Written Answers Nos. 121-140
121. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department intends to calculate or record the number of students from ethnic minority groups such as the Travelling community who are entering further or higher education per annum; and if he will make a statement on the matter. [58974/22]
Amharc ar fhreagraMy Department is committed to the continued roll-out of supports and targeted initiatives to tackle educational disadvantage and support equity of access, participation and success in both further and higher education.
The new National Access Plan (NAP) was launched in August and it aims to support inclusion and diversity in our student body. It recognises the needs of vulnerable learners, including those from the Irish Traveller and Roma Community.
The target set for the NAP has been to increase the number of travellers in higher education from 33 to 150, which represents around 0.32% of the new entrant population. Traveller participation in Higher Education should be much higher, however, given the current baseline data, it is felt that this new target is reasonable.
Only limited data is currently available on the Roma community in Ireland. However, for the first time, Census 2022 included ‘Roma’ as an option category. In line with this, the Higher Education Authority has adopted similar categories in its system.
The target for the number of Travellers in higher education will be reviewed at the Mid Term review in 2025 and this will determine whether this target needs to be revised. At that point we will also look to see if the Roma data available allows for targets to be set for that community.
Whether a person decides to classify themselves as a minority group when they enter Further and Higher Education is up to the person themselves and as such this can lead to difficulty with establishing the actual number of students from any such group.
In the Further Education and Training sector, learner data is collected on the Programme and Learner Support System (PLSS). One of the questions on PLSS is in relation to a learner’s ethnicity. However, it should be noted that information in relation to ethnicity is on a self-declaration basis rather than a mandatory basis.
122. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to ensure that clinical, educational and counselling psychologists are all able to become fully qualified with funded MAs, PhDs and necessary placements; and if he will make a statement on the matter. [59754/22]
Amharc ar fhreagraMy Department is strongly committed to supporting the mental health and wellbeing of the population through the provision of graduates with the key competencies and skills to be effective in the health workforce and support a range of clinical teams in our mental health services.
In this context, the Department is engaging on an ongoing basis with the Department of Health, the Department of Education and other relevant stakeholders with regard to how the further and higher education system can best support workforce planning for the delivery of essential public services.
My Department understands there is a longstanding arrangement in place under which the HSE recruit Trainee Clinical Psychologists and sponsor their training in order to encourage employment with the HSE of suitably qualified professionals. This arrangement now includes Counselling Psychologist in the last budget and is made by the HSE and is not the responsibility of my Department. The question of any costs associated with increasing the number of such funded places are matters for consideration by the appropriate recruiting bodies.
A working group in the Department of Education has been examining the matter of how the National Educational Psychological Service (NEPS) can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.
The group has agreed on a number of actions that must be taken to address supply issues in the medium to long term. These include the development of a workforce plan for educational psychologists within the Department of Education and work has begun with other Government Departments to advance this.
123. Deputy Emer Higgins asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that his Department is making to reduce third level fees for students; and if he will make a statement on the matter. [59308/22]
Amharc ar fhreagraI am acutely conscious of the challenges facing students and the need for the progressive implementation of measures to address cost as a barrier to education. I also recognise that costs are not limited to tuition fees payable by students and that students have real cost of living challenges such as fuel, food or accommodation and have specific costs associated with their courses such as books or materials.
In Budget 2023, I gave priority to introducing a significant package of measures that will see students and families directly benefit and will help them tackle the challenges posed by the increased cost of living.
In 2022 these measures include:
- A reduction of €1,000 in the student contribution payable by eligible free fees students for the academic year 2022/23. Students eligible for a 50% student contribution grant support as paid by SUSI will benefit proportionally and will see the amount they pay to their institution reduce from €1,500 to €1,000.
- A reduction of up to 33% in the contribution fee for apprentices
- Additional maintenance payment for SUSI maintenance recipients in 2022
- An increase in the SUSI Postgraduate Fee Contribution Grant
- Increased funding for the Student Assistance Fund for the current academic year
From January 2023 the SUSI special rate and Band 1 rate of maintenance will increase by 14% and all other maintenance grant rates will increase by 10%.
In addition to the once off cost-of-living measures, I was also very pleased to secure Government's agreement to the introduction of a permanent new rate of student contribution support through SUSI from September 2023.
For students whose families have incomes between €62,000 and €100,000, there will be a new grant of €500 towards the undergraduate student contribution. I am also increasing the income limit for students to avail of the 50% student contribution grant.
