Written Answers Nos. 76-100
76. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science if he will give consideration to extending the €1,000 fee reduction to students who moved courses and were required to pay higher fees, given that they had to repeat a year at undergraduate level; and if he will make a statement on the matter. [5900/23]
Amharc ar fhreagraThe Government has introduced a range of measures to support people with the cost of living. As part of this overall response, I have introduced a significant package that has seen students and families directly benefit.The package provided for adjustments to the level of funding available through existing supports provided by my Department, including once-off measures in this academic year. This included a once-off reduction of €1,000 in the student contribution rate payable by students eligible for free tuition fees under the Department’s Free Fees Initiative for this academic year.A key principle of the design of the Free Fees Initiative is to encourage progression, that is, to support students in progressing through a chosen course of study from year to year. As a result, students are not typically supported under the Free Fees Initiative for a repeat period of study or for a different course at the same level.Where students do not qualify for the Department’s Free Fees Initiative, the student contribution does not apply and instead an appropriate tuition fee is charged, as determined by the higher education institution as an autonomous body. The reduction in the student contribution therefore does not apply to students who are not eligible for free fees.However, recognising the financial difficulties also faced by students who may not be eligible for other supports, I have significantly increased the allocation to the Student Assistance Fund to over €20 million for this academic year - the highest amount ever provided under this Fund. The Fund can provide assistance towards rent, childcare costs, transport costs and books/class materials for students experiencing financial difficulty. The Fund guidelines provide that students with a previous higher education qualification at the same level, or who, in the past, attended higher education without ultimately obtaining a qualification, may be considered for support on a case-by-case basis.Information on the Fund is available through the Access Office in the higher education institution attended.
77. Deputy Pádraig Mac Lochlainn asked the Minister for Further and Higher Education, Research, Innovation and Science the number of new apprenticeship registrations in 2022; the number of people waiting over six months to access off-the-job training; if the backlog is believed to be impacting registration numbers; and if he will make a statement on the matter. [6902/23]
Amharc ar fhreagraApprenticeships are employer-led demand-driven programmes that develop the skills of an apprentice in order to meet the labour market needs. The number of new apprenticeship registrations is, therefore, primarily determined by the level of recruitment of apprentices by employers.
2022 saw a total of 8,286 registrations and a population of 26,325 at year end.
This strong growth in apprenticeship training is very welcome and indeed essential to meeting construction and green skill needs. The apprenticeship system has however been engaging with meeting this greatly increased demand while recovering from the impact of the extended closures of the training system during Covid.
These closures created increased waiting lists for off-the-job training phases of craft apprenticeships. There will always be a degree of waiting, due to factors such as term commencement dates in higher education institutions. However, from a usual number of some 3,600 apprentices waiting for placements, there was a peak of over 11,000 by August 2021.
Several decisive measures were undertaken to address this, including an additional intake of apprentices, additional instructor posts, amended phase duration and additional physical capacity in training facilities and higher education institutions.
These measures have made a significant impact on the waiting lists. Based on end of January monthly figures, there were 4,802 apprentices waiting longer than 6 months to access off the job training. With the commitment of a further €17.2m in capital investment into 2023, increased capacity will continue to be provided and further progress made in reducing waiting lists as much as possible.
78. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science to outline the action taken by his Department to address shortfalls in residency requirements for SUSI applications for applicants whose residency in the State may have been impacted by Covid-19 travel restrictions in place at the time; and if he will make a statement on the matter. [6480/23]
Amharc ar fhreagraThe terms and conditions of the Student Grant Scheme are applied impartially to all applicants.
Regarding residency, in order to be eligible for a grant, a student must have been resident in the State for at least three out of the five years prior to starting their course. This gives students a significant level of flexibility. Students who want to take time out to travel or work abroad, persons impacted by COVID-19 travel restrictions or any student who spends a period of time outside the State, for whatever reason, can still meet the residency requirement if they have not been outside the State for more than two of the previous five years.
It is also possible for students who did not meet the residency requirement at the start of their studies to have their eligibility reviewed if they meet the residency requirement during the course of their studies.
Alternatively, a tuition student who meets the residency requirement in a Member State, the EEA or Switzerland and satisfies the nationality requirements may be eligible for a fee grant.
79. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to create additional places in further and higher education facilities in the 2023-24 academic year to ensure the provision of graduates with the key competencies and skills needed to staff children’s disability network teams; and if he will make a statement on the matter. [6860/23]
Amharc ar fhreagraEnsuring an appropriate pipeline of suitably qualified professionals in disciplines required for disability teams and therapy professions operating in the Health, Children and Education sectors is a key priority for me and my Department. I want to build on the progress made in supporting health workforce planning last year which saw 60 additional medicine places added in September 2022, with capacity to increase by 200 places per year by 2026, and an additional 135 places in nursing programmes.
The Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service.
Significant engagement is ongoing between my Department, the Department of Health, the Department of Children, Equality, Disability, Integration and Youth, and the Department of Education to develop a joined-up approach to meet system level demand in therapeutic disciplines.
Officials from the Department were represented on the Interdepartmental Working Group which was tasked with developing an Action Plan for Disability Services. The department will work with the HSE and the Department of Health and the Department of Children (DCEDIY) to progress actions arising out of this plan.
Health discipline programmes are by their nature complex in delivery. The availability of appropriate placements and placement supports is a key enabler of expansion. A working group, including representation from the Department of Health, HSE and CORU, as well as the higher education sector, has been established to specifically examine how placements can be secured to facilitate greater numbers of training places.
There are some fundamental issues, which are in the control of the health sector which are prerequisites to enable expansion. These relate to guarantees of clinical placements, detailed and robust workforce planning projections and engagement with regulators. These complex issues will fundamentally set the parameters for future growth in the system so progress on educational expansion will require action on these areas in lockstep by the Department of Health and my Department.
80. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on his engagement with stakeholders, including unions and education providers, to resolve the pay and conditions issues of personal assistants who work in some education and training boards; and if he will make a statement on the matter. [6875/23]
Amharc ar fhreagraSOLAS allocates the Fund for Students with Disabilities (FSD) to the Education and Training Boards (ETBs), who independently manage the funding allocations to providers for services and accommodations required to support PLC students with disabilities.
Some ETBs engage external service providers to provide personal assistant services while other ETBs directly employ personal assistants.
Officials in my Department have been engaging with FÓRSA on the matter who are representing Personal Assistants directly employed by two ETBs. My Department has also been engaging with the other ETBs and SOLAS to gather additional information on the role and local arrangements, as it applies in PLC colleges.
It should be noted that as per the SOLAS Guidelines for the FSD, where an ETB or Further Education College employs personnel to deliver supports to individual students, responsibility for the terms of employment rests with the individual ETB/ Further Education College.
81. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he intends to take to improve the interface between the wider research community and the Government; and if he will make a statement on the matter. [2036/23]
Amharc ar fhreagraMy Department currently has a number of initiatives which improve the interface between the wider research community and Government.
I was pleased to launch Impact 2030, Ireland’s Research and Innovation Strategy last May 2022. This is Ireland’s new, whole-of-Government research and innovation (R&I) strategy and it addresses Ireland’s social, economic and environmental challenges through 30 Flagship Initiatives under five Pillars. Pillar One undertakes to enhance long-term connections between policymakers across all Government Departments/Agencies and the public research system.
In line with recommendations under Impact 2030, my Department established an Evidence for Policy function to deliver a framework to enhance long term linkages between the public policy and research sectors and to effectively embed research in policy development and its implementation. In addition, the Civil Service Management Board approved a proposal to establish Civil Service Research Network (CSRN) at its meeting in December 2022. This network will offer a forum for Departments to share best practice in engaging with the expertise available through the Higher Education research sector. An open consultation on research/evidence for policy will be launched in the coming months which will take account of feedback provided through my Department's recent consultation on the sourcing of science advice.
Other established schemes include the SFI Public Service Fellowship which offers researchers a unique opportunity to be temporarily seconded to Government Departments and Agencies to work on specific projects where they can add value resulting in mutually beneficial outcomes.
Creating Our Future was launched on July of 2021 and it is an all of Government initiative which sought to understand the challenges and opportunities the people of Ireland experience in their lives and the role research can play in addressing these challenges. Over a five month period, 18,000 submissions were receive, analysed and synthesised into 16 thematic areas. All of the submissions and the commentary from the Expert Committee are available on the Creating our Future website and I would encourage every member of this house to look at this report.
