Written Answers Nos. 459-477
459. Deputy Denise Mitchell asked the Minister for Further and Higher Education, Research, Innovation and Science if consideration is being given to establishing part-time courses in social work that are CORU approved in order to address the current recruitment and retention crisis; and if he will make a statement on the matter. [7165/23]
Amharc ar fhreagraHigher 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.
There are currently no CORU approved part time courses in Social Work. 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. My Department does not place a cap on the number of Social Work places.
As the Deputy may be aware, 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.
The issue of potentially expanding part-time delivery of tertiary education in Ireland is a complex one and significant planning will need to be conducted at both national and institution level to manage the significant supply-side impacts on educational institutions. Through the Funding the Future policy, Government has recognised that supporting part-time, blended and postgraduate learning could potentially transform access to learning in the medium term, once existing reform commitments are embedded within the sector.
The Funding the Future working group focused on skills, participation and cost is currently considering the potential to support students to avail of more flexible learning opportunities.
460. Deputy Robert Troy asked the Minister for Further and Higher Education, Research, Innovation and Science if he will address an issue with regard to Safe Pass online courses which may slow the number of applicants successfully obtaining a Safe Pass; and if he is aware that there are 500 possible Safe Pass questions and no written information booklet for applicants to revise. [7194/23]
Amharc ar fhreagraThe alternative online option for the renewal of a Safe Pass card went live on the 1st of February 2023. This option allows a candidate to book a test on a date and time of their choice, at a designated test centre that suits them. They can pay for the test by debit or credit card, or their employer can purchase a voucher for them through the Pearson VUE voucher store. The cost of the test is €93.84 which includes the cost of the card.
Candidates have access to the official questions and answers booklet containing the full 500 questions and answers for the test in order to prepare for the test. This is available to download on the revision tab in their SOLAS online account and it is strongly advised that candidates study the questions to ensure they can pass the test. Candidates also have access to Self-Directed Learning Guides under each module and additional safety videos, toolbox talks, links to legislation and codes of practice.
This process is an additional option to the current tutor led course which continues to have capacity to meet and exceed demand. In this regard 125,141 candidates obtained their Safe Pass card by availing of the tutor led programme in 2022.
The provision of an alternative option will complement the already successfully proven tutor led delivery option and will not slow the delivery of Safe Pass.
461. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the funding which has been introduced to help students deal with the cost-of-living since 2022; and if he will make a statement on the matter. [7276/23]
Amharc ar fhreagraThe Government recognises third level education can be a significant cost for families and students.
Following on from improvements made to the Student Grant Scheme in Budget 2022, a range of further measures were announced to enhance the scheme as part of Budget 2023.
In response to the ongoing cost of living pressures, I secured a significant cost-of-living package for third level students. These measures already took effect in 2022 and include:
- All higher education students who are eligible for the fees initiative have benefitted from a once off reduction in the Student Contribution rate of €1,000 for the 2022/2023 academic year.
- A once-off additional maintenance payment was paid on the 16th December 2022. This payment was made to all students who are in receipt of a maintenance grant payment included PLC students, undergraduate students and postgraduate students who are in receipt of the Special Rate of Grant.
- PhD students funded by the SFI and the IRC are also benefitting from a once off payment of €500 in the current academic year.
- Post Graduate Students who meet the eligibility criteria for a Postgraduate Fee Contribution Grant are benefitting from a once off increase in their grant of €1,000 from €3,500 to €4,500.
- A once-off reduction of up to 33% in the contribution fee for apprentices
In addition, all maintenance grants increased effective from January 2023 in order to provide further financial assistance to those students most in need. The special rate and Band 1 rate of maintenance increased by 14% and all other maintenance grant rates increased by 10%. Students in the current academic year saw their grant payments increase proportionately once this measure came effect from January 2023. It is important to note that the increase which is effective from January 2023 was not backdated to the start of the 2022/23 academic year.
These significant measures will see students have more money in their pockets to help them tackle the challenges posed by the cost-of-living crisis.
The Budget 2023 package also included other measures that will offer relief to students for the 2023/2024 academic year include:
- Two changes to the income thresholds for the student contribution grant for the academic year 2023/24 which will reduce the cost of education for students and families. I have increased the income limit from €55,240 to €62,000 for students to avail of the 50% Undergraduate Student Contribution and introduced a new Student Contribution grant to the value of €500 for qualifying families on incomes earning between €62,000 and €100,000. It is estimated that between 42,500 and 50,000 families could receive support under the Student Grant Scheme in 2023 for the first time as a result of these measures.
- An increase in the Post Graduate fee Contribution Grant by €500 on 2022 levels from €3,500 to €4,000 from September 2023; This measure will benefit Post Graduate Students who are eligible for a Postgraduate Fee Contribution towards the cost of their Tuition Fees. That means postgraduate students whose reckonable income is up to €55,240 and who are not eligible for the special rate of grant will benefit.
