Written Answers Nos. 263-277
263. Deputy Aengus Ó Snodaigh asked the Minister for Children, Equality, Disability, Integration and Youth the strategies that he will pursue to tackle the growing racism and ignorance of multiculturalism in Ireland; if any thought has been given to re-establishing the national consultative committee on racism and interculturalism; and if he will make a statement on the matter. [62918/22]
Amharc ar fhreagraIreland is a multi-ethnic and multi-cultural nation, and everyone has a right to live here free of racial discrimination. According to 2016 Census figures, almost 12% of our population has a nationality other than Irish, while 17% of us were born abroad. In terms of nationality, ethnicity, language, culture and religion, our population is growing more diverse every year. But unfortunately, there is evidence that racism exists in Ireland and that some people who live here feel its impact on their day-to-day lives in a variety of ways. The Government is committed to tackling racism. My department is addressing this in a number of ways, including the Migrant Integration Strategy, and the National Traveller and Roma Inclusion Strategy.
I will shortly seek Government approval to publish the National Action Plan Against Racism and accompanying implementation plans.
My Department also has numerous funding streams in place to support locally organised diversity and equality projects. These include the Asylum, Migration and Integration Fund, the Communities Integration Fund, the National Integration Fund and the International Protection Integration Fund. Funding provided to Gender Equality and Traveller and Roma organisations is also used to support locally organised diversity and equality events. The Department funds these events through both EU and national funding programmes.
264. Deputy Eoin Ó Broin asked the Minister for Children, Equality, Disability, Integration and Youth if he will outline the application process for the UBU Your Place - Your Space scheme; if the scheme is currently open for applications from existing providers; and the criteria that are required to be met for eligibility. [62966/22]
Amharc ar fhreagraMy Department provides funding under UBU Your Place Your Space scheme to youth service organisations through the 16 Education and Training Boards (ETB) around the country to support the provision of targeted youth services in their area. Each ETB provides an important role in the co-ordination, oversight and administration of youth services within their functional area.
The next three year funding cycle will commence in January 2024, with the preparatory work in 2023. The Education and Training Boards are in regular contact with existing funded organisations and are expected to communicate details of the next funding cycle in due course.
A key tenet of the scheme is the production of evidence of local needs relating to identified areas. At the start of the funding cycle, each ETB carries out an area needs analysis. This analysis leads to the development of a Service Requirement, which is serves as the basis for the application process with a focus on how best to support the young people in identified outcome areas.
Funded Organisations within each ETB area respond to the Service Requirements by submitting application forms. The policy and operating rules outline a number of minimum eligibility criteria to be met including: a commitment to follow the policy and operating rules, being properly established as a legal entity, compliance with the Children First Act 2015, having audited accounts and appropriate levels of insurance.
The remainder of process looks at the applicants response to the service requirement relevant to the area where the service will be provided. The assessment criteria are described in the policy and operating rules. These may consider governance, management, relevance to the response to the service requirement, and that the estimated profile meets the scheme's financial rules.
This assessment is carried out by the ETB, which submits a recommendation to the Department when it is complete. Following my Departments review of all ETB recommendations, confirmation letters are issued to the ETBs relating to each Funded Organisation entry to the next three year cycle.
During the three year cycle, there is an annual renewal process which includes an indication that the funded organisation remains within the policy and operating rules of the scheme.
The policy and operating rules for the scheme are available on www.ubu.gov.ie.
265. Deputy Eoin Ó Broin asked the Minister for Children, Equality, Disability, Integration and Youth if a service (details supplied) is eligible for funding under the UBU Your Place - Your Space scheme. [62967/22]
Amharc ar fhreagraThe service referred to by the Deputy may wish to contact their Education and Training Board for further information on the UBU Your Place Your Space scheme. The policy and operating rules for the scheme are available on www.ubu.gov.ie.
The scheme provides a mechanism under the policy and operating rules for the introduction of new services where funding becomes available. This involves a number of steps, including the ETB preparing a service requirement for an area. The ETB seeking a new service to enter the scheme would then advertise for applicants using a call for service model. This process has been successfully completed over 2021 and 2022 to bring forward 16 additional funded organisations across the country.