The National Challenge Fund is a solutions based approach to research funding that encourages researchers to find solutions to societal and economic problems and collaboration between public service professionals and researchers is critical for success. Central to the challenge based funding model is the emphasis that is placed on defining the challenge through collaboration and involvement with stakeholders from outside of the academic group. This model has provided the Government Departments with an opportunity to define challenges that they see through their work and where there are pressing needs.
The Irish Research Council manages a number of programmes that feature strands in partnership with a variety of Government Departments and Agencies, such as the New Foundations Scheme. For example, the New Foundations 2022 call featured strands run in partnership with five Government Departments and agencies, thereby strengthening the connections between Government and the public research system.
The COALESCE (Collaborative Alliances for Societal Challenges) was conceived with the ambition to fund excellent research addressing national, European, and global challenges by bringing together researchers and Government and policy makers, enterprise, and civil society.
The Government of Ireland Postgraduate Scholarships Programme is a national initiative, which is funded by my Department and run by the IRC. In the Government of Ireland Postgraduate Scholarships 2022 call, four government departments and agencies funded awards, thereby strengthening the connections between Government and the public research system.
82. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on the ongoing PhD review; if a more formal consultation process will take place later in the review process that will include stakeholder engagement; if he will request that the chairs of the review meet an organisation (details supplied) as the body representing PhD researchers; and if he will make a statement on the matter. [6958/23]
Amharc ar fhreagraMy 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.
It is anticipated that key stakeholders will be consulted as part of the review including, importantly, those representing PhD research students. It is anticipated that this will take place over the coming weeks.
83. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science to request the chairs of the review into PhD conditions to contact an organisation (details supplied); and to meet with the organisation as the body representing PhD researchers in Ireland. [6934/23]
Amharc ar fhreagraMy 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.
It is anticipated that key stakeholders will be consulted as part of the review including, importantly, those representing PhD research students. It is anticipated this will take place over the coming weeks.
84. Deputy Alan Dillon asked the Minister for Further and Higher Education, Research, Innovation and Science the progress that has been made in publishing an updated Apprenticeship Action Plan to look at new ways of structuring, funding and promoting apprenticeships; and if he will make a statement on the matter. [6917/23]
Amharc ar fhreagraThe tradition of apprenticeship in Ireland pre-dates the foundation of the State. The current apprenticeship system has its roots in the 2013 Review of Apprenticeship Training in Ireland which set out the continued benefits of a system which combines workplace learning in an enterprise with classroom based learning in an education or training setting. It also set out the need to expand apprenticeship beyond the 27 craft apprenticeship programmes in place at the time and culminated in the launch of the Action Plan to Expand Apprenticeship and Traineeship in Ireland, covering the period 2016-2020.
Continuing the progress made during this period the ‘Action Plan for Apprenticeship 2021-2025’ was launched in April 2021 and sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship more accessible to employers and learners. The Plan seeks to deliver on a target of 10,000 apprenticeship registrations per annum, across a wide range of programmes, by 2025.
We are making significant progress in realising the ambition of the Plan. A key objective is to make apprenticeship more attractive to employers and learners, to ensure their continued engagement and to attract those who have not previously engaged with the system. Progress to date includes:
- The establishment of the National Apprenticeship Office (NAO), the appointment of its first Director and the initiation of its work plan;
- The removal of legislative barriers to the development of apprenticeship programmes in professions, enabled by the approval of the Oireachtas of the Higher Education Authority Bill, 2022;
- The establishment of the National Apprenticeship Alliance (NAA), representing the broad range of partners involved in apprenticeship;
- The establishment of the Access and Inclusion subcommittee, to help make apprenticeship more reflective of the national population;
- Securing resources for access measures, including a bursary programme for under-represented groups;
- The introduction of the apprenticeship employer grant of €2,000 and 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.
- The National Apprenticeship Office (NAO) Freephone advice helpline was officially launched on 19 January 2023
- The expansion of apprenticeship to all areas of the economy, with 66 programmes currently available, thus widening the impact of apprenticeship to areas of skills shortage such as engineering, technology skills, logistics, and fintech
- The submission of a memorandum to Government in November 2022 detailing the progress to date of the implementation of the Action Plan
The positive impacts of these measures are already evident in apprentice registrations. 2021 figures showed 8,607 registrations – an increase of 40% on figures for 2019 (the last full pre-Covid year). 2022 saw 8,286 registrations and a population of over 26,000.
