Written Answers Nos. 141-161
141. Deputy Neale Richmond asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the work of his Department in supporting third-level institutions in their building of student accommodation; and if he will make a statement on the matter. [59114/22]
Amharc ar fhreagraThe difficulties faced by students in accessing affordable student accommodation is an issue of which Government and I are actively pursuing. We are committed to addressing supply of affordable student accommodation for priority group students attending publicly funded higher education institutions in Ireland.
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.
In response to this issue and to increase supply, I brought proposals to Government this week setting out a new policy that supports the delivery of additional purpose-built student accommodation for publicly funded HEI's. I am pleased to confirm Government has approved my proposed policy response which will the state, for the first time, providing financial support in the construction of on-site student accommodation, and underpins the policy commitments set out in Housing for All.
This will involve the State assisting with the cost of building student accommodation so as to ensure increased availability and promote greater access in particular for student groups in line with the National Access Plan. At the heart of the new policy is a commitment to deliver student accommodation to those most in need, and to provide it at affordable rates.
I have already established a dedicated unit for student accommodation in my Department to develop and implement this policy alongside the HEA.
Government has also agreed to a short-term activation plan to stimulate the supply of affordable accommodation for students attending college in UL, MU and UG with the development of up to 700 beds. The immediate priority is to deliver on projects where planning permission already exists but where developments have not proceeded due to increasing construction costs. In addition, my officials and I are continuing to engage with a number of other providers to evaluate proposals for activation of projects with planning permission for the provision of further additional supply.
I will also begin to prepare our Technological Universities for the construction of student accommodation. In order for our TUs to thrive and to ensure we have balanced regional development; we need to have more student accommodation in our regions. Our TUs are ready for the challenge and this funding will start them on their path.
142. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science The way in which he will address the chronic shortage of veterinary medicine places; if he will outline a timeframe for delivering additional places; if he will instruct the Higher Education Authority to include a criterion of regional balance as part of the expression of interest; and if he will make a statement on the matter. [59807/22]
Amharc ar fhreagraEnsuring a supply of qualified Vets to meet the demands of the sector is a priority for my Department. Workforce planning requirements for the veterinary medicine sector requires advice from and consultation with the Department of Agriculture, Food and the Marine and the Veterinary Council of Ireland, as the regulators of the profession.
The Higher Education Authority (HEA) has recently sought expressions of interest from higher education institutions interested in building capacity in Dentistry, Pharmacy, Medicine, Nursing, and Veterinary from academic year 2024-25 or 2025-26. The closing date for expressions of interest was the 18th November. This process has been designed to respond swiftly to national skills needs, and EOIs are sought from institutions with capability to expand existing courses in these areas.
The HEA has informed my department that, 39 expressions of interest have been received. Of these, 20 institutions have proposed to deliver new courses, and 19 institutions are proposing to expand on existing courses in the selected disciplines. Overall, responses represent a rapid, nationwide engagement with the call, with expressions of interest in developing new courses in Pharmacy and Veterinary from all four provinces.
I understand that this process has moved into a second stage and the HEA is engaging with relevant institutions, in line with their statutory remit for planning the provision of higher education as set out in the new HEA legislation.
143. Deputy Brian Leddin asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to develop a policy to address the deficit in sustainable transport and spatial planning expertise, in particular to support level 8 and 9 study programmes in these areas; and if he will make a statement on the matter. [59860/22]
Amharc ar fhreagraThe Government is committed to 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.Ireland has 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.
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 sustainable transport .
It is important to say that the provision of relevant programmes in the further and higher education system must have regard to overall workforce plans which are the responsibility of the relevant Departments to develop for their sectors.
The education and training sector is already working collaboratively with industry to deliver on required skills needs identified in the report across both further and higher education institutions.
In respect of sustainable transport and spatial planning, currently there are a number of programmes such as: Bachelor of Science (Hons) Sustainable Transport Management (Level 8), CPD Spatial Planning and Transport Certificates (Level 8), Master of Science Spatial Planning (Level 9) and Master of Science Sustainable Transport and Mobility (Level 9). There is also a (Level 7) Bachelor of Science in Electric Vehicle Technology course available through Springboard+ on a part-time basis, with 25 enrollments in 2023/23.