The Post Graduate Fee Contribution Grant by €500 will increase by €500 from €3,500 to €4,000 from September 2023. We have also made changes to allowable income and reduced eligibility criteria for “second chance” mature students from 5 to 3 years.
The changes I am implementing, in addition to previous measures such as removing the €200 PLC levy from September of this year, will see a real, tangible and permanent reduction in costs for eligible students and clearly demonstrate the Government’s commitment to sustainably address cost as a barrier to education.
124. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science the progress on an adult education tutors pay scale; and when the relevant trade unions (details supplied) can expect a Department of Public Expenditure and Reform sanctioned proposal from his Department. [59725/22]
Amharc ar fhreagraThe claim to align tutors to a pay scale of an existing grade in Education and Training Boards remains unresolved. The Labour Court recommended in 2020 that the official side identify the scale of cost it was prepared or able to absorb and make an offer within those parameters given the constraints applying under FEMPI legislation and the Public Service Stability Agreement in relation to cost-increasing claims.
My officials have been engaging with colleagues in the Department of Education, which has regulatory responsibility for the ETB Sector, and have prepared a joint proposal, which is currently under consideration by the Department of Public Expenditure and Reform.
Details of the proposal were shared with the TUI and SIPTU representatives last month acknowledging the need for further engagement with the Department of Public Expenditure and Reform to agree a final approach. The Unions have provided their observations on the proposed approach.
The proposal is the subject of ongoing discussions between the three Departments.
125. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline his engagement with the Minister for Health to increase the number of graduates from clinical therapies, including but not limited to, occupational therapy, physiotherapy, speech and language therapy, and psychology, to address shortages in disability services. [59577/22]
Amharc ar fhreagraThe 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, including in relation to disability services.
Significant engagement is ongoing between my Department, the Department of Health, the Department of Children, Equality, Disability, Integration and Youth, and the Department of Education to develop a joined-up approach to meet system level demand in therapeutic disciplines.
Health and social care programmes are by their nature complex in delivery. The availability of appropriate placements and placement supports is a key enabler of expansion. A working group, including representation from the Department of Health, HSE and CORU, as well as the higher education sector, has been established to specifically examine how placements can be secured to facilitate greater numbers of training places.
My Department was also represented on the interdepartmental Working Group which was tasked with developing an Action Plan for Disability Services for the 2022-2025 period. This is expected to be published before the end of the year.
My 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.
126. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the steps that he is taking to provide supports for part-time students; and if he will make a statement on the matter. [59805/22]
Amharc ar fhreagraAt present, the student grant scheme is targeted at full-time students. Courses that are part-time, less than two years in duration, are conducted online or as distance courses or which lead to a special purpose or distance award are not currently approved for the purposes of the Student Grant Scheme.
However, I have been consistent in my position that we need to develop our student support system over time to ensure that it supports more flexible forms of learning. This will particularly benefit more disadvantaged learners, as recognised in the National Access Plan.
With this in mind, the review of the Student Grant Scheme, which I published earlier this year contains a recommendation that the Government, over the long term, should consider extending supports to more flexible forms of learning including blended/online and part-time. The Review, however, noted the complexity of the issue at national and institutional level, as well as the potential for increased costs to arise, and identified the need for careful planning to take place.
Implementation of the review of the Student Grant scheme is being undertaken within the context of Funding the Future, which is the Government's overall response to future funding of higher education and student support.
I have established a steering group which I chair alongside Professor Anne Looney and Professor Tom Collins, which is supported by two working groups comprising representatives of institutions, students, trade unions and employer groups.
The working group focused on skills, participation and cost is currently examining the potential to support students to avail of more flexible learning opportunities.
I would expect that this working group will update me on their consideration of these and other relevant issues in the coming months. Having regard to this initial assessment, my Department will then examine whether there are areas where any early progress can be made during the course of 2023, particularly with respect to supporting disadvantaged and under-represented learners.
127. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he will detail the plans in relation to facilitating those with disabilities and special needs to access further and higher education; and if he will make a statement on the matter. [59173/22]
Amharc ar fhreagraThe new National Access Plan which was launched in August aims to support inclusion and diversity in our student body while addressing the wider challenges faced by students.
Students with disabilities will continue to be a priority group in the new plan and for the first time the plan will have a particular focus on students with an intellectual disability.