- A €500 increase to the stipend baseline in 2023 for PhD students who receive an IRC or SFI award.
- A change to the eligibility criteria for “second chance” mature students as defined in the Student Grant Scheme reducing the period for a full break in studies from 5 to 3 years;
- Increase in the deduction allowable for student earnings outside of term time from €4,500 to €6,552 for academic year 2023/2024.
- Exclusion of rental income up to €14,000 declared to Revenue under the Government’s rent-a-room relief scheme when calculating reckonable income under the Student Grant Scheme.
- €3m in funding for mental health and wellbeing initiatives for the 2023/24 academic year.
Furthermore, I have recently announced €4.3 million is 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.
462. Deputy Colm Burke asked the Minister for Further and Higher Education, Research, Innovation and Science the measures introduced to support students and parents with the cost of college fees since 2022; and if he will make a statement on the matter. [7277/23]
Amharc ar fhreagraI recognise that third level education can be a significant cost for families and students.
The main financial support available to students is the Student Grant Scheme. The means-tested Scheme is administered by SUSI on behalf of my Department.
Under the Scheme, students can apply for supports in respect of fees and maintenance.
In response to the ongoing cost of living pressures, I secured a significant cost-of-living package for third level students in Budget 2023. These measures already took effect in 2022 and in respect of fees include:
- All higher education students who are eligible for the fees initiative benefitted from a once off €1,000 reduction in the Student Contribution rate for the 2022/2023 academic year, reducing the contribution from €3,000 to €2,000. For those on the 50% Student Contribution rate, as paid by SUSI, students benefitted proportionally and this reduction will mean that the balance the student pays to their higher education institution will be €1,000 (a reduction of €500) for the current academic year.
- Post Graduate Students who meet the eligibility criteria for a Postgraduate Fee Contribution Grant are benefitting from a once off increase in their grant of €1,000 from €3,500 to €4,500.
- A once-off reduction of up to 33% in the contribution fee for apprentices.
Beyond the cost of living measures outlined above, I have announced further improvements in relation to fee grants for the 2023/2024 academic year, including:
- Two changes to the income thresholds for the student contribution grant which will reduce the cost of education for students and families. I have increased the income limit from €55,240 to €62,000 for students to avail of the 50% Undergraduate Student Contribution and introduced a new Student Contribution grant to the value of €500 for qualifying families on incomes earning between €62,000 and €100,000. It is estimated that between 42,500 and 50,000 families could receive support under the Student Grant Scheme in 2023 for the first time as a result of these measures.
- An increase in the Post Graduate fee Contribution Grant by €500 on 2022 levels from €3,500 to €4,000 from September 2023. This measure will benefit Post Graduate Students who are eligible for a Postgraduate Fee Contribution towards the cost of their Tuition Fees. That means postgraduate students whose reckonable income is up to €55,240 and who are not eligible for the special rate of grant will benefit.
The Budget 2023 package also included a range of other measures to improve maintenance grants and amend the eligibility criteria in order to bring more students into the Scheme, including:
- A once-off additional maintenance payment was paid on the 16th December 2022. This payment was made to all students who are in receipt of a maintenance grant payment included PLC students, undergraduate students and postgraduate students who are in receipt of the Special Rate of Grant.
- All maintenance grants increased effective from January 2023 in order to provide further financial assistance to those students most in need. The special rate and Band 1 rate of maintenance increased by 14% and all other maintenance grant rates increased by 10%. Students in the current academic year saw their grant payments increase proportionately once this measure came effect.
- A change to the eligibility criteria for “second chance” mature students as defined in the Student Grant Scheme reducing the period for a full break in studies from 5 to 3 years;
- Increase in the deduction allowable for student earnings outside of term time from €4,500 to €6,552 for academic year 2023/2024.
- Exclusion of rental income up to €14,000 declared to Revenue under the Government’s rent-a-room relief scheme when calculating reckonable income under the Student Grant Scheme.
These significant measures will see students have more money in their pockets to help them meet the cost of going to college.
Furthermore, I have provided €3m in funding for mental health and wellbeing initiatives for the 2023/24 academic year and have recently announced €4.3 million is 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.
463. Deputy John McGuinness asked the Minister for Further and Higher Education, Research, Innovation and Science if Springboard and Springboard+ programmes managed by the Higher Education Authority on behalf of the Department of Education are funded by the Government and the European Union; if it is within the rules of the scheme that educational and-or professional bodies which are headquartered in the UK should benefit commercially from the scheme post Brexit; if he is aware that Springboard and Springboard+ programmes involve professional and or educational partners that are clearly UK-based and yet are in receipt of subscription, examination and tuition income which is funded by the Government and the European Union; if such arrangements are permitted under the funding rules; if the HEA is monitoring the situation where the beneficiaries of any Irish and-or EU funds are based outside of the EU; and if he will make a statement on the matter. [7282/23]
Amharc ar fhreagraSpringboard+ is co-funded by the Government of Ireland, via the National Training Fund, and the European Union. Springboard+ is managed by the Higher Education Authority (HEA) on behalf of the Department of Further and Higher Education, Research, Innovation & Science. It should be noted that to date no funding has been drawn down from the European Commission to support Springboard+ programmes since the initiation of the programme.
