Written Answers Nos. 439-458
439. Deputy Denise Mitchell asked the Minister for Children, Equality, Disability, Integration and Youth the number of historical abuse cases reported to Tusla that remain open; and if he will make a statement on the matter. [7166/23]
Amharc ar fhreagraStatutory 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. Consequently, I have referred the matter to Tusla, and requested that a direct response be provided to the Deputy.
440. Deputy Peadar Tóibín asked the Minister for Children, Equality, Disability, Integration and Youth the reason the Tusla register for early childhood care and education still has many services that closed over the past two years still on its register; if the register is not showing a true reflection of the number of childcare facilities actually open in Ireland; and the reason this can happen. [7196/23]
Amharc ar fhreagraAs the subject matter of the Deputy's question relates to an operational matter for Tusla, I have referred the matter to them for a direct reply.
441. Deputy Peadar Tóibín asked the Minister for Children, Equality, Disability, Integration and Youth when the review of ECCE services will be completed. [7197/23]
Amharc ar fhreagraOn 15th September 2022, I launched Together for Better, the new funding model for early learning and childcare. This new funding model supports the delivery of early learning and childcare for the public good, for quality and affordability for children, parents and families as well as stability and sustainability for providers. Together for Better aims to transform the sector and my Department and I are committed to working constructively, collaboratively and positively with providers towards a goal of delivering early learning and childcare for the public good. This collaboration with providers is reflected in the ongoing reviews which my Department have commissioned.
Independent consultants from Stranmillis University College Belfast have been appointed to conduct a review of the ECCE programme on behalf of myDepartment. The review will involve engagement with a range of stakeholders, including providers, early years educators, parents and children. Data will be gathered through a range of methods, including surveys, interviews, focus groups and observation. The review will be completed by end 2023 and the findings will inform work to put the ECCE programme on a statutory footing.
Separate to this review of the ECCE Programme, my Department has commissioned Frontier Economics to complete an independent financial review of sessional early learning and childcare services; many of which are ECCE programme providers. In recent weeks, communications have been sent to the sector to encourage providers to participate in this review and services have been recruited to take part through an Expression of Interest.
This independent review involves an in-depth review of participant service’s financial situations through the provision of detailed information on income and expenditure and an analysis of the impact of the early learning and childcare funding streams. The exact design of instruments will be undertaken by Frontier Economics but will likely involve qualitative and quantitative data, including information gathering sessions with services, one-on-one discussions with services, analysis of service profiles, and full sight of financial information.
It is expected for this independent financial review to be completed within Quarter 2 of 2023 and for the final report to be submitted by the beginning of Q3 2023.
442. Deputy Peadar Tóibín asked the Minister for Children, Equality, Disability, Integration and Youth the number of staff working in services that are receiving core funding who are unqualified; if this is illegal; and the reason staff are allowed work in the childcare and ECCE sector without qualifications contrary to legislation and insurance. [7198/23]
Amharc ar fhreagraCore Funding is allocated to “Partner Services”, i.e. Early Learning and Care (ELC) and/or School Age Childcare (SAC) services which have entered into a Funding Agreement with the Minister for Core Funding and which are registered with Tusla, the Child and Family Agency, as a prescribed early years service or school-age childcare service (excluding services which are registered as a Pre-school Service in a Drop-in Centre).
Core Funding is issued on the basis of “staffed capacity / “places”, not on child registrations and attendance levels. For capacity to be funded, the necessary levels of staff must be in place. The staffing required depends on the age range and session types of the places available. The capacity of a service is also limited by the regulatory space requirements.
Under the Child Care Act 1991 (Early Years Services) Regulations 2016, all employees working directly with children in a pre-school service must hold at least a major award in Early Childhood Care and Education at Level 5 on the National Framework of Qualifications (NFQ), or equivalent as deemed by the Minister for Children, Equality, Disability, Integration and Youth.
These regulations apply to all early learning and care (ELC) services regardless of whether or not the service receives funding from the State.
My Department has published a list of qualifications that meet the regulatory requirements for working in ELC in Ireland. The list is available here www.gov.ie/en/service/000073-recognition-of-an-early-years-qualification/
If an individual’s qualification does not appear on the list they must apply to my Department to have their qualification assessed for approval.