144. Deputy Christopher O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if special consideration will be given to SUSI grant applications in cases in which one of the parents or guardians of the applicant is being treated for or is recovering from a serious illness (details supplied); and if he will make a statement on the matter. [59695/22]
Amharc ar fhreagraI very much recognise the heavy demands on families from outgoings of all kinds and the many unavoidable costs of living, including medical costs.
What is very important in any scheme which involves means assessment is that it is as fair as possible to all applicants.
The assessment of means under the Student Grant Scheme is based on gross income from all sources before the deduction of income tax or the universal social charge.
The assessment of income from the same starting point is deemed to be fair and reasonable because this approach eliminates any distortion which might arise from different outgoings in different households.
My aim is to continue to make changes which help families in the fairest way possible. A range of measures were announced in Budget 2023 to enhance the scheme, including a package of cost-of-living measures that have come into effect already this year.
The decision on eligibility for a student grant is a matter, in the first instance, for SUSI to determine. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe. Such appeals can be made by the appellant on line via www.studentgrantappeals.ie
Apart from the Student Grant Scheme, students can apply for supports under the Student Assistance Fund. The fund assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the higher education institution attended. This fund is administered on a confidential, discretionary basis.
145. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider establishing a fund for which sectoral organisations should submit proposals to develop a coordinated approach to recruiting apprentices, which would make it easier for those contemplating an apprentice career to source a sponsoring employer. [58929/22]
Amharc ar fhreagraThe ‘Action Plan for Apprenticeship 2021-2025’ sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. The Plan seeks to deliver on a target of 10,000 apprenticeship registrations per annum, across a wide range of programmes, by 2025.
We have been working to improve the visibility of apprenticeships for prospective employers and apprentices. The Apprenticeship Jobs Portal (www.apprenticeshipjobs.ie ) was launched in April 2019 to enhance the visibility and accessibility of apprentice job vacancies, and to assist small companies to advertise apprentice vacancies to a wide audience. Although not a matching system, the platform is building traction month-on-month. Prospective apprentices may also contact their local ETB who may hold information on local apprenticeship vacancies.
On 04 November 2022 the CAO 2023 application system opened and includes information on apprenticeship options with a link to www.apprenticeship.ie . There have been 3,672 visits from 4th November to 24th November 2022 and a total 41,762 visits to apprenticeship.ie directly from CAO/options page since the links were first established on 5th November 2021.
Nobody understands the skills employers need better than the employers themselves and without their engagement there can simply be no apprenticeships or places on those programmes. That is why we are driving supports, both financial and non-financial to encourage and support their engagement. The National Apprenticeship Office will link potential consortia members, education providers, and supporting consortia members and/or provide supports to build in-company training capacity. A coordinated, streamlined approach is essential and the NAO will drive that change.
The approach suggested by the Deputy is something I have discussed with IBEC and the NAO will engage directly with them to proceed with such proposals.
146. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science The extent to which he continues to identify and cater for the demand in terms of graduates in the academic or technical areas, with a view to ensuring the availability of sufficient qualified persons to meet the needs of the marketplace; and if he will make a statement on the matter. [59781/22]
Amharc ar fhreagra296. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he continues to pursue the objective of providing more academic and technical graduates in the future; if he has identified specific targets in this area; and if he will make a statement on the matter. [60045/22]
Amharc ar fhreagra297. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the most obvious likely shortages of graduates in the future to meet the demands for the technical sector; and if he will make a statement on the matter. [60046/22]
Amharc ar fhreagra298. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the most obvious likely shortages of graduates in the future to meet the demands for the academic sector; and if he will make a statement on the matter. [60047/22]
Amharc ar fhreagra299. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which fourth level educational qualifications continue to be advanced in line with requirements with particular reference to availability of technical graduates; and if he will make a statement on the matter. [60048/22]
Amharc ar fhreagra300. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which fourth level educational qualifications continue to be advanced in line with requirements with particular reference to availability of academic graduates; and if he will make a statement on the matter. [60049/22]
Amharc ar fhreagra302. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he continues to liaise with the technical sector in education with a view to ensuring adequate provision in respect of graduates in both areas; and if he will make a statement on the matter. [60051/22]
Amharc ar fhreagra303. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he continues to liaise with both the academic sector in education with a view to ensuring adequate provision in respect of graduates in both areas; and if he will make a statement on the matter. [60052/22]
Amharc ar fhreagra304. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he continues to research future requirements in the education sector with a view to ensuring an adequate supply of graduates throughout; and if he will make a statement on the matter. [60053/22]
Amharc ar fhreagraI propose to take Questions Nos. 146, 296, 297, 298, 299, 300, 302, 303 and 304 together.