The most recent call for proposals in 2022 outlined the providers who are eligible to apply for Springboard+ funding. Evidence of programme validation is submitted to the HEA in advance of course commencement. Programmes that meet these criteria are eligible for funding.
Provider and Course Eligibility
Courses submitted by providers must either:
A. Lead to a higher education and training award that is included on the National Framework of Qualifications (NFQ) at Levels 6 to 9, from one of the following Irish awarding bodies:
- Quality and Qualifications Ireland (QQI), including combinations of modules from already validated courses leading to a major award. ( Important: Combinations should be submitted to QQI for approval prior to or at the same time as submission to Springboard+ to ensure adequate time for validation)
- Institutes of Technology
- Universities
- Technological Universities
- Royal College of Surgeons in Ireland
OR
B.
Lead to a higher education and training award that is a comparable award based on recognition advice available from QQI. This criterion will be strictly enforced to safeguard learners and ensure that if they undertake a State-funded programme through Springboard+, the comparable NFQ level of that programme will be clear to the learner and can be confirmed by employers and education and training providers for the purposes of employment and progression. Providers will be required to submit a letter of verification from the awarding body as part of the application process in this instance.
As part of the application process course providers include the course fee which cover all elements of the course for participants. This is paid either in part or in full by the HEA to the course provider, depending on the participant’s employment status.
There is no stipulation in the eligibility criteria which states that the validating body for Springboard+ programmes must be based in the Republic of Ireland. These criteria were agreed with my Department.
The HEA monitors and audits the programmes funded under Springboard+ to ensure compliance with the scheme’s eligibility criteria. Providers are compliant with the scheme’s current eligibility criteria. From a HEA perspective, the Irish higher education provider is the beneficiary of Springboard+ funding. The management of the programme is a matter for each individual provider.
464. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the progress being made under Skillnet; and if he will make a statement on the matter. [7346/23]
Amharc ar fhreagraFunded from the National Training Fund, Skillnet Limited has, over more than 20 years, developed a specific, specialised and highly effective model, engaging directly with companies and industry groups to inform and address talent needs. In 2022 Skillnet Ireland, through its 71 Skillnet Networks, has provided upskilling programmes to over 87,000 trainees and supported over 25,000 businesses. While the majority of its training programmes are delivered through the Skillnet Business Networks programme, Skillnet Ireland also provides a range of talent and upskilling supports across key thematic areas of climate action, digitalisation, FDI talent and SME leadership and productivity.
Skillnet Ireland's allocation for 2023 is €59.141m. This includes €3m in COVID and €15.5m Brexit Adjustment Reserve (BAR) funding in 2023 for the upskilling and reskilling opportunities for Ireland’s changing skills needs to deliver on a green and digital agenda in a post Brexit, post pandemic environment. The BAR funding builds on an €11m allocation for 2022 and will assist SMEs to adapt to new market and regulatory realities arising from Brexit; support the Digital Transformation and Sustainability Journey of Larger Companies; and protect employment levels within firms willing to support capacity-building of SMEs within their supply chain and those impacted by Brexit.
The €3m temporary COVID funding will support upskilling in emerging technologies and the expansion of provision across sustainable finance, green tech, and climate ready and other programmes.
In December 2022, Minister Harris confirmed Skillnet Ireland’s leadership role working in partnership with small and medium businesses to meet their talent, skills and workforce development needs. Ireland’s international reputation and profile as an innovative, agile and high-performing economy is critically dependent on the quality of its workforce, and this demands a robust and durable supply of talent and highly skilled workers. Skillnet Ireland’s mission will be to further strengthen and future-proof Ireland’s workforce, building stronger partnerships with the tertiary education system to ensure workers are equipped with the essential skills, knowledge and capabilities for a world of work being transformed by technology.
465. Deputy Robert Troy asked the Minister for Further and Higher Education, Research, Innovation and Science the third level fee supports which are currently in place for students who came to the country as asylum seekers and have been granted permission to remain through the regularisation scheme, if there are any plans to make such students eligible for SUSI supports for the coming academic term; and if he is aware of any specific scholarships which such students could avail of. [7384/23]
Amharc ar fhreagraUnder the terms of the Student Grant Scheme, fee and maintenance 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.
With regard to the residency criterion for the Student Grant Scheme, in order to be eligible for a grant, a "student", as defined in Section 14 of the Student Support Act 2011, must demonstrate that he/she has been resident in the State for at least three years out of the five year period ending on the day before the start of his/her approved course of study. The act sets out that a person shall not be entitled to derive any benefit from a period of unlawful presence in the State.