There are a number of scenarios where staff may be working in an ELC service who are not required to meet this ELC qualification requirement, including staff who only work with school-age children, staff who have signed a “Grandfathering” agreement, students on practice placements, nurses/medical staff who have been authorised to support children with complex medical needs, and managers or ancillary staff who do not work directly with children.
Where an individual has reason to believe that a person working in an ELC service who is required to meet the minimum qualification requirement does not meet the requirement, it is open to them to make a report or disclosure to Tusla, which is responsible for the Early Years Inspectorate.
The Tusla Early Years Inspectorate is the independent statutory regulator for the early learning and childcare sector. As such, Tusla is wholly responsible for the registration and inspection of all early learning and childcare services and for bringing enforcement action where necessary.
Tusla inspects all ELC services at least once every three years and, using a risk-based inspection model, may inspect some services more frequently if a service is deemed to fall into a higher risk category. While a routine inspection model is not yet in place for School Age Services, such services are inspected where Tusla receives information regarding concerns about the operation of a school age setting.
During an inspection, if Tusla observes any regulatory non-compliances, it will address these with the service provider initially through the Corrective and Preventative Action (CAPA) process which affords the provider an opportunity to rectify the non-compliance and put measures in place to prevent the non-compliance from occurring in the future. Where the issue is not addressed through the CAPA process, Tusla will move into an enforcement process with the service in order to rectify the non-compliance. The enforcement process involves a number of measures which may escalate up to and including removal from the register and / or prosecution in the most serious cases.
Where a significant breach of the legislation is identified and where there is an immediate concern about the safety, health and/or welfare of children (e.g. evidence of Garda Vetting for a staff member is not on file), an Immediate Action Notice is issued to a Registered Provider. An Immediate Action Notice instructs a service to take a particular course of action which must be complied with in order to address a serious concern immediately or within a defined time period.
The Department’s funding schemes are only available to early learning and childcare services that are registered with Tusla. Where Tusla advises the Department that a service has been removed from the register as a result of enforcement action taken against the service, the Department will cease funding to that service.
With regards to breaches of a service’s contractual requirements for their insurance, this is a matter between the service and their insurance provider.
443. Deputy Catherine Connolly asked the Minister for Children, Equality, Disability, Integration and Youth further to Parliamentary Question No. 1125 of 19 January 2022, the number of direct provision centres, emergency centres, reception centres and tented accommodation locations which were in use by the International Protection Accommodation Services as of 31 December 2019, 2020 and 2022; the occupancy of each of these centres and locations as of 31 December 2019, 2020 and 2022; the contracted capacity of each centre and location, in tabular form; and if he will make a statement on the matter. [7291/23]
Amharc ar fhreagraDeputy, as requested see below the number of direct provision centres, emergency centres, reception centres and tented accommodation locations which were in use by the International Protection Accommodation Services as of 31 December 2019, 2020 and 2022; the occupancy of each of these centres and locations as of 31 December 2019, 2020 and 2022; the contracted capacity of each centre and location, in tabular form:
|
2019 |
No. of Centres |
Contracted Capacity |
Occupancy |
|
RIA Reception Centre |
1 |
487 |
440 |
|
RIA Accommodation Centres |
41 |
6616 |
6171 |
|
RIA Emergency Accommodation |
37 |
N/A |
1512 |
|
2020 |
|||
|
National Reception Centre |
1 |
537 |
274 |
|
IPAS Accommodation Centre |
44 |
6839 |
5575 |
|
Emergency Accommodation Centre |
28 |
1690 |
1148 |
|
2022 |
|||
|
National Reception Centre |
1 |
537 |
472 |
|
IPAS Accommodation Centre |
46 |
8761 |
6853 |
|
Emergency Accommodation Centre |
107 |
13728 |
11779 |
It should be noted that the figures are approximate as some centres were contracted on a room basis instead of occupancy and were given a capacity of 2 per room.
It should also be noted that the locations of the centres will be supplied at a later date due to the voluminous workload involved in preparing this information by location.
As at 05 February 2023, there are 19,741 people accommodated in the International Protection Accommodation Service (IPAS) system as a whole, compared with 8,500 at this time last year.
Since the beginning of 2022, Ireland and many other European countries are experiencing a significant increase of new arrivals seeking international protection (IP).
The State has a legal and moral obligation to assess the claims of those who seek refuge and to provide accommodation and supports in line with the Recast Reception Conditions Directive (SI 230 of 2018).