My Department is committed to engaging with all Departments and industry representative bodies to support them in their workforce planning needs. Ensuring we have qualified graduates to meet the skills needs of our workforce is a priority for my Department. 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.
Funding the Future was launched in May 2022. It provides the policy basis for the vision and direction of higher education funding in a sustainable way. A key element of this policy framework is a focus on driving skills and engagement, with a particular focus on essential public services. Through this policy framework my Department and HEA will strengthen planning for provision, and alignment between the sector and the national skills architecture, including workforce planning for key public services.
Work is 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. The HEA graduate outcomes survey for the class of 2021 was published in November. This report shows that 82% of graduates are in employment nine months after graduation, and this is up from 76% for the class of 2020.
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 them and produces the graduates the workforce needs with the skills that our economy and society require.
147. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an estimated timeframe for the introduction of new contracts for academic staff working in technological universities in order to develop research capacity; if he will provide an update on his engagement with trade unions and other stakeholders; and if he will make a statement on the matter. [59808/22]
Amharc ar fhreagraI intend to bring a Memorandum for Government to Cabinet as soon as possible in relation to the OECD Review of technological university academic career paths, contracts and organisation that was commissioned by the Higher Education Authority last year.
In so doing I will also be proposing to my Cabinet colleagues a set of implementing measures arising from my Department's scrutiny of the OECD review. Officials from my Department are engaging with the Department of Public Expenditure and Reform in this context.
Subject to Cabinet approval in due course in-depth engagement will take place with TU management, staff representatives and relevant stakeholders as appropriate.
148. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the online learning hub on sexual consent, launched in January 2022; if there will be stakeholder engagement and follow up with further and higher education institutions on the way that the hub could, if necessary, be further improved and continually updated; and if he will make a statement on the matter. [59482/22]
Amharc ar fhreagraI thank the Deputy for her question on this matter.
The Consent Hub is a public resource on consent for young people, their families, and educators who work with them. The targeted website sections provide user groups with concise, accurate information relevant to their needs that is designed to be empowering and positive. Users can then learn about further training opportunities. These opportunities provide teachers with the capacity to lead workshops on consent, engage parents through information sharing webinars, enable Higher Education staff to lead on consent education initiatives, and offer consent ambassador training to students.
Content is added on a monthly basis. For example, videos were added in November 2022 from a collaboration with the Shona Project for women and girls, which address ‘Understanding consent’ and ‘Sex, consent, and pop culture’. Social media outreach campaigns promote engagement with the Consent Hub through short videos which provide useful information on consent. For instance a campaign targeted parents in May 2022 and the ‘Consent is for everyone, consent is for everything’ campaign targeted college students in October 2022.
The Active* Consent programme works closely with Galway Rape Crisis Centre (GRCC) as a key stakeholder in the rape crisis support sector. Consent Hub is an entry point to engaging with the First Point of Contact disclosure training programme, which is a joint initiative of Active* Consent and Galway Rape Crisis Centre offered to Further and Higher Education institutions. GRCC have also reviewed Consent Hub content to ensure it is consistent with trauma-informed principles.
Further engagement with stakeholders including the Further and Higher Education sector is planned to ensure that Consent Hub is meeting the needs of a range of user groups. For instance, the Active* Consent programme is working with the IADT ‘Moving parts’ campaign and the RCSI / IADT project on ensuring that consent education is culturally sensitive and inclusive of all groups.
Having developed a consent education portal during 2022, the Consent Hub project has designed a core set of resources, refined dissemination strategies, and developed stakeholder partnerships that allow for ongoing enhancement of this resource in the future.
149. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide the details of any plans to increase the availability and affordability of student accommodation. [59578/22]
Amharc ar fhreagraThe difficulties faced by students in accessing affordable student accommodation is an issue of which Government and I are actively pursuing. We are committed to addressing supply of affordable student accommodation for priority group students attending publicly funded higher education institutions in Ireland.
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.
In response to this issue and to increase supply, I brought proposals to Government this week setting out a new policy that supports the delivery of additional purpose-built student accommodation for publicly funded HEI's. I am pleased to confirm Government has approved my proposed policy response to activate supply of student accommodation.