The nationality requirements for the Student Grant Scheme are set out in Section 14 of the Student Support Act 2011 and Regulation 5 of the Student Support Regulations 2022.
Applications for the Regularisation of the Long Term Undocumented Migrant Scheme closed on 31 July 2022. My Department has and will continue to liaise with the Department of Justice on this issue.
The International Protection Student Scheme (for Further and Higher Education Students) 2022-2023 provides financial grants for students who are in the protection system or at the leave to remain (but not deportation order) stage for a combined period of 3 years or more as at the day before the date of commencement of the course who are attending an approved course in an approved institution .
The HEA led website www.studentfinance.ie has details of student supports including details of various bursaries and scholarships. However, I would also advise any student to make direct contact with the access office in the Institution that they plan to attend to consider what supports may be available.
466. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he remains satisfied that science graduates in Ireland are on par with or above the skills emanating from third level institutions in other countries; and if he will make a statement on the matter. [7400/23]
Amharc ar fhreagra467. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he expects science to play an increased role in the higher education sector with particular reference to ensuring an adequate number of graduates to meet the demands of the workplace; and if he will make a statement on the matter. [7401/23]
Amharc ar fhreagra469. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department propose to broaden the higher education opportunities for undergraduates with a view to maximisation of their opportunities in the future; and if he will make a statement on the matter. [7403/23]
Amharc ar fhreagraI propose to take Questions Nos. 466, 467 and 469 together.
One of my goals as Minister is to ensure that potential learners have access to the educational pathways that allow them reach their potential in a way that meets the very broad and rapidly changing needs of our labour force, the economy and society. It is therefore my objective to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level. Last summer I announced over 1,000 additional places in higher education programmes, included nursing, medicine and ICT degree programmes.
The Higher Education Authority (HEA) recently sought expressions of interest from higher education institutions interested in building additional capacity in Dentistry, Pharmacy, Medicine, Nursing, and Veterinary. Stage two of the review process by an expert panel is underway and I expect to receive a report of the proposals before the end of Q1 2023.
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 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.
There is an upward trend of students opting into science programmes, based on previous years' enrolments, the most recent data available from the HEA shows an increase of enrolments in the broad field of science, mathematics and ICT.
My Department will continue to advance efforts to ensure that Ireland offers learning opportunities to all who wish to pursue then and produces the graduates the workforce needs with the skills that our economy and society require.
468. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects the third level educational system here to deliver adequate and suitably qualified graduates to meet the demands of the workplace; and if he will make a statement on the matter. [7402/23]
Amharc ar fhreagra470. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if he and his Department have identified specific issues likely to contribute to further improvement and achievement in the further and higher educational sectors with a view to establishing a reputation equal to the best globally; and if he will make a statement on the matter. [7404/23]
Amharc ar fhreagra471. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he expects to be in a position to continue to influence the higher education system to ensure the ongoing availability of a steady stream of highly qualified technicians and academics on par with the best in the world, thus providing a workforce competent in the skills now required in the workplace; and if he will make a statement on the matter. [7405/23]
Amharc ar fhreagra475. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which students with a technical qualification at a higher-level are becoming available to meet the market requirements throughout the country in sufficient numbers; and if he will make a statement on the matter. [7409/23]
Amharc ar fhreagraI propose to take Questions Nos. 468, 470, 471 and 475 together.
A priority focus of my Department is to strengthen the skills ecosystem in Ireland to ensure it has the agility and flexibility to adapt to changing priorities in the skills landscape and the rapid, technologically driven changes that we are seeing in the world of work. This is essential to ensuring that Ireland continues to have a skilled and productive workforce.
My Department’s project with the OECD, to review Ireland’s skills approach has seen a comprehensive review through 2022 and the early months of 2023 of these issues. Clear areas of focus emerging include our need to have more dynamic, granular, real-time data to inform how we respond rapidly to industry's needs, particularly across digital skills demands in all sectors; our intent to continue focus on short, flexible and blended skilling options for individuals entering and for people transitioning in the workforce; and, our ambition to progress ease of navigability through options for skilling and ensuring individualised, continuous learning journeys are enabled, encouraged and as easy as possible to undertake.
Our existing National Skills Strategy (currently in place 2016-2025) got a lot right. Partnership was woven into the central fabric of our skills policy approach and continues to be a central focus in how we address future skills needs. Skillnet Ireland are undertaking a significant programme of work to embed enterprise driven responses to Ireland’s skills needs.
There are a number of key skills areas which are being progressed at present, including digital skills, green skills, and transversal skills, all of which will have a significant and long-lasting impact.
For example, in February 2022 government launched ‘Harnessing Digital – Ireland’s National Digital Strategy’, through which we have committed to driving digital skills offerings to enable all across the labour market. This is in addition to providing digital skills for all, with a target of increasing the share of adults with at least basic digital skills to 80% by 2030; and, increasing the numbers of learners graduating with higher-level digital skills to over 12,400 graduates, apprentices and trainees, with ambition to further increase digital skills provision in following years.