The NAO will continue to drive central branding and promotional activities targeted to heighten public awareness of the range of apprenticeship offerings and the further implementation of the Action Plan. By 2025, regardless of the sector, apprenticeship will be a clear choice for people looking for a new career, qualification, or return to work option across all areas of the economy. We want apprenticeship to be at the heart of the conversation when employers are looking at ways to recruit staff. A minimum of 10,000 new apprentice jobs will be available every year – and will be filled by learners of all ages and experience, and at least 750 of those will be in the public sector.
85. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the progress of the national review into PhD conditions; if he will provide a full work plan for the review as laid out by the chairs; the meetings the chairs have had or plan to have with stakeholders; and the anticipated date of completion for the review. [6932/23]
Amharc ar fhreagraImpact 2030, Ireland’s Research and Innovation Strategy which I was pleased to launch in May of 2022 prioritises the nurturing and development of talent and excellence to build on Ireland’s reputation as an Island of Talent and a location for research excellence and impact. The quality of our researchers is fundamental to the quality of our research system and its collaboration with partners in industry and policymakers, both in Ireland and abroad.
Under Pillar 4 of Impact 2030 we will 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.
As part of this commitment, my Department has begun a national review of State supports for PhD researchers. 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 the first half of 2023.
The Co-Leads for the Review commenced their work in January 2023. As part of detailed preparatory work, they have considered the terms of reference, written stakeholder submissions and the evidence base which has been compiled for the review. Work is underway on reviewing international models. Informed by this preparatory work the Co-Leads are designing the process for stakeholder engagement which will include both stakeholder meetings and written submissions, including meetings with those representing PhD researchers.
The review will conclude by making recommendations to me, which will inform future actions to ensuring a sound framework of PhD supports is in place.
86. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who graduated from faculties (details supplied) by university in each of the past ten years, in tabular form; and if he will make a statement on the matter. [6664/23]
Amharc ar fhreagraThe information requested by the Deputy was only available from 2014 to 2021 from the student records system (SRS) in the HEA by field of study and a breakdown by Higher Education Institution. The number of graduates is contained in a spreadsheet at the link.
87. Deputy Denis Naughten asked the Minister for Further and Higher Education, Research, Innovation and Science the current status of Ireland's application to join CERN; and if he will make a statement on the matter. [2037/23]
Amharc ar fhreagraIn November last year, I indicated in Dáil Éireann that my Department will prepare a proposal for Government to consider joining CERN. In order to ensure appropriate due diligence, this proposal for Government can be expected by the third quarter of 2023. Officials from my Department are now liaising with CERN regarding the total cost of membership, the application process and membership options. Currently, an approach has been agreed, in principle, between the Department and CERN whereby Ireland could join CERN as an associate member for a period of between 3 to 5 years and then assess the appropriateness of further membership options. Should Government commitment be confirmed, Ireland can request that CERN send a task force to Ireland to carry out a formal assessment of Ireland’s suitability for associate membership. This is the normal process for associate members and the assessment could take up to a year.
88. Deputy Mark Ward asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has engaged with the Mental Health Supports in Schools and Tertiary Education docment produced by the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science; the steps he is taking to implement the recommendations that fall under the remit of his Department; and if he will make a statement on the matter. [6772/23]
Amharc ar fhreagraThe mental health and well-being of students is a priority for my Department. My Department has progressed a number of initiatives, in partnership with the Higher Education Authority (HEA) and Higher Education Institutions (HEIs), over the last number of years to address the mental health and well-being issues faced by students in higher education.
My Department provided a comprehensive submission to the Joint Oireachtas Committee on Education, Further and Higher Education, Research, Innovation and Science towards the Committee’s examination of services and supports. The recommendations from the Joint Committee were only received last week by my Department and are still being reviewed fully.
I can advise however, that my Department has worked closely with the HEA over the past number of years to enhance structures and funding delivery in support of student mental health and wellbeing in higher education institutions.
A fully inclusive Further Education and Training (FET) system is a priority for my Department. The FET sector is committed to increasing levels of inclusion for all, through the provision of high quality, more accessible and flexible education and training that incorporates relevant supports suited to the identified needs of individuals.
There is growing evidence of a link between participation in various types of adult learning and improvements in well-being and health-related behaviours. Well-being and psychological supports have always been an important supporting factor of FET, and it has been brought to the forefront during the COVID-19 pandemic. The maintenance and enhancement of high-quality support for learners is one of the key priorities for the sector.