This will involve the State for the first time assisting with the cost of building student accommodation so as to ensure increased availability and promote greater access in particular for student groups in line with the National Access Plan. At the heart of the new policy is a commitment to deliver student accommodation to those most in need, and to provide it at affordable rates.
I have already established a dedicated unit for student accommodation in my Department to develop and implement this policy alongside the HEA.
Government has also agreed to a short-term activation plan to stimulate the supply of affordable accommodation for students attending college in UL, MU and UG with the development of up to 700 beds. The immediate priority is to deliver on projects where planning permission already exists but where developments have not proceeded due to increasing construction costs. In addition, my officials and I are continuing to engage with a number of other providers to evaluate proposals for activation of projects with planning permission for the provision of further additional supply.
I will also begin to prepare our Technological Universities for the construction of student accommodation. In order for our TUs to thrive and to ensure we have balanced regional development; we need to have more student accommodation in our regions. Our TUs are ready for the challenge and this funding will start them on their path.
150. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the status of his Department’s efforts to increase mental health supports in education settings; and if he will make a statement on the matter. [59238/22]
Amharc ar fhreagraThe mental health and well-being of students is a priority for my Department. My Department has progressed a number of initiatives, in partnership with the Higher Education Authority (HEA) and Higher Education Institutions (HEIs), over the last number of years to address the mental health and well-being issues faced by students in higher education. My Department allocates funding for mental health supports to the HEA for direct disbursement to HEIs. €2 million is provided to address student mental health and well-being in higher education each year. This is allocated by the HEA to HEIs through the recurrent grant. I am pleased to say that in addition to the €2 million in funding supports made available for student mental health services and well-being in 2022 through core funding, I recently announced that a further €3 million is being allocated to higher education institutions this year in response to a growth in a demand for services since students returned to campus.
The funding being delivered targets the support of student mental health and well-being, with a specific focus on the provision of counselling services. The funding will also be integral to the implementation of the National Student Mental Health and Suicide Prevention Framework launched in 2020, Ireland’s first-ever national approach to address student mental health and suicide prevention. This funding will bring the total amount delivered since the launch of the Framework to €15 million.
Across the first two years of the Framework, HEIs have used these resources to increase capacity in student mental health services, to implement structural change across the sector, to implement suicide prevention strategies and to contribute to the development of institutions that support positive student mental well-being. All HEIs have reported a positive impact as a direct result of the funding received thus far. The employment of student counsellors was reported as the largest expenditure in this area in 2021 which has resulted in a measurable increase in the capacity of student mental health services available to students in higher education.
In the Further Education and Training area, learners may have access to internal psychological supports from qualified Education and Training Board personnel. Funding for these supports are dispersed under general individual programme and learner support headings. SOLAS also allocates funding for Guidance, Counselling and Psychological Services for Youthreach participants.
151. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the proposal for the inclusion of a provision under the rent-a-room scheme to allow pensioners who are medical card holders to avail of the scheme without the possibility of losing their medical card; and if he will make a statement on the matter. [59857/22]
Amharc ar fhreagraThe difficulties faced by students in accessing affordable student accommodation is an issue of which Government and I are actively pursuing. We are committed to addressing supply of affordable student accommodation for priority group students attending higher education in Ireland.
In response to this issue and to increase supply, I brought proposals to Government on Tuesday setting out a new policy that supports the delivery of additional purpose-built student accommodation.
I am pleased to confirm Government has approved my proposals, which include my intention to further engage with the Department of Health and the Department of Housing, Local Government and Heritage to examine barriers to participation in this scheme to activate supply of digs accommodation.
Provisions are being sought to examine if income earned by the renting of rooms in primary households could be disregarded for the purpose of medical card and GP visit eligibility. The most recent figures from Eurostat in 2019 suggest that there are 61% of under-occupied dwellings in urban areas indicating potential supply in areas adjacent to universities and technological universities/IoTs.
There are approximately 9,810 people availing of the Rent-a-Room tax scheme according to the latest figures compiled in 2019. The costs associated with this proposal would be the costs of giving a medical card to current participants of this scheme who, as a result of being allowed to exclude their rent-a-room income from the Medical Card means test, would now become eligible.
152. Deputy Cathal Crowe asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide details of plans for any additional on-campus student accommodation to be built at the University of Limerick, the Technological University of the Shannon: Midlands Midwest and Mary Immaculate College, Limerick; and if he will make a statement on the matter. [59487/22]
Amharc ar fhreagraThe difficulties faced by students in accessing affordable student accommodation is an issue of which Government and I are actively pursuing. We are committed to addressing supply of affordable student accommodation for priority group students attending publicly funded higher education institutions in Ireland.