In addition, the Green Skills for FET Roadmap 2021-2030 launched in March 2022 and incorporates the National Recovery and Resilience Plan, and the Green Skills Action Programme, which began in 2021. This document captures key areas for the FET sector that are necessary to meet the challenges of the green economy and tackle climate change. My Department will continue to work to develop enterprise-relevant courses / micro-credentials to support reskilling and upskilling for residential retrofitting, green skills and offshore renewable energy.
In May last, I launched ‘Funding the Future’, a landmark policy which sets out an ambitious programme of reform. This includes five priority strands of work, one of which is focused on ensuring that our higher education system can deliver on the skills and talent needs of our society and economy.
In Higher Education, the Human Capital Initiative (HCI) forms a key part of the strategic response to a changing world of work and the challenges the economy will face in the period ahead. With a strong focus on innovation and agility, the programmes being supported will ensure that graduates from the education system as a whole, are in a position to respond positively to the challenges and opportunities ahead.
In relation to research talent, I launched Impact 2030: Ireland’s Research and Innovation Strategy in May 2022. A key aim of Impact 2030 is to ensure that researchers have the right skills development and career opportunities so that they can make their maximum contribution, whether in academia, industry, the public sector or elsewhere. Career pathways will be improved, starting with the national review of State supports for PhD researchers that I announced in October 2022. Having identified the need for more evidence (for example, around intersectional mobility, career pathways and demand for research talent), my Department leads, in partnership with the OECD, the aforementioned 2022 Skills Strategy Project. Pending finalisation of the outputs of the 2022 Skills Strategy Project , further more focused work may be undertaken in order to inform future policy development and investment decisions.
It is these collaborative partnerships that are ensuring that Ireland’s future skills needs will be met, and will respond with agility to the needs of industry.
472. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which higher education costs have increased over the past number of years; the extent to which the proportion of the national budget under that heading has varied in the past ten years; his plans to ensure continued access to third level for all students seeking to avail of third-level education; and if he will make a statement on the matter. [7406/23]
Amharc ar fhreagraHigher education costs encompass both costs to the higher education system in delivering provision and costs to the student in accessing higher education.
The Deputy will be aware that the period 2008 to 2015 saw a significant retrenchment in public funding to the higher education system. However, since 2016, public investment in higher education has again been increasing.
In Budget 2023, the Government took important steps that address both the increasing costs of higher education, particularly due to enrolment growth, and the historic underfunding of the sector.
€32.2 million was provided to build capacity in the system for up to an additional 4,125 students, while €40 million was secured under Funding the Future, the agreed policy and funding framework for the sector. This €40 million is the first tranche of funding to address the acknowledged core funding gap of €307 million, with the remainder to be delivered over successive budgets in tandem with agreed reform measures.
As regards the costs of higher education for students, Budget 2023 also included a range of measures to alleviate the pressures on our students, in recognition of the increased cost of living, as well as to advance implementation of the new National Access Plan.
For example, all maintenance grants have now increased, effective from January 2023. The special rate and Band 1 rate of maintenance has increased by 14% and all other maintenance grant rates have increased by 10%.
From the 2023/24 academic year, a reduction of €500 in the student contribution fee will be applied for eligible grant applicants earning between €62,000 and €100,000. This measure will benefit some 42,000 students. The threshold for the student contribution 50% grant will increase from €55,240 to €62,000.
Providing accessible, affordable education to all citizens will continue to be a core priority for me and for this Government.
The budget for further and higher education, research, innovation and science totals €3.89 billion in 2023, just under 3.9% of the total national budget. We have grown our spend significantly since forming the Department of Further and Higher Education, Research, Innovation and Science (from €3.59 billion two years ago) demonstrating the Government's commitment to helping the sector fully realise its potential in contributing to economic and societal priorities.
473. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the role he sees for the further and higher education, research, innovation and science sectors in the current year and future years; and if he will make a statement on the matter. [7407/23]
Amharc ar fhreagraMy Department has made significant changes in the further and higher education, research, innovation and science sectors since its establishment in 2020, and are looking forward to seeing these sectors flourish over this current year and the years to follow.
With 400,000 people enrolled in learning across further and higher education, the Department is responsible for a fairly sizable sector. Learning outcomes have a significant influence on people's life paths.
Compared to the EU and OECD averages, Ireland has high levels of higher education attainment. Survey results indicate that 86% of employers that have recruited graduates from higher education are satisfied with their quality.
The major priorities for my Department over the current period include:
Unified Tertiary System
- In order to ensure the Further and Higher Education and Research sectors work collaboratively and effectively together to meet the diverse learning and development needs of all people, my Department is seeking more agile, sustainable and integrated approaches to equipping the whole of the workforce and population with the skills and knowledge that they need and thereby expand the capacity for knowledge creation in a rapidly changing labour market and society.