Delivery of the Plan is supported by the PATH programme, which 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.
This year a dedicated Strand 4 was launched to support learners with a disability especially those with an intellectual disability through dedicated funding of €12 million over four years. This will be implemented in two phases.
Phase 1 will comprise a once off fund totalling €3 million for Universal Design, to be allocated to higher education institutions in 2022. This will advance inclusive practices in higher education and support student success for all students but with particular benefit to students with special educational needs.
Phase 2 will involve a competitive funding call for a new three year path finding pilot programme, with a strong emphasis on course provision for students with intellectual disabilities which is expected to commence in 2023.
These financial supports sit alongside a dedicated Fund for Students with Disabilities, which aims to ensure that students can participate fully in education, on an equal basis with their peers.
Disability supports are also available to participants on FET programmes depending on the specific circumstances with funding dispersed under general individual programme. Within the FET sector, a broad range of supports are provided through the Education and Training Boards (ETBs) to support the participation of all learners, including those with disabilities.
In addition, the FET Strategy 2020 – 2024 is moving towards a Universal Design approach, whereby disability supports are integrated into mainstream provision insofar as is possible, with specialised supports reserved for people with needs that cannot be met through mainstream provision. Individualised supports, for addressing more specific needs among a smaller subset of learners will, of course, be maintained and promoted.
128. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science if it is his intention to seek a specific budget line in next year's estimates process for third level and further education through the medium of Irish in view of the legal obligations on the State arising from the enactment of the Official Languages (Amendment Act) 2021; and if he will make a statement on the matter. [59618/22]
Amharc ar fhreagraThe Department for Further and Higher Education, Research, Innovation and Science is committed to the implementation of the Official Languages Act 2003 to ensure the improved provision of public services through the Irish language. The Act was strengthened in 2021 in order to significantly increase the quality of those services provided in Irish to the public by State bodies.
It is important that projected workforce requirements are informed by the expertise of the relevant sectoral and Departmental experts, with my Department contributing based upon its responsibility to align the future output at third level education with such current and emerging workforce plans.
My Department is represented on a new Steering Committee established by the Department of Education to support the development of a Policy on Irish-medium education outside of the Gaeltacht. This group will provide oversight, guidance and direction on the development of the Policy. The Policy will contribute towards achieving the aims of the government's 20 Year Strategy for the Irish Language.
Specific support is provided for the development of Acadamh na hOllscolaíochta Gaeilge in NUIG. The Acadamh is a research and educational institution which is intended to promote and develop Irish-medium education. It is headquartered in NUIG’s main Galway City campus, but also has campuses in the Ceathrú Rua and Carna in Connemara, and in the Doirí Beaga in Gaoth Dobhair, Donegal.
The Higher Education Authority (HEA) allocated and paid €1,766,000 to Acadamh na hOllscolaíochta Gaeilge in the calendar year 2021 and 2022. This is co-funded by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media (DTAGSM). That Department provided €900,000 for the 2020/21 academic year and has agreed to provide an allocation of €1,000,000 for each academic year for 2021/22 – 2023/24.
The Deputy may wish to know we have developed a new scheme called Gníomhaí Gaeilge in collaboration with the Union of Students in Ireland (USI) and the Higher Education Authority (HEA). The scheme is supported by the HEA with €150,000 in funding over a period of 3 years. Each student will be assigned a mentor and support will be provided by the Irish Association and Students Union with their work plan agreed on, at the start of the year. As well as this there will be Gníomhaí Gaeilge awards based on the progress of their work plan, at the end of the year. There will be Gníomhaí Gaeilge Certificates for each student active in the scheme.
The newly enacted Higher Education Authority Act 2022 includes a number of provisions in relation to the promotion of the Irish language.
The Objects of the Act require the HEA to have regard in performing its functions to supporting designated institutions of higher education in the promotion and use by those institutions of the Irish language.
Furthermore, in the region of €1m per annum is provided for the Advanced Irish Language Skills Initiative, which is aimed at training Irish speakers for employment in EU institutions and at developing the freelance Irish language translation sector at home.
129. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details in relation to the National Access Plan and the way that his Department plans to monitor participation and successful inclusion; if there will be specific targets for individual groups, people with disabilities, students who are socio-economically disadvantaged and students who are members of Irish Traveller and Roma communities; and if he will make a statement on the matter. [59483/22]
Amharc ar fhreagraThe National Access Plan 2022-2028 (NAP) is framed and underpinned by available data from sources such as the Deprivation Index Score (DIS) data, the HEA Student Records System (SRS) and Equal Access Survey (EAS), the Census data and published data from other organisations.
Four overarching targets for the higher education system are set, reflecting some of the priority groups targeted by the plan. These targets as outlined below are challenging but in my view achievable by using a whole of institution - whole of education - whole of Government - whole of community approach.
1. A target of 54% has been set for new entrants from socioeconomically disadvantaged areas, up from 42% in the last plan.
2. A target of 20% for new mature entrant from socioeconomically disadvantaged areas, up from 11%
3. A target of 16% for students with a disability, up from 12.4%
4. A target of 150 new entrants from the Traveller Community which is up from 33.
A priority group for whom we have only limited data at present is the Roma community in Ireland. However, for the first time, Census 2022 has ‘Roma’ as an option category so we will be able to gather data for the Roma community with a view to developing targets.
The Higher Education Authority (HEA) will work with higher education institutions (HEIs) through the strategic dialogue and agreement of compacts process, to support participation by priority group students across the institution and different disciplines and professions. HEIs will report yearly to the HEA on progress against key performance indicators (KPIs) agreed in their compacts. The HEA will report regularly to my department on implementation of the Framework and achievement of its objectives
All targets are set to be reviewed over the lifetime of the plan, more particularly during the Mid Term review process in 2025.
130. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will ensure that every undergraduate and post-graduate student, including those that are not on SFI and IRC funding, will receive the two €500 cost-of-living measures before the end of 2022; and if he will make a statement on the matter. [59752/22]
Amharc ar fhreagraAs an immediate and tangible relief against the challenges of the rising cost of living, I was pleased to introduce: a once off payment in 2022 of €500 for PhD students who receive an IRC or SFI award and a €500 increase to the stipend baseline in 2023 for PhD students who receive an IRC or SFI award.
This measure will only apply to the cohort of students in receipt of a stipend from SFI or the IRC. I have made the necessary funding available to Science Foundation Ireland and the Irish Research Council and they have made it available to the Higher Education Institutions. As part of Budget 2023, it was agreed that payments should be made by the end of the year.
131. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has examined the role that the National Maritime College of Ireland can play training students and upskilling staff to service the emerging offshore wind industry in Ireland; and if he will make a statement on the matter. [59832/22]
Amharc ar fhreagraAs the Deputy will be aware, the Government is committed to the achievement of ambitious targets for offshore wind generation capacity by 2030 and is ensuring that the education and training system is appropriately positioned to support the growth and development of the skills required the move to Zero Carbon.
Important skills and workforce responses are already in place to meet the needs of the off-shore wind sector. These include, for example, the Green Tech Skillnet, promoted by Wind Energy Ireland, the representative body for the Irish wind industry. The Skillnet delivers training to support the optimisation of renewables on the Irish grid in the short, medium, and long term through upskilling and management development in wind, solar and hydrogen technologies, from planning, construction, and maintenance training as well as business supports in human resources, marketing and finance. Training supports are also being rolled out on the recently adopted Maritime Area Planning Act, 2021.
The Expert Group on Future Skills Needs report – ‘Skills for Zero Carbon – The Demand for Renewable Energy, Residential Retrofit and Electric Vehicle Deployment Skills to 2030 ’ published in 2021, advises on the nature and quantity of the skills required by these Zero Carbon sectors over the next decade, and will help inform the broader response put in place in order to deliver on the targets set for offshore renewable energy.
Skillnet Ireland - a Government of Ireland agency funded by my Department - invested over €1m in grant funding to Green Tech Skillnet during 2020 and 2021.
It is important that projected workforce requirements are informed by the expertise of the relevant sectoral, Departmental and industry experts, with my Department contributing based upon its responsibility to align the future output at third level education with such current and emerging workforce plans.
The success of the Government's plans for the development of off-shore wind energy in Ireland will require the mobilisation of the whole of the network of technological universities (including the South East Technological University), institutes of technology, and further education and training providers.
Ireland has an ambitious skills agenda supported by an advanced system of skills provision, across Further and Higher Education, lifelong learning and human capital development, which is agile and responsive to changes in the world of work, in order to address evolving skills needs.
132. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department collates data on the number of students who drop out of third level education each year; and if so, if the data will be provided in tabular form. [58973/22]
Amharc ar fhreagraThe key source of statistics on students in higher education is the HEA's student records system (SRS) which records enrolments as at March of every academic year, giving a single point of reference. Therefore, data is not available on a national level on students who leave their programme during the course of the academic year.
The HEA publish data on the non-progression of students, specifically the non-progression of first-year new entrants. The most recent report is available on-line at www.hea.ie and presents the non-progression of entrants to Level 6, Level 7 and Level 8 fulltime courses commencing in the academic years 2017/18, 2018/19 and 2019/20.
link: Progression | Statistics | Higher Education Authority (hea.ie)
Please note the definition employed in this analysis: Non-progression refers to the student not been present in the HEA data in the following academic year. This data does not exclude the small number of students who transfer to different HEIs in year 2 or who leave and return to study in a subsequent academic year. Also, data is only available for first-year new entrants.
The following table gives the overall non-progression rates by NFQ level.
|
NFQ Level |
2017/18 |
2018/19 |
2019/20 |
|
Level 6 |
22% |
22% |
16% |
|
Level 7 |
26% |
24% |
18% |
|
Level 8 |
11% |
10% |
8% |
|
All Levels |
13% |
12% |
9% |
133. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an outline on future capital works relating to further education and training institutes; and if he will make a statement on the matter. [59237/22]
Amharc ar fhreagraAs the Deputy will be aware, the current National Development Plan committed to a significant step up in investment in Further Education and Training (FET) infrastructure.
Earlier this year, I announced an ambitious new phase of capital investment in the further education sector with the launch of two specific capital investment programmes for the sector. A Strategic Infrastructure Upgrade Fund (SIUF), supporting smaller-scale investments in existing FET infrastructure and a FET College of the Future Major Projects Fund, supporting projects to drive reform of the FET sector. This included consolidation of provision in high quality facilities, integration of further education and training, realisation of centres of excellence and unified tertiary planning.
In August of this year, I announced the first 13 projects that were successful under this SIUF call, which will now progress to the next stage of development - the appointment of a design team. These projects will target upgrades, expansion and modernisation to ensure fit for purpose facilities to meet our learners and teaching staff needs. A further 14 project applications submitted under the SIUF process remain under consideration and will be the subject of further engagement between SOLAS and the relevant ETBs.
The first tranche of successful projects under the FET College of the Future Major Projects Fund are currently being announced, these projects will now progress to the development of a Preliminary Business Case. These projects will significantly modernise and upgrade FET infrastructure and will enable the ambitions of the FET strategy to be fully realised.
My Department and I remain committed to supporting Further Education Institutes and the wider sector in achieving their vision for FET education and provision.
134. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Breisoideachais agus Ardoideachais, Taighde, Nuálaíochta agus Eolaíochta cad iad na céimeanna atá sé chun glacadh lena chinntiú go mbeidh soláthar dóthanach de chúrsaí rite trí mheán na Gaeilge i ngach cuid den chóras ardoideachais agus breisoideachais; agus an ndéanfaidh sé ráiteas ina thaobh. [59619/22]
Amharc ar fhreagraIn Acht an Údaráis um Ard-Oideachas, 2022, arna achtú le déanaí, áirítear roinnt forálacha maidir le cur chun cinn na Gaeilge.
De réir Chuspóirí an Achta éilítear ar an ÚAO aird a thabhairt, agus a fheidhmeanna á gcomhlíonadh aige, ar an tacaíocht le hinstitiúidí ainmnithe ardoideachais maidir le cur chun cinn agus úsáid na Gaeilge sna hinstitiúidí sin.
Tá ionadaíocht ag mo Roinn ar Choiste Stiúrtha nua a bhunaigh an Roinn Oideachais chun tacú le forbairt Polasaí ar an Ghaeloideachas lasmuigh den Ghaeltacht, a chuideoidh le haidhmeanna Straitéis 20 Bliain don Ghaeilge, ar straitéis de chuid an rialtais í, a bhaint amach.