In response to this issue and to increase supply, I brought proposals to Government this week and I am pleased to confirm Government has approved my proposed policy response to activate supply of student accommodation.
This landmark policy response will, for the first time, see the state providing financial support in the construction of on-site student accommodation, and underpins the policy commitments set out in Housing for All.
This will involve the State assisting with the cost of building student accommodation so as to ensure increased availability and promote greater access in particular for student groups in line with the National Access Plan. At the heart of the new policy is a commitment to deliver student accommodation to those most in need, and to provide it at affordable rates.
Government has also agreed to a short-term activation plan to stimulate the supply of affordable accommodation for students attending college in UL, MU and UG with the development of up to 700 beds. The immediate priority is to deliver on projects where planning permission already exists but where developments have not proceeded due to increasing construction costs.
In addition, my officials have met all higher education providers and are continuing to engage with a number of other providers, including TUS and MIC to progress consideration of potential projects in key areas. I am aware that MIC are progressing privately on a project for the provision of 68 additional rooms through a refurbishment project.
I will also begin to prepare our Technological Universities for the construction of student accommodation. In order for our TUs to thrive and to ensure we have balanced regional development; we need to have more student accommodation in our regions. Our TUs are ready for the challenge and this funding will start them on their path.
153. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase the number of apprenticeships; and if he will make a statement on the matter. [59696/22]
Amharc ar fhreagraThe importance of apprenticeships in society, both now and into the future, has never been more apparent than it is today. The ‘Action Plan for Apprenticeship 2021-2025’ sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship more accessible to employers and learners. Expansion to date has widened the impact of apprenticeship to areas of skills shortage such as engineering, technology skills, logistics, and fintech.
The development of new apprenticeship programmes is intended to help deliver on the commitments made under the Programme for Government to support and drive the economy, while addressing the skills requirements identified across society. This is evidenced by the variety of programmes now available, with 66 in total. Of these, 41 have been developed since 2016. Eight new programmes were launched over 2020 and 2021, despite the pandemic; Arboriculture, Equipment Systems Engineer, Healthcare Assistant, Principal Engineer – Professional Doctorate, Recruitment Executive, Sales, Scaffolding , Supply Chain Associate. A further four launched so far this year; Bar Manager, Wind Turbine Maintenance Technician, Transport Operations & Commercial Driving, and Cybersecurity Practitioner, so there has been huge expansion in terms of choice for learners.
Apprenticeship programmes are employer-led and the development of new apprenticeships is undertaken in accordance with published criteria and led by apprenticeship consortia comprising of employers, education and training providers and sectoral representatives. Timing and progress on the development of new apprenticeships is therefore generally under the control of the individual apprenticeship consortium and progress through the national qualification quality assurance processes (QQI).
Under the Plan there will be increased online visibility regarding apprenticeship engagement and development processes for employers/sectors who wish to assess the potential for new apprenticeships. Applications for new apprenticeship development are open on an ongoing basis, allowing employers to progress the development of programmes in response to emerging skills needs on an as-needed basis in all sectors of the economy. Such is the dynamic nature of apprenticeship programme development, additional programmes are continually being proposed for assessment by the National Apprenticeship Alliance.
Amendments to the Industrial Training Act, 1967, included in the recently passed Higher Education Authority Bill, 2022, will widen the scope for new apprenticeship programmes even further in an expanded range of sectors.
The increased diversity of new apprenticeships, many of which have off-the-job training delivered through online or blended learning, provides a significant opportunity for widening of access to apprenticeship for rural businesses and learners. In addition, Education and Training Boards, Institutes of Technology, and Technological Universities are spread throughout the country and play a very important role in ensuring apprenticeship provision has a strong regional dimension.
154. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on increasing transfer rates from FET to degree programmes; if he will outline in particular any progress made in increasing transfer rates from courses such as pre-nursing and pre-law into degree courses; and if he will make a statement on the matter. [59809/22]
Amharc ar fhreagraThe majority of our statistics on higher education enrolments are drawn from the Student Records System (SRS) of the HEA. The HEA Student Records System (SRS) has been collecting the entry basis of students entering higher education programmes from 2018/2019 academic year.
