new measures to strengthen Universal Design for students in higher education, including those with autism, and to enhance opportunities for students with intellectual disabilities in higher education.
We will provide an additional 50 Bursaries of €5,000 each under the 1916 Bursary Fund,which supports the most socio-economically disadvantaged students from National Access Plan priority groups. We will allow 1916 Bursary holders retain their bursary if they wish to progress to Graduate Entry Medicine. We will provide an additional €700,000 to enhance engagement between Higher Education Institutions with priority groups and create linkages with DEIS post-primary schools. This is also aimed at ensuring there are links with schools and to enhance a focus on Further Education to Higher Education transitions particularly for mature students.
We are also considering the appointment of a PATH co-ordinator (for a three-year pilot basis) in the FET sector to support FE – HE transitions for priority groups with a particular focus on students from the Traveller and Roma communities. Finally, we will establish PATH 5, a three-year pilot of €450,000 per year, to support access, participation and success for students from the Traveller and Roma communities.
Since the establishment of my Department I have made improvements in the financial supports available to students under the Student Grant Scheme managed by Student Universal Support Ireland (SUSI). It assists circa 70,000 students annually to access third level education. I have continued this improvement in Budget 2023, to enable wider access by introducing a range of measures which will put more money in student’s pockets and support participation in and access to tertiary education.
These measures include increases to the student maintenance grant rates from January 2023 and a one off additional maintenance payments before Christmas, reductions to student contribution fees for apprentices, undergraduates and postgraduates. I also increased the allocation to the Student Assistance Fund, which helps so many students who continue to struggle financially, by €8 million.
These financial supports sit alongside a dedicated Fund for Students with Disabilities, which aims to ensure that students can participate fully in education, or on an equal basis with their peers.
Details of these and other student financial supports are available at www.studentfinance.ie and I would encourage students to contact their Access Office in the third level institution attended for details of any further supports.
Work is continuing through the Funding the Future Implementation structures to consider the potential to support students avail of more flexible learning opportunities
In addition, fostering Inclusion is one of the three core pillars around which the Further Education and Training (FET) Strategy 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including those in traditionally less well represented groups. FET provision is largely free or heavily subsidised, and a number of financial supports may be available to learners to facilitate the participation of individuals who would not otherwise be in a position to take up training. I would encourage people to make an appointment with their local Adult Education Guidance Service (AEGS), available in each Education and Training Boards (ETB) across the country free of charge, to discuss what supports may be available to them.
Apprenticeships are employer led demand-driven educational and training programmes that aim to develop the skills of an apprentice in order to meet the needs of industry and the labour market. As apprentices are employees the demand for and number of apprentices is primarily dictated by the employer base in a sector.
One of the five overarching objectives of the Action Plan for Apprenticeship 2021-2025 is "Apprenticeship for All" by ensuring that the profile of the apprenticeship population will more closely reflect the profile of the general population. The Plan promotes general access, diversity and inclusion in apprenticeship by suggested targeted supports to encourage participation from under-represented groups including those with disabilities, women and those from ethnic minorities.
630. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 511 of 4 October 2022, if he will give further consideration to the need to provide the once-off €1,000 State financial support towards fees for students attending college outside the State, taking into account the substantial increase in costs for such students studying in Northern Ireland and Britain (details supplied); and if he will make a statement on the matter. [52026/22]
Amharc ar fhreagraAs part of Budget 2023 I have secured a significant cost of living package for third level students including a once-off €1,000 State financial support towards the undergraduate student contribution fee for higher education students eligible for my Department’s free fees schemes.
Students attending courses outside the State are not eligible for the free fees schemes and therefore the once off student contribution support of €1,000 in 22/23 cannot apply to students undertaking study in other jurisdictions.
The main support available to assist students with the cost of higher education is the Student Grant Scheme. The Student Grant Scheme, administered by SUSI, provides grant assistance to students pursuing an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means. Students attending courses abroad can determine their eligibility for available supports at susi.ie/eligibility/income/.