In the FET sector, learners may have access to internal psychological supports from qualified ETB staff. In recognition of importance of professional development opportunities for FET staff for underpinning a quality service and to promote mental well-being amongst learners, the FET sector provides access to digital resources, including health and well-being resources, that support FET practitioners, aiming to enhance teaching and learning practices and subsequently, the educational experience for learners.
Additionally, Education and Training Boards Ireland (ETBI), on behalf of the ETB FET sector, has developed a FET Learner Mental Health Framework. This Framework reviewed and reflected on current mental health and well-being supports, and identifies challenges, as well as areas, in which improvements are required.
My Department allocates funding for mental health supports to the HEA for direct disbursement to HEIs. The HEA delivered €5M per year to higher education institutions (HEIs) in 2020, 2021 and in 2022 to facilitate the delivery and enhancement of student mental health supports including service delivery and whole institution initiatives. €2M of this annual allocation is core funding.
The remaining €3M in 2020 and 2021 was delivered as part of a larger package of supports assisting students and HEIs through the period when COVID-19 restrictions were in place and while the restrictions were continuing to have an impact on students. The additional €3M delivered in 2022 was part of a package of supports provided to alleviate the impact of the cost-of-living crisis and the affect it has been having on student mental health and well-being.
In 2023, €2 million of core funding is provided to address student mental health and well-being in higher education. An additional €3 million has also been allocated for mental health supports.
89. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to create additional places in further and higher education facilities in the 2023-24 academic year to ensure the provision of an appropriate pipeline of qualified social workers needed to staff Tusla; and if he will make a statement on the matter. [6861/23]
Amharc ar fhreagraThe Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service.
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.
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.
With specific reference to Tusla, I understand that it recently announced a Social Work Sponsorship Programme pilot for Tusla employees, in collaboration with Robert Gordon University Aberdeen, to provide Social Work education via distance and blended learning enabling a work-based pathway for Tusla employees to return to education and become a qualified Social Worker. I am also informed that Tusla recently launched a transition year engagement pilot in Q4 of 2022 with the aim of building awareness of Tusla and to positively promote the work the Agency does in and with communities across the country.
90. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science the publication of the review of the student grant scheme that identified a significant unmet demand for part-time learning among students; the steps being taken to expand supports to part-time students as recommended by the review; and if he will make a statement on the matter. [6960/23]
Amharc ar fhreagraAt present, the student grant scheme is targeted at full-time students. Courses that are part-time, less than two years in duration, conducted online or as distance courses or which lead to a special purpose or distance award are not currently approved for the purposes of the Student Grant Scheme.
However, I have been consistent in my position that we need to develop our student support system over time to ensure that it supports more flexible forms of learning. This will particularly benefit more disadvantaged learners, as recognised in the National Access Plan.
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.
I have established a steering group to support the implementation of the Funding the Future reform framework. I chair this group alongside Professor Anne Looney and Professor Tom Collins, which is supported by two working groups comprising representatives of institutions, students, trade unions and employers. The working group focused on skills, participation and cost is currently examining the potential to support students to avail of more flexible learning opportunities.
I would expect that this working group will provide their consideration of these issues in the coming months. Having regard to this initial assessment, my Department will then examine whether there are priority areas that can form part of the consideration of Budget 2024, particularly with respect to supporting disadvantaged and under-represented learners.
91. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the number of persons who have accepted CAO offers in each of the past ten years; the number of persons who have dropped out of college in each of the past ten years, in tabular form; if a college-by-college breakdown can be provided on this figure; and if he will make a statement on the matter. [6663/23]
Amharc ar fhreagraThe CAO data regarding the number of accepted offers requested by the Deputy was sourced from the CAO website: www.cao.ie/index.php?page=mediapack&bb=mediastats This data is from 2019 to 2021, and is contained in the spreadsheet at the link.
Higher Education Institutions (HEIs) are autonomous and manage their own academic affairs including admissions procedures. The CAO process applications for undergraduate courses on behalf of the HEIs. Neither the Minister nor the Department have a role in the operation of the CAO. I would advise the Deputy to contact the CAO for the data sought before 2019.
The key source of statistics on students in higher education is the HEA's student records system (SRS) which records enrolments as at March of every academic year, giving a single point of reference. Therefore, data is not available on a national level on students who leave their programme during the course of the academic year.