The table below outlines the overall number of first-year new entrants accepted onto undergraduate nursing and law degree programmes based on field of study for the last three academic years available.
The breakdown of the number of these entrants reported to have entered on the basis of a further education qualification is outlined below. This is the most granular level of detail available from the SRS and does not specify which course they applied from.
|
- |
Entry Basis (Description) |
2019/2020 |
2020/2021 |
2021/2022 |
|
Law new Entrants |
Further Education Award or equivalent (e.g. BTEC) |
88 |
118 |
120 |
|
Law Total |
1,446 |
1,654 |
1,666 |
|
|
Nursing and Midwifery |
Further Education Award or equivalent (e.g. BTEC) |
154 |
141 |
164 |
|
Nursing and midwifery total |
1,808 |
1,937 |
1,994 |
156. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has a target with regard to increasing the number of students enrolled in veterinary medicine. [59760/22]
Amharc ar fhreagraThe Higher Education Authority (HEA) has recently sought expressions of interest from higher education institutions interested in building capacity in Dentistry, Pharmacy, Medicine, Nursing, and Veterinary from academic year 2024-25 or 2025-26. The closing date for EOIs was the 18th November. This process has been designed to respond swiftly to national skills needs, and EOIs are sought from institutions with capability to expand existing courses in these areas.
The HEA has informed my department that, 39 expressions of interest have been received. Of these, 20 institutions have proposed to deliver new courses, and 19 institutions are proposing to expand on existing courses in the selected disciplines. Overall, responses represent a rapid, nationwide engagement with the call, with expressions of interest in developing new courses in Pharmacy and Veterinary from all four provinces.
My Department does not place a quota on the number of veterinary medicine places available in HEIs. Ensuring a supply of qualified Vets to meet the demands of the sector is a priority for my Department. Workforce planning requirements for the veterinary medicine sector requires advice from and consultation with the Department of Agriculture, Food and the Marine and the Veterinary Council of Ireland, as the regulators of the profession.
157. Deputy Steven Matthews asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding the long-term plan for the location of Bray Institute of Further Education; the timeline for this project to be completed; and if he will make a statement on the matter. [59010/22]
Amharc ar fhreagraThe College of the Future Major Projects Fund will support the implementation of the vision set out in the Further Education Strategy.
During my recent visit to Bray Institute of Further Education I was pleased to announce that Kildare Wicklow ETBs strategic assessment proposal to develop a Further Education College on the Bray campus was successful in the first stage of the assessment process under the FET College of the Future Major Projects Fund.
KWETB’s strategic assessment proposal envisages the development of a new Wicklow College of Further Education that would incorporate the existing PLC and consolidate FET services which would see the renovation and removal of existing buildings to transform it into a state-of-art campus.
This proposal will now progress to the next stage of the project lifecycle under the public Spending Code which requires the development of a detailed Preliminary Business Case which will begin in early 2023. A further evaluation of preliminary business cases for the ten proposals being allowed to progress to the second stage of the assessment process will be undertaken in 2023.
158. Deputy Louise O'Reilly asked the Minister for Further and Higher Education, Research, Innovation and Science if he will clarify the conditions under which a student can be deemed to be estranged from their parents for the purposes of the SUSI grant. [59726/22]
Amharc ar fhreagraThe decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
For student grant purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students. A student may be assessed as an independent student (i.e. assessed without reference to parental income and address) if he/she has attained the age of 23 on the 1st of January of the year of first entry to an approved course and is not ordinarily resident with his/her parents from the previous 1st October. Otherwise, he/she would be assessed as a dependent student, i.e., assessed with reference to parental income and address.
Only in exceptional cases, where compelling evidence of irreconcilable estrangement from parents/guardians is provided, can candidates who are under 23 be assessed without reference to their parents/guardians income or address, Article 21(3) (b) of the Scheme refers.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI
Where an individual applicant has had an appeal turned down in writing by an appeals officer in SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required time frame (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant). Such appeals can be made by the appellant on line via www.studentgrantappeals.ie.
159. Deputy Paul McAuliffe asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to increase on-campus accommodation for students; and if he will make a statement on the matter. [59697/22]
Amharc ar fhreagraRegarding 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 additional 700 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.