Last year, over 15,000 people arrived in Ireland seeking accommodation while their applications for international protection are processed by the International Protection Office (IPO). Over the period 2017-2019 an average of 3,500 people applied for protection each year.
In the first month of 2023, 1,241 people have arrived seeking international protection in Ireland. The most recent seven-day average count for those seeking accommodation stands at 258.
I trust this information clarifies the matter Deputy.
444. Deputy Michael McNamara asked the Minister for Children, Equality, Disability, Integration and Youth if he will be renewing contracts with Clare hotels for accommodating beneficiaries of temporary protection and applicants for international protection beyond April 2023; and if he will make a statement on the matter. [7375/23]
Amharc ar fhreagraNew contracts, with existing or additional suppliers, are commercial decisions made on the basis of scale and suitability in the context of the number of refugees and applicants for international protection that we need to accommodate and the budget available.
Demand for accommodation is strong at present and we are offering new contracts to many existing suppliers. It is not possible however to comment on what the situation may be in relation to individual contracts in the future.
445. Deputy Michael Healy-Rae asked the Minister for Further and Higher Education, Research, Innovation and Science if he will address the case of a person (details supplied); and if he will make a statement on the matter. [6428/23]
Amharc ar fhreagraThe Department of Education administers pension schemes on a shared service basis for DFHERIS, and I am advised that officials from that Department have engaged with MTU on this matter.
446. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on the Programme for Government to support access routes and inclusive education initiatives to learners with intellectual disabilities; and if he will make a statement on the matter. [6436/23]
Amharc ar fhreagraInclusion is one of the core strategic goals for the Department of Further and Higher Education, Research, Innovation and Science. A key ambition is to ensure that supports and opportunities are provided for learning to all. I want the tertiary education system to develop and grow its supports for vulnerable learners, autistic students, learners with disabilities, under-represented groups and the most marginalised.
The new National Access Plan, a Strategic Action Plan for Equity of Access, Participation and Success 2022-2028 was developed in the context of Programme for Government (PfG) commitments and other social inclusion policy measures. The plan aligns with and builds on the wider ambitions of the PfG by providing accessible, affordable education to all citizens.
€5m was secured under Budget 2022 to support new pilot initiatives and enhance existing initiatives under the Programme for Access to Higher Education (PATH) Fund to address priority actions under the NAP, including new initiatives to support autistic students and those with an intellectual disability access third level education.
This inclusive attitude to learning is supported by a new funding stream that I announced in June last year, for a four-year strand known as PATH 4.
PATH 4 will be implemented on a phased basis as follows:
Phase 1 comprised a once off fund totalling €3 million for Universal Design allocated to higher education institutions in 2022 to develop inclusive practices on their campuses. This important development will support all students with disabilities including autistic students and will help to build on the existing but limited provision already available in Higher Education Institutions for students with intellectual disabilities. It will support student success for all students and learners in higher education and will be of particular benefit to students with special educational needs, including students with autism.
Phase 2 will involve a competitive three-year pathfinding pilot to support an enhancement of course provision for students with intellectual disabilities and to inform future policy considerations for students with intellectual disabilities.
This inclusive ethos is also found in the Further Education sector. Fostering Inclusion is one of the three core pillars around which the Further Education and Training Strategy (FET) 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including persons with Neurodivergence such as dyspraxia, with the aim of enabling every citizen to participate fully in society.
In order to support this goal, SOLAS, Education and Training Boards Ireland (ETBI), and the 16 ETBs across the country have progressed the framework for Universal Design for Learning (UDL) for the FET Sector. This approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities. Appling UDL Principles means offering multiple ways of engagement, representation, action and expression, providing necessary accommodations to remove obstacles to learning as well as providing, where required, one-to-one supports and assistive technologies to support differentiated learning.
My Department will continue to keep existing provision and initiatives under review; to develop a better understanding of what works best within the different models, how we can support different providers in working together and learning from each other, and examining what is scalable from institutional-level approaches.
The procurement of expertise to support the Department and HEA is planned to support the management of a structured engagement process (including engagement with learners themselves) to design an appropriate call for proposals for students with an intellectual disability in ways that facilitate appropriate evaluation.
447. Deputy David Cullinane asked the Minister for Further and Higher Education, Research, Innovation and Science the number and details of compensation or redress schemes put in place by his Department since 1998, in tabular form; the number of claims made; the total cost of the scheme; and if he will make a statement on the matter. [6463/23]
Amharc ar fhreagraMy Department has not put in place any compensation or redress schemes since its formation in August 2020.