Amhail 2021/22, bhí 59 cúrsa san earnáil Ardoideachais a raibh teagasc Gaeilge nó teagasc trí mheán na Gaeilge soláthraithe acu, agus 1,779 mac léinn áirithe leo, san iomlán. Áirítear leis sin scoláirí a bhfuil taifead glactha ina leith go bhfuil an Ghaeilge áirithe mar ábhar i gcuid dá gcúrsa agus cuimsítear leis cúrsaí i gColáistí Oiliúna Múinteoirí freisin, ach ní áirítear leis cúrsaí sa Léann Éireannach, i stair na hÉireann, sa bhéaloideas, sa cheol/damhsa agus i gcúrsaí eile dá leithéid.
Cuirtear tacaíocht ar leith ar fáil chun Acadamh na hOllscolaíochta Gaeilge in OÉG a fhorbairt. Is foras taighde agus oideachais é an tAcadamh a bhfuil sé mar aidhm aige an ghaelscolaíocht a chur chun cinn agus a fhorbairt. Tá a cheanncheathrú lonnaithe ar phríomhchampas OÉ Gaillimh i gCathair na Gaillimhe, ach tá campais aige i gConamara freisin, ar an gCeathrú Rua agus i gCarna, agus i nDún na nGall, sna Doirí Beaga i nGaoth Dobhair.
San Earnáil Breisoideachais agus Oiliúna, luaitear i bparaiméadair agus riachtanais na mBord Oideachais agus Oiliúna (BOOanna) gur chóir do gach Bord Oideachais agus Oiliúna breithniú a dhéanamh i dtaca le cibé tacaíochtaí, agus/nó cibé soláthar trí mheán na Gaeilge, atá oiriúnach do na riachtanais sa cheantar áitiúil. Is é seo an paraiméadar céanna atá i bhfeidhm do Mheánscoileanna Deonacha, Scoileanna Pobail agus Scoileanna Cuimsitheacha araon, agus do Choláistí freisin.
D’fhéadfadh sé go mbeadh suim ag an Teachta a fháil amach go bhfuil scéim nua darb ainm Gníomhaí Gaeilge atá forbartha againn i gcomhar le hAontas na Mac Léinn in Éirinn (USI) agus an Údarás um Ard-Oideachas (HEA). Tacaíonn an ÚAO leis an scéim agus maoiniú de €150,000 curtha ar fáil thar thréimhse 3 bliana. Sannfar meantóir do gach mac léinn agus cuirfidh Cumann na Gaeilge agus Aontas na Mac Léinn tacaíocht ar fáil lena bplean oibre a bheidh comhaontaithe ag tosach na bliana. Chomh maith leis sin, beidh gradaim Gníomhaí Gaeilge bunaithe ar an dul chun cinn i leith a bplean oibre, ag deireadh na bliana. Beidh Teastais Gníomhaí Gaeilge ar fáil do gach dalta a ghlacfaidh páirt ghníomhach sa scéim.
Tá sé mar aidhm ag an Tionscnamh um Ardscileanna Gaeilge, arna mhaoiniú ag an Roinn Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus Meán, a chinntiú go mbíonn daoine ar fáil atá cáilithe leis na scileanna Gaeilge is gá chun freastal ar riachtanais earcaíochta in Éirinn agus san AE araon. Faoin scéim seo, cuireann an Roinn Cultúir, Oidhreachta agus Gaeltachta maoiniú ar fáil do raon sainchúrsaí Gaeilge tríú leibhéal i réimsí ar nós an aistriúcháin, na hateangaireachta agus an dlí. Tá 8 gcúrsa ar fáil in 5 institiúid éagsúla faoin Tionscnamh Straitéiseach um an nGaeilge Ardleibhéal. Bhí 73 mac léinn cláraithe ar na cúrsaí seo in 2019/2020 agus 84 mac léinn cláraithe orthu in 2020/2021.
Dáileann an Roinn maoiniú athfhillteach ar an Údarás um Ard-Oideachas (HEA) lena eisíocaíocht dhíreach chuig institiúidí ardoideachais atá ainmnithe ag an ÚAO. Déanann an ÚAO an maoiniú seo a dháileadh mar bhlocdheontas ar na hinstitiúidí. Mar chomhlachtaí uathrialaitheacha, is leis na hinstitiúidí aonair atá freagracht an maoiniú seo a íocaíocht, lena n-áirítear aon chaiteachas ar thionscnaimh um oideachas Gaeilge.
135. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he will outline his plans to further develop further and higher education and training for the hospitality sector to entice more persons to consider the sector as a long-term career opportunity; and if he will make a statement on the matter. [59671/22]
Amharc ar fhreagraI was delighted to visit Kerry Education and Training Board (KETB) last week to announce that they are one of ten projects approved to proceed to the next stage of proposal development around the country for capital investment under the Further Education and Training (FET) College of the Future. KETB’s proposal is to repurpose an existing factory site into a state-of-the-art campus to develop, amongst other things, a Centre of Excellence in Hospitality Training.
This development will build on the wide range of courses and programmes in Hospitality and Tourism available nationwide. Within the higher education sector, there are a range of undergraduate courses as well as 26 Springboard+ courses available in the Hospitality sector. Under Pillar 3 of the Human Capital Initiative, the Atlantic Technological University Project Higher Education 4.0 has developed the new Level 8 Hospitality Management course, in collaboration with enterprise including the Irish Hotels Federation and Fáilte Ireland, which commenced in September 2022.
There are also a wide range of courses available across the 16 Education and Training Boards (ETBs). For example the Hospitality Education and Training Centre under Limerick and Clare ETB, which holds a European Framework for Quality Management Centre of Excellence Award, is dedicated to providing the highest level of culinary and hospitality training.
There are currently 3 apprenticeships for chefs; Commis Chef (level 6), Chef de Partie (level 7) and Sous Chef (level 8). An Executive Chef two year programme at level 9 is in development and it is expected that the head chef apprenticeship will be launched by end of Q1 2023. Work is also underway to enhance the progression route from the Commis Chef apprenticeship into the Chef de Partie apprenticeship.
There are also a range of opportunites available for upskilling employees in the sector through the specific networks supported by Skillnet Ireland, including the Irish Hotels Federation Skillnet; the Restaurant & Hospitality Skillnet; the Rural Food Skillnet and the Leisure, Health and Fitness Skillnet. These networks work collaboratively to share best practice and to respond effectively to the specific skills needs of the sector. They offer flexible training programmes tailored to the needs of the sector.
The SOLAS Skills to Advance Initiative has also responded to a request from the Irish Hotels Federation to boost the retention and career progression of key talent in the hospitality and tourism sector. Two dedicated programmes have been developed by SOLAS and the ETBs in consultation with the Irish Hotels Federation, Fáilte Ireland and the Regional Skills Fora, with over 800 employees having participated to date.
My Department is committed to working collaboratively with the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media on co-ordinated policies and approaches to support education and training opportunities for the tourism and hospitality sector based on the skills needs identified for the sector. My Department is also represented on the Fáilte Ireland Careers Oversight Group, which works on a collaborative basis to support sustainable employment in the sector.
136. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the development of Cavan Institute as a hub for further education and training. [59580/22]
Amharc ar fhreagraCavan and Monaghan Education and Training Board (CMETB) submitted an application under the FET College of the Future Major Projects Fund, to build new, centralised accommodation for Cavan Institute. It was agreed that this application, which was previously part of the Department of Education school building programme, would be advanced through this new FET capital funding programme.
Announcements of the outcomes of the strategic assessment stage of COTF is on-going. A number of proposals, 10 in total, will move to the next stage of proposal development which will require the development of a detailed Preliminary Business Case. Each ETB is being contacted individually and the remaining ETBs will be advised of the outcome of their applications under COTF in the coming weeks.
CMETB also submitted a proposal under the Strategic Infrastructure Upgrade Fund (SIUF), for the renovation and upgrade of the old ammunition storage facility of the former Dún Uí Neill army barracks. The proposal remains under consideration and will be the subject of further engagement between SOLAS and CMETB. The Strategic Infrastructure Upgrade Fund (SIUF), supports smaller-scale investments in existing FET infrastructure.