266. Deputy Cathal Crowe asked the Minister for Children, Equality, Disability, Integration and Youth if she will clarify a number of points (details supplied) on the ratification on the Optional Protocol of the UN Convention on the Rights of Persons with Disabilities; and if he will make a statement on the matter. [62970/22]
Amharc ar fhreagraIreland ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) on 20 March 2018. This marked an important milestone in a process to strengthen the rights of people with disabilities in Ireland that has gathered momentum since Ireland became a signatory to the Convention in 2007.
Ireland's approach to meeting the obligations of the UNCRPD is one of continuous advancement - each year moving forward on key reforms to consistently strengthen and uphold obligations and rights arising from the Convention.
I recognise the importance of the Optional Protocol to the UNCRPD. As the Deputy will be aware, the Optional Protocol is an international treaty that establishes procedures aimed at strengthening the implementation and monitoring of the Convention, and both I and my colleagues across Government support this fully.
Ratification of the Optional Protocol is a commitment in the Programme for Government. The timeline for ratification was originally anticipated to follow the conclusion of Ireland’s first review period before the UN Committee.
Due to delays at UN level Ireland’s appearance before the Committee will now be delayed. Due to this delay, Minister O’Gorman and I have indicated that we are open to the earlier ratification of the Optional Protocol.
My Department is currently working to scope out the requirements for earlier ratification. This scoping work is required due to the long standing position of the state in relation to honouring international agreements. As a matter of foreign policy, Ireland does not enter into binding international treaties until we are confident that the obligations set out within can be complied with. The scoping work is ongoing and for that reason precise details in satisfaction of the questions raised in the details provided cannot be provided at this juncture. The purpose of this exercise is to determine whether there are any blocks in domestic law or domestic procedures that would prevent ratification at this point. As such, the exercise is procedurally necessary in light of the state's position on ratifying internationally binding treaties.
While I am not yet in a position to give an exact date for ratification, it is a priority for me to ensure that the Optional Protocol is ratified at the earliest possible date.
In relation to the other matters the Deputy has raised, the Department of Health will update the Deputy directly with detailed information.
There is a clear Government commitment to reduce and provide a pathway to eliminate the practice of accommodating young people with serious disabilities in nursing homes.
Nursing homes are an appropriate care option where the person concerned has a clinically assessed complex medical and social care requirement that cannot be supported in the person’s home. However, as identified in the Ombudsman Report 'Wasted Lives' for some people under the age of 65 nursing homes are not an appropriate placement, and alternative, more sustainable supported living solutions are needed to give them greater independence and choice in their daily lives.
A range of services are being supported that can facilitate young people with serious disabilities to live fuller, more independent lives, including respite, home support and personal assistance services.
In 2021 this Government provided for a Pilot Scheme as part of the HSE National Service Plan (NSP) to enable 18 people, with an investment of €3m, under the age of 65yrs to transition to their own home with support. The HSE National Service Plan (NSP) 2022 provided a further allocation of €5.5 million in 2022 to support further transitions to more appropriate placements in the community. As of October 2022, 20 transitions have taken place. It is envisioned that much of the remaining placements will not be developed until later in 2022 and into early Q1 2023.
A National Survey of persons under 65 in nursing homes related to recommendation 6.1 of the Ombudsman report is being developed by the HSE as part of the “Planning appropriately for Younger People in Nursing Homes”. This project was developed in recognition of the need to identify the location, services provided and the cost of placements for younger people with disabilities that are currently living in nursing home settings, who may be suitable to transition to alternative sustainable living solutions within their community.
The project will gather essential baseline data on this population in order to conduct advance planning and implementation of a coordinated programme to support transitions back to the community to lead supported self-directed lives.
267. Deputy Holly Cairns asked the Minister for Children, Equality, Disability, Integration and Youth the steps that he is taking to ensure the provision of additional creche and childcare facilities in Kinsale, County Cork. [62973/22]
Amharc ar fhreagraThe availability of high-quality early learning and childcare is a key Government priority.