448. Deputy Patrick Costello asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 84 of 1 February 2023, if he will undertake to provide rental supports for PHD students who are excluded from tax credit scheme (details supplied). [6482/23]
Amharc ar fhreagraI should begin by stating that the issue of those who qualify for the tax credit scheme is one for my colleague in the Department of Finance, while general housing policy is a matter for my colleague the Minister for Housing, Local Government and Heritage.
As part of Budget 2023, my colleague the Minister for Finance has introduced a new Rent Tax Credit for people who pay for private rented accommodation. I understand that the Department of Finance are continuing to consider issues in relation to application of this tax credit. This is an area of significant complexity and careful consideration is required. I will continue to engage with the Minister for Finance and Government in supporting students with the cost of attending higher education.
On the issue of PhD supports in general, my Department has begun a national review of State supports for PhD researchers.
In this regard, I was pleased to appoint Dr Andrea Johnson and David Cagney as Co-Chairs for the review.
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.
It is anticipated that key stakeholders will be consulted as part of the review including, importantly, those representing PhD research students.
449. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the estimated cost of increasing the number of undergraduate new entrants in pharmacy by 25%, broken down by the number of additional new entrants a 25% increase would achieve and the total number of new entrants following a 25% increase; and if he will make a statement on the matter. [6708/23]
Amharc ar fhreagraThe costs incurred by Higher Education Institutions in increasing student places on a particular course can vary depending on a number of factors including the type of course and the individual circumstances of the relevant Higher Education Institution. It is therefore not possible to definitively calculate the costs sought.
The Department of Further and Higher Education, Research, Innovation and Science does not place a cap on the number of Pharmacy places. Higher Education Institutions are autonomous bodies and are responsible for their own day-to-day management and operational affairs, including the management of academic affairs and determinations around course provision.
The Higher Education Authority has recently completed the first stage of an expression of interest (EOI) process for Higher Education Institutions interested in building capacity in Dentistry, Pharmacy, Medicine, Nursing, and Veterinary. This EOI was the first stage of a two-part selection process. EOIs were asked to focus on institutional readiness, giving due attention to current disciplinary alignment, existing institutional expertise and infrastructure, or potential to develop same, as well as planned future investment.
The second stage of the EOI process has now commenced with the recent announcement by the Higher Education Authority of the appointment of an Expert Advisory Panel to review the opportunities for new programmes covered by the process. The panel is comprised of representatives from Government Departments and regulatory and professional bodies that have direct professional experience and/or academic expertise in the relevant disciplines, or knowledge of the higher education system at a senior level.
The Higher Education Authority will consider opportunities for new programme provision alongside options for current programme expansion to determine a final list of options to present to me in quarter one 2023. This may require capital funding.
450. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the number of new entrants into all nursing courses on the Mayo campus of ATU for each of the past three years including 2022-2023, in tabular form; and if he will make a statement on the matter. [6775/23]
Amharc ar fhreagraThis information is not held by my Department. The majority of our statistics on higher education enrolments are drawn from the Student Records System (SRS) of the HEA.
The breakdown of numbers between those attending the former GMIT Galway and Mayo campuses is not available to the HEA. The most information that can be offered are those new entrants in Nursing courses in ATU Galway-Mayo, with course names and codes (below). Numbers are rounded to nearest 5 in line with the HEA's best statistical disclosure practice.
|
Institute |
Cao Code |
Course Code |
Course Name |
2019/2020 |
2020/2021 |
2021/2022 |
|
ATU Galway-Mayo |
GA880 |
GASGENCH08GNU8 |
Bach elor of Science (Honours) in General Nursing |
25 |
30 |
30 |
|
GA882 |
GASPSYCH08PNUB |
Bachelor of Science (Honours) in Psychiatric Nursing |
20 |
15 |
20 |
|
|
ATU Galway-Mayo Total |
45 |
45 |
50 |
451. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science the number of new EU undergraduate entrants into Trinity College on a full-time basis since 2016, in tabular form. [6988/23]
Amharc ar fhreagraThe data requested by the Deputy was sourced from the Student Records System (SRS) in the HEA and is contained on the spreadsheet attached.