- We will develop a new Tertiary Education Strategy, as provided for in the Higher Education Authority Act, 2022, continuing and expanding a co-creative approach with sectors and stakeholders, drawing on a series of regional dialogue meetings which will be held involving all regional actors, to shape and guide policy and ensure the achievement of major cross-Government policy objectives.
- In addition, my Department is working with the HEA and SOLAS to embed and progress the new National Tertiary Office to jointly develop programmes between Further and Higher education to provide firm and systemic pathways for learners, enabled by qualifications and quality assurance systems.
The Department will continue to drive the transformation in Technological Universities, where the past decade has seen a major reconfiguration of higher education with the establishment of five Technological Universities, with a mandate to drive skills, innovation and smart specialisation in their regions, ultimately contributing to more balanced regional development. The challenge in the next phase is to transform the systemic capabilities of the TU sector to enable them to deliver most effectively for their regions.
We will implement the National Access Plan, in collaboration with the HEA, including a focus on the development of programmes for people with intellectual disabilities and continue to develop policy and funding initiatives to support equality, diversity and inclusion among staff and students and to implement key policies including the strategy to prevent sexual violence and harassment.
I am also committed to making further progress in addressing cost as a barrier to higher education by identifying the measures which provide the most benefit to learners and families and prioritising these in the Estimates process. In line with this, we will continue implementation of the Review of the Student Grant Scheme (2022) including by introducing reforms to the student support system to ensure it is aligned with the changing needs of students and families.
The Action Plan for Apprenticeship is a key element of my Department’s future plans. There is acute awareness of the need to address current backlogs in apprenticeship training and meet future demand projections set out in the recent report on Skills for Residential Construction and Retrofit working in partnership with SOLAS and HEA.
Reform of Further Education and Training (FET)
My Department is working closely with SOLAS and the ETBs to develop the integrated FET College of the Future and secure improvements in quality assurance, programme development, enterprise engagement, digital transformation and data management to maximise the impact of FET Reform.
Reconfigure Ireland’s Skills system:
- We are on track to complete the OECD review of the National Skills Strategy to meet skills and workforce development priorities for the climate, digital and demographic transition. We will develop a 2023 Strategic Framework for Skills responding to the recommendations in the OECD Review with a particular focus on securing step-change in Ireland’s performance on Lifelong Learning.
My Department will be examining options to strengthen structures for regional engagement between enterprise and tertiary education system in order to meet regional skills and clustering priorities.
National Training Fund
- The National Training Fund is a valuable resource which we are working to maximise, including through seeking to use the NTF to improve the response to enterprise skills and workforce development requirements for digitisation, climate action, Industry 4.0, and Modern Methods of Construction. In particular, we are examining how best to utilise the accumulated surplus in the NTF.
Research and Innovation
My Department is progressing a landmark Research Bill to amalgamate the functions of Science Foundation Ireland and the Irish Research Council into a new Research Agency, to maximise the impact of the approximately €300m of national competitive research funding which is currently being invested in this area; importantly, this represents almost 40% of Government expenditure on R&D.
A whole of government approach to the implementation of Ireland’s National Research and Innovation strategy, Impact 2030, is also being progressed to ensure the national research and innovation system supports key Government strategies such as the White Paper for Enterprise, Climate Action Plan and Smart Specialisation of regions. A key focus will be ensuring and communicating the impact of research and innovation at every level - local, regional, national and international.
As part of the Talent Pillar of Impact 2030 a review of PhD supports will be concluded. Work is continuing with enterprise co-funders on a new internationally prestigious Innovate for Ireland PhD scholarship programme focused on national challenges.
In addition to these core priorities, the Department is actively engaged in the Shared Island initiative and the EU Peaceplus programme for Northern Ireland. Projects underway include all-island research centres managed by SFI, North/South research programmes managed by the HEA, student mobility and education and skills initiatives.
I am also committed to ensuring Ireland maximises participation in relevant international and European education, research and innovation fora including the European Research Area, Horizon Europe, Erasmus+ and European Universities initiative. Ireland’s application for membership of CERN will be submitted to Government for consideration in 2023.
Finally, a new international education and research strategy is currently being finalised. The Strategy will emphasize Shared Island, European and Global Ireland engagements across the spectrum of further education, higher education, skills, research and innovation.
Underpinning all of these initiatives is a major programme of capital investment, focused on meeting the needs of the sector as a whole, including the pressing need to develop further our Student Accommodation offering, while also being delivered in light of the challenges of Climate change and the need to reduce carbon emissions.
474. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department have identified particular requirements in terms of apprenticeships or higher qualifications in education throughout the country to meet such requirements in the short-term with particular reference to the construction sector; and if he will make a statement on the matter. [7408/23]
Amharc ar fhreagraApprenticeships are employer led demand-driven educational and training programmes that aim to develop the skills of an apprentice in order to meet the needs of industry and the labour market. As apprentices are employees the demand for and number of apprentices is primarily dictated by the employer base in any area or sector.