Since 2015, significant increases in State investment in early learning and childcare has given rise to a substantial growth in the numbers of children participating in these services. Every year, more than 100,000 children participate in the universal pre-school programme (ECCE) and the National Childcare Scheme (NCS) is currently subsidising more than 98,000 children.
Before the onset of Covid-19, national data indicated that, on the whole, supply of early learning and childcare places was meeting demand, with evidence of undersupply for certain age groups and in certain areas.
Data gathered throughout the Covid-19 pandemic revealed lower demand for early learning and childcare, and reduced occupancy among early learning and childcare services.
Data captured earlier this year parallels the pre-Covid-19 context, whereby the supply of early learning and childcare places is meeting demand though there is evidence of undersupply for certain age groups including children under 3, and in certain areas.
In April of this year, City/County Childcare Committees (CCC) undertook a nationwide survey of capacity in early learning and childcare services. This survey was followed in May by the Annual Early Years Sector Profile Survey that is undertaken by Pobal.
Preliminary analysis of the latest data captured by CCC and Pobal reveal a drop in vacancy rates across the country – with the national vacancy rate now averaging at 13.3%.
The network of 30 CCC across the country, including the CCC in Cork are in a position to match children and families to services operating with vacant places. In addition, the CCC has been mobilised to engage proactively with services to identify vacant places and to explore possibilities for expansion among services, particularly where there is unmet need. Parents experiencing difficulty in relation to their early learning and childcare needs should contact their CCC for assistance. Contact details for CCCs may be found on www.myccc.ie.
In addition to this, a range of other steps are being taken by my Department to address issues of under supply.
Some €70m has been allocated to my Department through the revised National Development Plan (NDP) – with the majority of this funding earmarked for new places.
Under the National Action Plan for Childminding, my Department has committed to opening up access to the NCS to parents who use childminders following the extension of regulation to childminders, which is expected to happen within the first 2-3 years of the Plan.
My Department, in partnership with the Department of Housing Planning and Local Government, is in the process of updating the 2001 Planning Guidelines for Local Authorities on Early Learning and Childcare Settings.
In addition, the new Core Funding scheme, introduced on 15 September, has given rise to a significant growth in capacity - with initial analysis showing a significant capacity growth for certain cohorts (such as babies and toddlers) and in areas where there has been significant pressure on places, including Cork.
To meet the cost of this capacity growth, I recently announced that the original allocation for Core Funding will be increased to €259 million for Year 1 of the Scheme. In addition, the full year value of Core Funding will increase by €28 million to €287 million in Year 2 of the Scheme.
Funding earmarked for the Scheme in Year 2 will be informed by the emerging data from Year 1 and may focus on promoting further capacity expansion.
268. Deputy Bernard J. Durkan asked the Minister for Children, Equality, Disability, Integration and Youth the extent to which the attention of Tusla has been drawn to the housing and safety situation in the case of the children of a person (details supplied); and if he will make a statement on the matter. [63113/22]
Amharc ar fhreagraMy Department has no role in relation to housing. Consequently, I am not in a position to answer on that aspect of this question.
Statutory and operational responsibility for the delivery of child protection and welfare services is a matter for Tusla, the Child and Family Agency. The Deputy is seeking information in relation to an operational matter for Tusla. As such, I have referred the matter to Tusla, and requested that a direct response be provided to the Deputy.
269. Deputy Sorca Clarke asked the Minister for Further and Higher Education, Research, Innovation and Science when applications will be accepted for Innovate for Ireland, a new partnership between industry and the Government to recruit and retain research talent; and if he will make a statement on the matter. [62845/22]
Amharc ar fhreagraInnovate for Ireland (I4I) is an innovative programme aimed at attracting and retaining research talent in Ireland. The purpose of the programme is to attract high achieving world class talent who might not have considered undertaking a PhD programme or, if they had, would not have considered Ireland as a location.
The support package being developed for I4I is designed with comparable international programmes in mind, and will apply only to students qualifying for the programme, i.e., an initial tranche of 400 students.
Details of the scheme are still under development and the final shape of the scheme will be framed once those deliberations are complete.
270. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the number of guidance counsellors directly employed by the Louth-Meath Education and Training Board in each of the years 2020, 2021 and to date in 2022, in tabular form. [62922/22]
Amharc ar fhreagraFrom enquiries made of Louth Meath Education and Training Board, the whole time equivalent number of guidance counsellors employed by the ETB is set out in the following table. Guidance counsellors in the adult guidance service who are involved in the management of staff, the promotion of outreach, the supervision of quality standards, the evaluation of the service, and guidance and counselling, are Adult Education Guidance Co-ordinators.
|
2020 wtes |
2021 wtes |
2022 wtes |
|
|
Guidance Counsellors- In 3 large FET /PLC Colleges |
4.4 |
4.4 |
5.4 |
|
Adult Education Guidance Coordinators/ Counsellors |
3 |
3 |
3 |
|
2019/20 wtes |
2020/21 wtes |
2021/22 wtes |
|
|
Guidance Counsellors in 18 post primary schools |
27.5 |
27.7 |
31 |
271. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made to date with the review of the terms and conditions of employment of PhD worker students; when it is expected that contact will be made with the various PhD stakeholders such as two groups (details supplied) to seek their views; and if he will make a statement on the matter. [62938/22]
Amharc ar fhreagraI was pleased to recently appoint Dr Andrea Johnson and David Cagney as Co-Chairs for the review of state supports for PhD researchers.
The scope of the review includes:
- Current PhD researcher supports including financial supports (stipends, SUSI supports and others);
- The adequacy, consistency and equity of current arrangements across research funders and higher education institutions, including equity and welfare considerations;
- The status of PhD researchers (student, employee) including a review of international comparators and models;
- Impact on the funding of research programmes of any adjustments to current supports;
- Graduate outcomes for PhD graduates including return on investment/benefits to the researcher;
- Visa requirements and duration for non-EU students.
The Review, informed by a robust evidence base, will be completed in early 2023. The review will look at issues of adequacy, taking account of costs and other issues, such as the exemption of the PhD stipend from income tax.
A list of the stakeholders that will be consulted as part of the review has not yet been agreed. However, it is anticipated that key stakeholders will be consulted as part of the review including, importantly, those representing PhD research students. It is also envisaged that a public call for submissions will be made.
Any submissions that have been already been received by my Department will also be considered as part of this review.
272. Deputy Éamon Ó Cuív asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider fully funding further education courses for persons on disability allowance and invalidity pension to enable them to upskill and re-enter the workplace with new skills; and if he will make a statement on the matter. [62940/22]
Amharc ar fhreagraFostering inclusion is one of the three core pillars of Future FET: Transforming Learning the national FET Strategy 2020-2024. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including people with disability, with the aim of enabling every citizen to participate fully in society. There is a broad range of supports provided through the ETBs to support the participation of all learners, including those with disabilities.
FET offers a full suite of programmes which are largely free or heavily subsidised, available nationwide and which are open to everyone regardless of disability. FET providers offer reasonable accommodations to learners including:
- Project support
- One-to-one tutoring
- Assistive technologies Readers and/or scribes, note takers
- Sign language interpretation
The nature of the reasonable accommodation varies depending on the identified preferences and requirements of individual learners. More broadly, the principles of Universal Design for Learning (UDL) are being embedded across all FET provision. UDL principles and practices can help practitioners address learner variability and reduce barriers to learning by building flexibility, accessibility, learner voice, and choice in the fabric of the learning interactions they design. Individualised supports, for addressing more specific needs among a smaller subset of learners will, of course, be maintained and promoted. In this context, specific FET programmes are provided for persons with a disability who require more intensive support through Specialist Training Providers (STPs). A budget of €43million is provided to Education Training Boards to fund STPs across the country who cater for over 3,000 learners availing of intensive support.
The Fund for Students with Disabilities (FSD) provides funding in higher education and FET to support students with disabilities. SOLAS now manages the FET element of the FSD which provides funding to PLC colleges/schools to assist them in offering supports and services to eligible PLC students with disabilities so that they can participate on an equal basis with their peers. The allocation to the FSD in the FET sector has increased to €4.1m in 2022. Need assessments determine the supports and accommodations provided to students, in accordance with the guidelines issued by SOLAS. Building on its 2017 research into barriers to FET for the long-term unemployed and other vulnerable groups, SOLAS intends to commission further research and examine barriers to participation in FET, with particular reference to persons with a disability.
273. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science when a person (details supplied) will be called to progress their electrical apprenticeship; and if he will make a statement on the matter. [62948/22]
Amharc ar fhreagraUnder the Further Education and Training Act (2013), SOLAS has statutory responsibility for planning, funding, and co-ordinating Further Education and Training (FET) in Ireland.
My officials have referred your query to SOLAS for direct reply on this individual matter. If you do not receive a response from SOLAS within 30 days, please do come back to my office for further follow-up.
274. Deputy Róisín Shortall asked the Minister for Further and Higher Education, Research, Innovation and Science the position regarding the programme for Government commitment to provide additional supports for school and college students who are homeless, resident in family hubs or in direct provision; and if he will make a statement on the matter. [63091/22]
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 which was launched on 31st August 2022 aims to support inclusion and diversity in our student body, address the wider struggles and challenges for students, and deliver sustainable progress. It recognises the needs of vulnerable learners, the most marginalised and those with special and additional needs. The new plan identifies people with experience of homelessness, Migrants, refugees and those from ethnic minorities as well as those who have experience of the care system as some of the priority groups for action under the Plan.
Delivery of the Plan is supported by the PATH programme, which provides a range of supports to priority groups including bursaries under the 1916 scholarship scheme and support for people from target groups in accessing initial teacher education. The programme also supports clusters of higher education institutions in attracting under-represented students.
There are also other strands to the PATH programme which support universal design for students in higher education, including autistic students, enhancement of opportunities for students with intellectual disabilities and a new pilot scheme aimed at students from Traveller and Roma communities.
Benefits under these strands may also benefit those individuals mentioned by the deputy. In working to address the issues of students who are homeless, resident in family hubs or in direct provision, I acknowledge that there is complexities of gathering data on these priority groups. As we lack the baseline data for these learners, specific targets have not yet been set, but we will be working to develop better data in this area to help us understand their particular issues and to better target interventions.
The International Protection Student Scheme (IPSS) was introduced in 2015. This scheme provides supports for eligible students pursuing post leaving certificate, undergraduate and postgraduate courses and is targeted at three particular groups of students (asylum applicants, subsidiary protection applicants and leave to remain applicants).
The IPSS contains many similarities to the statutory based Student Grant Scheme. These similarities include similar grant rates, means test thresholds, eligible payments for the special rate of grant and income disregards. The Direct Provision Allowance paid to protection applicants in the direct provision centres is included both as an eligible payment for the special rate of grant and as an income disregard.
A number of changes to the IPSS have been made since 2015. These include the removal of the requirement for prospective applicants to have attended three academic years in the Irish school system and to have obtained the Leaving Certificate in the State , and the scheme was extended Postgraduate students for the first time in 2021/22. SUSI also took over administration of the scheme for the first time for the 2022/23 academic year.
Students who qualify under the IPSS will benefit from the significant cost of living package that I secured through Budget 2023 for third level students which includes a one-off extra payment for all student maintenance grant recipients in December 2022, a one-off increase of €1,000 to the postgraduate fee contribution and an increase of between 10% and 14% to maintenance grant rate rates effective from 1 January 2023. The only cost of living measure that does not apply to students under the IPS Scheme is the reduction of €1,000 in the student as students eligible under this scheme are not part of the free fees scheme. They have their full undergraduate fee paid up to a maximum of €6,270.
In further education, there is a wide range of free or heavily subsidised programmes available in flexible formats, full time, part time and blended. At regional and local level, the Education and Training Boards (ETBs) work closely with other agencies such as the Department of Social Protection and, in some areas, the local homeless support services (such as Simon Communities) to help address local needs.