|
Domicile |
2015/2016 |
2016/2017 |
2017/2018 |
2018/2019 |
2019/2020 |
2020/2021 |
2021/2022 |
|
Ireland |
2,545 |
2,570 |
2,560 |
2,615 |
2,580 |
2,905 |
2,800 |
|
Great Britain |
65 |
55 |
35 |
70 |
50 |
50 |
70 |
|
Northern Ireland |
85 |
70 |
115 |
55 |
65 |
60 |
75 |
|
(Other) EU |
60 |
75 |
95 |
100 |
90 |
80 |
170 |
|
Non-EU |
180 |
200 |
220 |
270 |
350 |
380 |
560 |
|
Grand Total |
2,940 |
2,970 |
3,025 |
3,115 |
3,135 |
3,475 |
3,670 |
|
Total excluding non EU |
2,755 |
2,770 |
2,805 |
2,840 |
2,785 |
3,095 |
3,115 |
452. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the number of additional places that are planned to come on stream in further and higher education facilities in the 2023/2024 academic year to study speech and language therapy, occupational therapy, physiotherapy and psychology; in tabular form; and if he will make a statement on the matter. [7010/23]
Amharc ar fhreagraMy Department does not place a cap on places in speech and language therapy, occupational therapy, physiotherapy and psychology programmes. The information sought by the Deputy for 2023/2024 is not available.
As the Deputy may be aware, Higher Education Institutions are autonomous bodies within the meaning of the Universities Act 1997, the Institutes of Technology Acts 1992 to 2006, and the Technological Universities Act 2018 . As such they are autonomous in relation to their administrative and academic affairs, and the courses offered by any institution, and the level at which they are offered, are a matter for the individual institutions to determine.
The Higher Education Authority is currently running a process to identify where further additional capacity could be built in the higher education sector in a number of healthcare areas namely Medicine, Dentistry, Pharmacy and Nursing. It is the intention that further such processes for other disciplines will be run later in the year.
453. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the number of additional places that are planned to come on stream in further and higher education facilities in the 2023/2024 academic year to study social work; and if he will make a statement on the matter. [7011/23]
Amharc ar fhreagraThe Department of Further and Higher Education, Research, Innovation and Science does not place a cap on the number of Social Work places. Currently, six higher education institutes (HEIs) have accredited programmes providing professional qualifications in social work. Two programmes are at the undergraduate level, with the majority of programmes at a post-graduate level.
The Social Work Education Group (SWEG) was established by the Department of Children, Equality, Disability, Integration and Youth in January 2019, and comprises all relevant higher education institutions along with other key players such as the Health Service Executive (HSE), Tusla, Probation Service, and representation from DFHERIS.
This work has led to an action plan being developed to support expansion in the pipeline of Social Workers. A SWEG survey of HEIs last year identified that current prospective student demand is being met by the current provision of social work programmes however, the current supply does not appear to be sufficient to meet the demands of the health and social care sector. Accordingly, a key focus of this plan is to attract larger numbers of suitable prospective students to apply for Social Work programmes and market research has commenced to assist with identifying the reasons more students are not seeking to be social workers. The findings of the market research will inform follow-up actions identified in the plan.
My Department will continue to engage with the Department of Health and the Department of Children, Equality, Disability, Integration and Youth, their agencies and regulatory bodies regarding health and social work workforce planning.
454. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the number of third level graduates in speech and language therapy, occupational therapy, physiotherapy and psychology in 2021, in tabular form; and if he will make a statement on the matter. [7012/23]
Amharc ar fhreagraThe data requested by the Deputy was sourced from the student records system (SRS) of the HEA and includes both undergraduate and postgraduates programmes. The number of graduates in the requested disciplines in 2021 is contained in the table below.
|
Disciplines |
number of graduates |
|
Occupational Therapy |
120 |
|
Speech and Language Therapy |
130 |
|
Physiotherapy |
235 |
|
Psychology |
730 |
455. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question 632 of 18 October 2022, if the workshop between higher education providers and the Department of Health to discuss workforce requirements and placement issues took place; if so, to detail the finding of the workshop; and if he will make a statement on the matter. [7014/23]
Amharc ar fhreagraThe workshop referenced by the Deputy took place on the 8th November 2022. Representatives from the Department of Health, Department of Further and Higher Education, Research, Innovation and Science, the HSE, CORU and Higher Education Institutions attended.