There has been a marked increase in craft apprentice registrations over the past 4 years. In 2022, there were 8,286 total apprenticeship registrations – somewhat down on the 2021 high of 8,607 but an increase of 34% on the 2019 figures, the last pre-pandemic year. Of the registrations last year, 5,628 registrations (68%) were in construction and construction-related programmes.
Regarding apprenticeship uptake, we are making significant progress in realising the ambition of the Action Plan for Apprenticeship 2021-2025 . A key objective is to make apprenticeship more attractive to employers and learners, to ensure their continued and increased engagement across all programmes. The actions set out in the plan seek to deliver on a target of 10,000 apprenticeship registrations per annum by 2025 across all sectors of the economy.
Progress to date includes:
- The establishment of the National Apprenticeship Office (NAO) and the National Apprenticeship Alliance (NAA), in a reform of apprenticeship governance structures;
- The establishment of the NAA’s Equity and Inclusion subcommittee, to help make apprenticeship more reflective of the national population;
- The removal of legislative barriers to the development of apprenticeship programmes in professions, through the Higher Education Authority Act, 2023;
- Securing resources for access measures, including a bursary programme for under-represented groups;
- The introduction of a gender bursary grant of €2,666;
- The allocation of €17.2m in additional capital investment for SOLAS and the HEA, building on the €20 million Apprenticeship Capital Fund investment in 2021;
- The inclusion of apprenticeship options on the CAO website from November 2021.
Due to these measures and other supports aimed at simplifying the process for employers, there are currently almost 9,000 employers and 26,000 apprentices.
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.
In December 2022, my Department published the Report on the Analysis of Skills for Residential Construction & Retrofitting 2023–2030 and the corresponding action plan. The Report identifies the construction skills needs from the further education and training and higher education sector to meet housing and retrofitting targets outlined in Housing for All and the National Retrofit Plan.
The Report indicates a need for 50,831 new entrants into the construction sector, from professional, craft, operative and other trade route. Three different forecasts are presented in the report for the period 2023-2030:
1. the skills required to build an average of 33,000 houses annually;
2. the skills required to retrofit 446,300 houses;
3. the skills required for the general repair and maintenance of the housing stock.
As well as international sources, the Report notes four potential domestic sources of the supply of professional, technical, skilled and semi-skilled construction workers:
1. universities and technological universities;
2. the apprenticeship system;
3. the construction skills certification scheme (CSCS);
4. an extensive range of relatively short vocational training courses.
There are two international sources of skills supply:
1. skilled workers employed in the construction industry who have come from another EEA country;
2. skilled workers outside of the EEA who have availed of the work permit scheme.
A Government priority is to ensure that we have world-leading skills in the economy to ensure a sustainable and equitable economy in the future. We recognise the changes in the construction sector, the response needed to support innovation, and the need for targeted, collaborative and industry- focused opportunities across the tertiary education and training system. This Department is putting in place reporting and monitoring arrangements so that the projections outlined in the report are kept under review, and the appropriate education and training responses are delivered.
476. Deputy Michael Lowry asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the courses now available at the Further Education and Training Centre in Archerstown, Thurles, County Tipperary; the number of students enrolled in each; if he will outline and report on the measures that he will facilitate to further develop the FET centre in Thurles; and if he will make a statement on the matter. [7417/23]
Amharc ar fhreagraMy officials have made enquiries to the Tipperary Education and Training Board (TETB) regarding this issue.
TETB has indicated that it is envisaged that the Centre will cater for up to1,000 learners in 2023. The Centre also provides accommodation for 50 administration staff, as well as meeting and conferencing facilities for all TEBT meetings. Please see further details of courses provided and projected enrolments in the attached document.