The FET Strategy highlights the need to target and prioritise vulnerable groups, and several ETBs cite examples of specific activities and targeted programmes related to homelessness as part of their ongoing service delivery plans. The ETB sector is engaged in a number of initiatives to support homeless people, for example the CDETB Foundations Project – involves CDETB working in partnership with the homeless services and other agencies to increase access to education for those who are homeless.
Access to Apprenticeship (ATA) supports the transition of young people (16-24 years old) from disadvantaged backgrounds into an apprenticeship scheme. Many of students have experienced, or come from communities that experience poverty, trauma, addiction, long-term unemployment or homelessness. It is a 12-week full-time programme delivered by the College of Engineering & Built Environment on the Bolton Street campus of TU Dublin and also by the Dept. of Built Environment on the TUS Moylish campus, Limerick city.
275. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science if additional third level places will be provided for all therapy courses, in view of the difficulties in recruiting therapists; and if he will make a statement on the matter. [63126/22]
Amharc ar fhreagraMy officials have met with the relevant departments in relation to the requirements of therapy teams. A joined up approach with the Departments of Health, Education and Children, Equality, Disability, Integration and Youth is necessary to determine system level demand in the therapy disciplines. The provision of healthcare education in the therapy areas is complex and involves many different parts of the system. The availability of appropriate placements and placement supports is a key enabler of this expansion, and engagement with the relevant departments on these issues is ongoing.
Officials from the Department were also represented on the Interdepartmental Working Group which was tasked with developing an Action Plan for Disability Services. The department will work with the HSE and the Department of Health and the Department of Children (DCEDIY) to progress actions arising out of this plan.
The Higher Education Authority (HEA) 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 HEA have advised higher education institutions that it intends on using a similar Expression of Interest process in early 2023 to build capacity in the therapy disciplines.
276. Deputy Brendan Smith asked the Minister for Further and Higher Education, Research, Innovation and Science the initiatives that will be undertaken to promote student mobility North-South and South-North; and if he will make a statement on the matter. [63128/22]
Amharc ar fhreagraI would like to assure the Deputy of my commitment to promote student mobility in both directions across the border. While student mobility is taking place on a regular basis, my officials are working with their counterparts in the Departments for the Economy and Health in Northern Ireland on key initiatives, including:
(a) Development of cross-border apprenticeships programmes to address skills needs in the region,;
(b) Provision of Medical Education on an all-island basis;
The Deputy will also be aware that Joint Oireachtas Committee for Education, Further and Higher Education, Research, Innovation and Science have recently published a report on student mobility in tertiary education, and have made a number of recommendations to further promote mobility. I welcome this report, and I have asked my officials to progress these.
I also would like to advise the Deputy that, as part of Shared Island Initiative, my Department is working with the Department of Taoiseach and the ESRI to commission the ESRI to undertake more detailed work in this area. This will take place in the first half of 2023.
Finally, at the request of my Department, the HEA have undertaken some preliminary work on recent trends on higher education student mobility. I am heartened that notwithstanding concerns expressed by commentators about the possible impact of Brexit, the number of students coming from Northern Ireland to Irish Higher Education Institutions (HEIs) has increased by 51%, from 1,150 in 2017/ 2018 to 1,745 in 2020/ 2021. The corresponding trends for Irish students studying in HEIs in Northern Ireland is much lower than that at 2.3%, with 2,120 in 2017/ 2018 to 2,170 in 2020/ 2021.
277. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his views on a matter (details supplied); and if he will make a statement on the matter. [63129/22]
Amharc ar fhreagraUnder the terms of the Student Grant Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
The 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.
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.
The student referred to by the Deputy submitted a notice of Appeal to SUSI which was received on the 5 December 2022. The student stated there had been a change in circumstances as father ceased employment . On foot of this appeal a letter was sent by the SUSI Appeals Officer on 6 December 2022 requesting a document pertaining to this change of circumstances. This document was previously requested by SUSI in a letter dated 11 July 2022 as advised in response to PQ 54121/22. This document has not been submitted to date.
In addition to the above document, the Appeals Officer has also requested documentary evidence from the student's mother. These documents are required to enable the Appeal to be finalised and have not been provided to date.
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 timeframe (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.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This 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. Information on the fund is available through the Access Office in the third level institution attended.