The workshop considered the key challenges faced by Higher Educations Institutions and the Health Sector in ensuring that they can continue to deliver graduates with the skills necessary to support the healthcare system and support the strategic workforce planning by the health sector.
The group agreed the HSE would identify the priority disciplines of focus for 2023 in which increases in the number of places would be sought. The Department of Health are to draft an iteration of a HSCP placement framework for consideration by the group at a further meeting. The Higher Education Institutions agreed that they would review their programmes to determine what could be possible if matching placements were available in the health sector.
456. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science his views on matters raised by a person (details attached) in respect of the financial pressures on medical graduates; if there are any financial supports that can be drawn down in such a situation; and if he will make a statement on the matter. [7047/23]
Amharc ar fhreagraThe loans available for Graduate Entry Medicine students are private arrangements between the relevant lenders and the students applying for such loans. However, I do understand from both students who have written to me and engagement with the relevant higher education institutions that the availability of such loans has been important in supporting people, including mature students, to study medicine.
My Department has no plans to directly introduce a loan scheme for students of Graduate Entry Medicine. However, the Deputy may wish to be aware that the State already provides support for broadening access to Graduate Entry Medicine programmes through the part-subsidy of fees for EU students. This subsidy is paid to the higher education institutions via the Higher Education Authority.
The ‘Funding the Future’ funding and policy reform framework for higher education agreed by Government last May envisages a mixed funding model for higher education, comprising funding streams from the Exchequer, employer contributions and student contributions.
Within the framework of ‘Funding the Future’, my Department has been working to address the cost of provision of Graduate Entry Medicine by increasing the subsidy paid to higher education institutions. It has been agreed that the State contribution towards Graduate Entry Medicine places will gradually be increased over a multi-annual period from a rate of €11,950 per student in the 2021/22 academic year to a new rate of €14,500. The balance of fees, as determined by the institution attended, will remain payable by the student.
The Deputy may also wish to be aware that students on Graduate Entry Medicine programmes may be eligible to apply to the Student Assistance Fund (SAF) for financial support. This Fund provides financial support to full and part-time students who are experiencing financial difficulties while attending college and can provide assistance towards their rent, childcare costs, transport costs and books/class materials. Applications can be made to this Fund through the Access Office in a student’s higher education institution. I have recently announced an additional €4.3 million to be allocated to SAF to assist students with the cost of living. This was in addition to the €8m that was allocated in Budget 2023. This brings the total allocation for the Student Assistance Fund for the 22/23 academic year to over €20 million, which is the highest amount that has ever been provided under this fund. The HEA will distribute funding of over €4.3m to the HEIs in early 2023.
In addition, tax relief at the standard rate of tax may also be available in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student's local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
457. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science the status of the baker apprenticeship which was one of the 24 apprenticeship proposals that were approved development funding by the Apprenticeship Council in 2017; and if he will make a statement on the matter. [7056/23]
Amharc ar fhreagraApprenticeship is a demand-driven educational and training programme that aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. The development of new apprenticeships is employer-led. Employer groups and educational providers come together forming a consortia to identify a skills need and appropriate apprenticeship response in their sector.
This is the process that was followed for all 24 apprenticeship proposals that were approved development funding by the Apprenticeship Council in 2017. In the case of the baker apprenticeship, following engagement with QQI on the validation process ‘step 6 on the critical path to developing an apprenticeship’ the Baker apprenticeship proposal was withdrawn by the consortium working on the proposal in 2019.
Currently, there is no specific apprenticeship for the baking industry at present and officials in my Department are not aware of any such apprenticeship in development or being considered. However, this does not prevent a future consortium of employer groups and educational providers from forming a new consortium around the concept of developing a baker apprenticeship or similar.
A defined process and structure for employers to become engaged in the apprenticeship process is in place. It is open to any industry that wishes to explore options for developing an apprenticeship to bring a proposal forward. The Guidance Document for Submitting an Initial Proposal for a New National Apprenticeship together with the Handbook on Developing a National Apprenticeship provides an overview of the key features of new apprenticeships, including sectoral engagement and collaboration among enterprises and other stakeholders in the relevant industry. These publications are available on www.apprenticeship.ie.
458. Deputy Cian O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science when the new international education strategy will be published; and if he will make a statement on the matter. [7085/23]
Amharc ar fhreagraOfficials in my Department are continuing to work on the new International Education and Research strategy, and I anticipate bringing this to Government for approval before the summer.