|
Apprenticeships |
Course Title |
Annual No. of Apprenticeships |
|
Electrical |
210 |
|
|
Plumbing |
84 |
|
|
Electronic Security Systems |
24 |
|
|
Construction Plant |
48 |
|
|
Commis Chef |
8 |
|
|
Sales |
18 |
|
|
Further Education and Training |
Course Title |
Annual No. Of Learners |
|
Specific Skills Training |
Ambulance Driver C1 Licence- (light truck/large van/ambulance) |
14 |
|
Bus Driving/Mini-Bus Driving (D/D1 Licence) |
16 |
|
|
Emergency Medical Technician (PHECC) |
8 |
|
|
Fruit & Vegetable Production |
14 |
|
|
Heavy Goods Vehicle - RIGID |
16 |
|
|
Horticulture - Plant Protection |
14 |
|
|
Horticulture - Soil Science & Growing Media |
14 |
|
|
Information and Communications Technology (Level 4) |
18 |
|
|
Manual Metal Arc Welding for Beginners |
10 |
|
|
MIG Welding for Beginners |
10 |
|
|
134 |
||
|
Skills to Advance |
Advanced Phlebotomy (Employees) |
28 |
|
Barista Skills & Latte Art (Employees) |
14 |
|
|
Building Energy Rating (BER) Assessor Training |
30 |
|
|
Coded Dairy Pipe Welding (Employees) |
16 |
|
|
Introduction to Phlebotomy (Employees) |
28 |
|
|
Introduction to Phlebotomy (Workforce Upskilling) |
28 |
|
|
Irish Natural Heritage & Culture (Tour Guiding Badge) |
24 |
|
|
Irish Tour Guiding (Tour Guiding Badge) |
10 |
|
|
MIG Welding (Workforce Upskilling ) |
8 |
|
|
National Tour Management (Tour Guiding Badge) |
14 |
|
|
Professional Cocktail Making (Employees) |
8 |
|
|
Professional Cookery - Hot & Cold Deserts and Puddings |
8 |
|
|
TIG Welding (Employees) |
16 |
|
|
232 |
||
|
Evening Training |
Barista Skills & Latte Art |
8 |
|
Bread Pastry & Desserts |
16 |
|
|
Coded Dairy Pipe Welding |
8 |
|
|
Manual and Computerisied Payroll - QQI Level 6 |
30 |
|
|
Manual Metal Arc Welding |
8 |
|
|
Painting & Decorating/Floor & Wall Tiling |
10 |
|
|
Pastry, Baking & Desserts |
8 |
|
|
Pastry, Baking and Desserts |
8 |
|
|
TIG Welding |
16 |
|
|
TIG Welding for Beginners |
20 |
|
|
132 |
Over €5 million has been invested in the expansion of the Archerstown Training Centre from 2018 to date. The Archerstown Centre has been developed over four phases and this has been primarily in response to the demands of the local economy, SOLAS and the student population.
The four phases of development are as follows:
- The first phase of development was in response to a request from SOLAS to provide facilities for the training of five classes of Electrical Apprentices; one class of Electronic Security Services Apprentices and support services of Administrative staff and Instructors.
- The second phase of development involved the provision of training for Construction Plant Fitting classes of apprentices, as well as contracted training under Skill Specific Training initiatives.
- The third phase of development was carried-out in response to a request from SOLAS for provision of a Commis Chef Apprenticeship training facility.
- The fourth phase of development progressed the training of Plumbing Apprentices with supporting welding facilities. Additionally, it developed appropriate storage facilities for Apprenticeship training; day courses under contracted and Skills to Advance, as well as Evening Training.
The fifth phase of development has just commenced. It is expected that this will include the expansion of the canteen; an instructor/tutor office space; four additional classrooms; changing facilities and a storage area.
It is envisaged that the additional classrooms will enable TETB to collaborate with Mary Immaculate College on the Home Economics programme and the Sale Apprenticeship course, as well as provide further pathways for progression.In 2022, a Horticulture area was added to the Campus. TETB is also progressing the need for additional parking facilities. Other future developments will be considered in light of stakeholders' requirements.
477. Deputy Michael Lowry asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on his Department's activities in assisting third-level institutions in the construction of student accommodation; his projected schedule for implementing suggestions relating to a new model in which the State would assist in the provision of student accommodation; if he and his Department will fund the construction of student accommodation for Mary Immaculate College, Thurles and for students attending the TUS Campus at Thurles and Clonmel; and if he will make a statement on the matter. [7418/23]
Amharc ar fhreagraI am actively addressing the difficulties faced by students in accessing affordable student accommodation.
In recognition of the construction cost challenges and associated impact on affordability of student accommodation, on 29 November 2022, I secured Government approval to develop both short and medium term policy responses to activate supply of affordable student accommodation.
These landmark policy responses will, for the first time, see the state providing financial support for the construction of student accommodation, and underpins the policy commitments set out in Housing for All and the National Access Plan. They will ensure increased availability of and promote greater access to student accommodation, in particular for disadvantaged students.
The short term focus is on projects where planning permission is in place and designs are at an advanced stage. Government has approved funding support to develop accommodation for students of the University of Limerick, Maynooth University and the University of Galway, subject to the necessary completion of due diligence, procurement, legal arrangements and requirements of the public spending code.
The Department is continuing to examine additional proposals with planning permission with potential phasing options at DCU, UCD and TCD.
In addition, support of €1m is being provided to our Technological Universities (TUs) to conduct a needs assessment and to identify appropriate regional activation responses. Students in Technological Universities and some college locations have relied almost completely on private rental for accommodation. The funding being provided will provide consultancy support to undertake a cohesive and regional focused feasibility study for each area. This will provide the basis for an appropriate response to be developed along with business cases for student accommodation. My Department looks forward to inviting applications and further engagement with regional higher education providers for such proposals later this year.
My Department recognises that given the varying regional locations, a range of accommodation options will need to be considered. As well as development of purpose built student accommodation the promotion of digs accommodation and identification and reuse of vacant premises will be considered. With regard to the latter, a number of premises will be subject to further consideration.