137. Deputy Michael Fitzmaurice asked the Minister for Further and Higher Education, Research, Innovation and Science the reason that he has not instructed third level colleges to facilitate more online tutors which would eliminate a certain amount of students requiring accommodation in areas where housing is scarce and not available to rent or where rents are high given the housing crisis; and if he will make a statement on the matter. [59849/22]
Amharc ar fhreagraHigher Education Institutions (HEIs) are autonomous institutions within the meaning of the Universities Act 1997, the Technological Universities Act 2018 and the Institutes of Technology Acts 1992 to 2006. 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. Regarding student accommodation I am conscious that some students are struggling to find affordable accommodation and 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 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 an 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. I received Government approval and support this week on outline proposals to increase the supply of student accommodation, including proposals relating to a new model whereby for the first time the State would assist directly in bridging the gap between development costs and rental affordability in relation to the provision of additional student accommodation with publicly funded higher education institutions. This will involve the State assisting with the cost of building student accommodation in return for affordability commitments on rent. In addition to policy development, Government has approved funding to support the provision of up to addition 667 beds for students attending MU, UL and UG. In addition, further engagement is ongoing with other providers including DCU and UCD who have planning permission for additional supply. I have established a dedicated Student Accommodation Unit is leading the development of this new Student Accommodation policy as a matter of urgency, alongside the HEA and the sector. This will also include support for TU’s in the development of feasibility plans on student accommodation in 2023 to develop appropriate responses to regional demand.
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, I am encouraging homeowners to consider renting out a room in their house for 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.
138. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he will address the exorbitant costs of graduate entry medicine courses; and if he will make a statement on the matter. [59755/22]
Amharc ar fhreagraThe fee payable by a student can vary depending on a variety factors including the type of course and the student's access route including previous education. Students pursuing Graduate Entry Medicine programmes do so as second degree courses and consequently are not eligible for free fees funding or for student grants.
The total level of fees charged to graduate entry medicine students is a matter for the higher education institutions, consistent with the principle of their institutional autonomy, and it is not open to my Department to intervene in the tuition fee policy of the institutions.
However, the State does provide support directly to higher education institutions for Graduate Entry Medicine programmes in order to widen access and assist the students pursuing these programmes. The balance of fees is payable by the student.
In July 2022, Government approved a proposal from my Department and the Department of Health to increase the number of medicine places per annum by 200 by 2026, and move the funding of medicine places to a more sustainable basis. This has included an increase of 60 places in 2022/2023; 55 of these places are on direct entry programmes, and five are Graduate Entry Medicine.
For new Graduate Entry Medicine places, the State contribution will increase to €14,500 (from the current level of €11,950). For existing places, an increase in the State contribution will be phased in to this level.
This measure is designed to strengthen the sustainability of funding of Graduate Entry Medicine places and to increase the number of places on offer to Irish/EU students.
Student undertaking Graduate Entry Medicine courses that experience significant financial hardship may be eligible to apply to the Student Assistance Fund (SAF) for financial support. Students with a previous higher education qualification at the same NFQ level, or who, in the past, attended higher education without ultimately obtaining a qualification, may be considered for support on a case-by-case basis and subject to available funding. Details of this fund are available from the Access Office in the third level institution attended.
139. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the uptake of the Erasmus programme for the 2022/2023 academic year among students in Irish third-level institutions; and if he will make a statement on the matter. [59115/22]
Amharc ar fhreagraAs the Erasmus Grant Agreement letters are currently being finalised with the Higher Education Institutions, my officials have been advised by the Higher Education Authority that it is not possible to give an indication of any mobility uptake for the 2022/ 2023 academic year. However, I will write to the Deputy as soon as the information becomes available.
140. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made regarding the efforts to move towards common entry to a range of college course to reduce the pressure of the points race on Leaving Certificate students; and if he will outline the other steps which his Department might take to facilitate Leaving Certificate reform. [58930/22]
Amharc ar fhreagraIt is a key priority of my Department to ensure that all learners have access to the right courses for them, across the spectrum of provision in Tertiary Education. Additional capacity has been created in higher education programmes- in June I announces over one thousand additional places from September 2022.
Part of the transitions reform agenda aimed to provide a broader experience for undergraduate students with specialisation later. The higher education System Performance Framework which ran from 2018 – 2020 included an indicator in relation to progress made against the commitment to reduce the number of level 8 programmes and broader entry routes.
Data published as part of the Education Indicators for Ireland report indicates that the number of entry routes has decreased over the last number of years, from 1,313 in 2014 to 1,244 in 2020. Data for 2021 is expected to be published shortly.
There is additional capacity being created in apprenticeships, and I am committed to building on this progress through continued implementation of the Apprenticeship Action Plan. There are also a wide range of other excellent further education and training options available to learners and these options are now available on the CAO website. There are many pathways in the education system, and I encourage any potential learners to consider them all.
The Minister for Education announced plans for senior cycle reform in March. My Department will continue to actively engage with the Department of Education and the third level sector to improve the transitions from second to third level education.