160. Deputy Bríd Smith asked the Tánaiste and Minister for Enterprise, Trade and Employment if he will examine the case of a teacher (details supplied) who teaches an autism class in a school which has four other unfilled teaching posts due to a teacher shortage in which the person faces losing their position due to a refusal to issue a work permit to them; and if he will make a statement on the matter. [59914/22]
Amharc ar fhreagraThe Employment Permits Section of my Department informs me that on 24th October 2022 the application concerned (in the details supplied) was refused, and on 21st November 2022 a request for a review of the refusal in this case was also refused.
The reasons for the refusal of the application (and the review) were that an advertisement for the employment was not placed with the Department of Social Protection/EURES for 28 days during the 90 days preceding the application and not placed in a national newspaper and in a local newspaper or on a website for three days. The requirements in relation to the Labour Market Needs Test are set out in employment permit regulations and as such must be fully adhered to as the current legislation provides no discretion where there is a failure to carry it out correctly.
The refusal to grant an employment permit does not preclude the applicant from submitting another application for an employment permit. Such an application must comply with all of the legislative requirements for the particular employment permit type. Therefore, in order to obtain an employment permit for the non-EEA national concerned the employer is required to submit new General Employment Permit application after carrying out a valid Labour Market Needs Test for the employment.
Information in relation to the Labour Market Needs Test is available on the Department’s website and can be accessed through this link enterprise.gov.ie/en/What-We-Do/Workplace-and-Skills/Employment-Permits/Employment-Permit-Eligibility/Labour-Market-Needs-Test/.
A Checklist Document has been prepared to assist applicants when applying for a General Employment Permit application and this can be accessed on the Department’s website at https://enterprise.gov.ie/en/Publications/Publication-files/General-Employment-Permits-Checklist.pdf.
There is no provision under the Employment Permits legislation for the provision of temporary employment permits for occupations that do not qualify for a Critical Skills employment permit.
If a permit is urgently required, an applicant may request to have an application expedited. A request to have an application expedited will be considered in exceptional cases and must be accompanied by a compelling business case which details the individual circumstances involved.
161. Deputy Bríd Smith asked the Tánaiste and Minister for Enterprise, Trade and Employment if non-EU applicants can apply for positions advertised on a website (details supplied); if she plans to change current work permit legislation in relation to teaching positions given the current crisis in filling positions; and if he will make a statement on the matter. [59915/22]
Amharc ar fhreagra164. Deputy Bríd Smith asked the Tánaiste and Minister for Enterprise, Trade and Employment if teaching jobs advertised for teaching staff on a website (details supplied) which receive applications from persons from non-EU states residing in Ireland must also be advertised on another website to comply with current work permit regulations relating to positions not deemed critical skills; and if he will make a statement on the matter. [59911/22]
Amharc ar fhreagraI propose to take Questions Nos. 161 and 164 together.
The State's employment permit system is vacancy-led and managed through the operation of the Critical Skills Occupations List and the Ineligible Occupations List which, respectively, prioritise specified in-demand, highly skilled professional roles and identify occupations for which a labour supply should be available in the EEA and so are ineligible for consideration for an employment permit.
The lists undergo regular evidence-based reviews which are guided by research undertaken by the Expert Group on Future Skills Needs (EGFSN), the Skills and the Labour Market Research Unit (SLMRU) of my Department, SOLAS and by a public consultation.
My Department chairs the Economic Migration Interdepartmental Group to oversee the review process which includes membership drawn from senior officials of key departments including the Department of Education which has policy responsibility for this sector.
Outside of the full review process the Department continues to be in contact with other relevant policy departments in this case the Department of Education to address particular challenges as they arise. The timing of the next Review of the Occupational Lists is being kept under consideration.
The Government’s policy is that employment opportunities should, in the first instance, be offered to suitably skilled Irish and other EEA nationals and should only be offered to non-EEA nationals where no suitable candidate emerges from within the EEA to fill the vacancy. This policy fulfils our obligations under the Community Preference principles of membership of the EU.
The role of Teacher in either secondary or primary schools is currently eligible for the General Employment Permit. In order to ensure that job opportunities are made available to Irish and EEA nationals, employers must undertake a Labour Market Needs Test before a General Employment Permit can be issued.
To satisfy the Labour Market Needs Test, the employer must advertise the vacancy with the Department of Social Protection’s Employment Services/EURES European employment services network for at least 28 days. The vacancy must also be advertised in a national newspaper for at least three days as well as in either a local newspaper or other jobs website (separate to the aforementioned EURES website) for three days.