The HEA publish data on the non-progression of students, specifically the non-progression of first-year new entrants. The most recent report is available on-line at www.hea.ie and presents the non-progression of entrants to Level 6, Level 7 and Level 8 fulltime courses commencing in the academic years 2017/18, 2018/19 and 2019/20. The information is available at: hea.ie/statistics/data-for-download-and-visualisations/students/progression/progression-introduction/
Please note the definition employed in this analysis: Non-progression refers to the student not being present in the HEA data in the following academic year. This data does not exclude the small number of students who transfer to different HEIs in year 2 or who leave and return to study in a subsequent academic year. Also, data is only available for first-year new entrants.
The following table gives the overall non-progression rates by NFQ level.
|
NFQ Level |
2017/18 |
2018/19 |
2019/20 |
|
Level 6 |
22% |
22% |
16% |
|
Level 7 |
26% |
24% |
18% |
|
Level 8 |
11% |
10% |
8% |
|
All Levels |
13% |
12% |
9% |
92. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department will reach its target of 10,000 apprentices in 2023. [6884/23]
Amharc ar fhreagraThe ‘Action Plan for Apprenticeship 2021-2025’ sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship more accessible to employers and learners. The Plan seeks to deliver on a target of 10,000 apprenticeship registrations per annum, across a wide range of programmes, by 2025.
We are making significant progress in realising the ambition of the Plan. A key objective is to make apprenticeship more attractive to employers and learners, to ensure their continued engagement and to attract those who have not previously engaged with the system.
Progress to date includes:
- The establishment of the National Apprenticeship Office (NAO), the appointment of its first Director and the initiation of its work plan;
- The removal of legislative barriers to the development of apprenticeship programmes in professions, enabled by the approval of the Oireachtas of the Higher Education Authority Bill, 2022;
- The establishment of the National Apprenticeship Alliance (NAA), representing the broad range of partners involved in apprenticeship;
- The establishment of the Access and Inclusion subcommittee, to help make apprenticeship more reflective of the national population;
- Securing resources for access measures, including a bursary programme for under-represented groups;
- The introduction of the apprenticeship employer grant of €2,000 and 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
- The NAO Freephone advice helpline was officially launched on 19 January 2023
- The expansion of apprenticeship to all areas of the economy to date thus widening the impact of apprenticeship to areas of skills shortage such as engineering, technology skills, logistics, and fintech
The positive impacts of these measures are already evident in apprentice registrations. 2021 figures showed a total of 8,607 registrations that year– an increase of 40% on figures for 2019 (the last full pre-Covid year). 2022 saw 8,286 registrations and a population of over 26,000.
The NAO will continue to drive central branding and promotional activities targeted to heighten public awareness of the range of apprenticeship offerings and the further implementation of the Action Plan. Consequently, I am confident that we will meet if not exceed our target of 10,000 annual registrations by 2025.
93. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science the terms of reference with regard to the consideration of a location for a new veterinary school; and if he is confident that any newly established courses will be internationally accredited [6867/23]
Amharc ar fhreagra98. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide the terms of reference for the consideration of the location of the proposed new veterinary school and the international accreditation that will be used; and if he will make a statement on the matter. [6905/23]
Amharc ar fhreagra99. Deputy Pearse Doherty asked the Minister for Further and Higher Education, Research, Innovation and Science if he has given consideration to the location of a new veterinary school; and his views on whether any newly established courses will be internationally accredited. [6885/23]
Amharc ar fhreagraI propose to take Questions Nos. 93, 98 and 99 together.
The Higher Education Authority has completed the first stage of an expression of interest process for Higher Education Institutions interested in building capacity in Dentistry, Pharmacy, Medicine, Nursing, and Veterinary.
The second stage of this 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 Expression of Interest. 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.
This is an independent process, managed by the HEA. I understand that the terms of reference have not been published. A report of the proposals will be presented to me by the HEA during Q1 of 2023.
Ensuring a supply of qualified Vets to meet the demands of the sector is a priority for my Department. Workforce planning requirements for the veterinary medicine sector would require advice from and consultation with the Department of Agriculture, Food and the Marine and the Veterinary Council of Ireland, as the regulators of the profession.
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 course provision. The accreditation of courses with the relevant regulatory authorities in Ireland and abroad is a matter for individual institutions in line with this autonomy.
94. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update on the work being done to help progress technological university status for Dundalk Institute of Technology; and if he will make a statement on the matter. [6876/23]
Amharc ar fhreagraIt is a matter for the governing body of any higher education institution as to where it seeks to strategically position that institution on the higher education landscape.
Dundalk Institute of Technology is understood to be currently pursuing a trajectory to achieve technological university (TU) status in accordance with the requirements of the Technological Universities Act 2018.
The Institute is in receipt of Exchequer funding under the Transformation Fund and has received asssistance from a special advisor in the Higher Education Authority in support of its ongoing efforts to achieve TU status.
Both I and my Department remain supportive of, and stand ready to further assist, the Institute in the achievement of appropriate strategic goals within the bounds of the relevant legislative and policy remits.
However, as an autonomous higher education institution the progression of its strategic objectives and their attainment must be driven by the Institute itself in the first instance in terms, inter alia, of meeting the requirements of the 2018 Act, securing an appropriate partner institute or established TU with which to merge and addressing any relevant financial issues at play.
Dr. Diarmuid O’Callaghan was recently appointed as the new President of the Institute, and his views on the strategic direction of the Institute will be instructive in due course. Dr. O’ Callaghan comes from a senior position in TU Dublin and was involved in the process which saw the successful establishment of that higher education institute as the State’s first technological university so he brings considerable experience in this regard.
95. Deputy Holly Cairns asked the Minister for Further and Higher Education, Research, Innovation and Science to outline his engagement with the Minister for Education concerning the provision of higher education training courses for special needs assistants. [6624/23]
Amharc ar fhreagraI want to assure the Deputy that my Department is aware of the continuing need to provide appropriate training and development opportunities with a view to supporting the inclusion of students with additional care needs in education.
I believe the Deputy is aware of the current pilot national on-line training programme for Special Needs Assistants (SNAs), a major educational initiative, which will enhance the knowledge, skills and expertise of SNAs who are crucial to the inclusion of students with additional care needs in education. This is a high-quality and innovative pilot training programme which will inform ongoing policy considerations relating to future training options for SNAs.
The 2018 Review of the Special Needs Assistant Scheme, available at ncse.ie/wp-content/uploads/2018/05/NCSE-Parental-Booklet-SNA-Review.pdf, published by the National Council for Special Education (NCSE) includes a recommendation for the provision of a national online training programme. Arising from this recommendation the Department of Education awarded a four-year contract to University College Dublin (UCD) School of Education to design and deliver a new national online training programme for SNAs employed in schools. The programme is fully funded by the Department of Education and delivered at no cost to the SNA.
UCD has advised the Department of Education that work has commenced to accredit the programme under UCD’s standard programme approval procedures as a Level 6 Special Purpose Award on the National Framework of Qualifications (NFQ). UCD is also considering how previous graduates from the programme might have their award accredited retrospectively.
Approximately 1,300 SNAs have completed the course to date and it is intended that the programme will be delivered to up to 3,500 SNAs over the four year scheme. The Department of Education has advised they will review this pilot after the four year term is complete.
96. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science the present intake into courses catering to the key areas of health needs; and if he will indicate whether there are plans for new initiatives to meet recruitment bottlenecks through new places or flexible programmes such as Springboard. [6756/23]
Amharc ar fhreagraThe number of students classified as new entrants studying health and welfare related programmes in higher level education in 2021/2022 academic year was 6,855. This data was sourced from the HEA statistics website hea.ie/statistics/data-for-download-and-visualisations/access-our-data/access-our-data-students/
Ensuring an appropriate pipeline of suitably qualified professionals in key healthcare disciplines is a priority for my Department. The Programme for Government commits the Department of Health to working with the education sectors, regulators, and professional bodies to improve the availability of health professionals and reform their training to support integrated care across the entire health service.
It is important to say that the provision of such programmes in the further and higher education system must have regard to overall workforce plans which are the responsibility of the relevant agencies and Departments to develop for their sectors.
Health and social care programmes are by their nature complex in delivery. The availability of appropriate placements and placement supports is a key enabler of expansion. A working group, including representation from the Department of Health, HSE and CORU, as well as the higher education sector, has been established to specifically examine how placements can be secured to facilitate greater numbers of training places across health and social care professions.
The Higher Education Authority is currently running a process to identify where capacity could be built in the higher education sector in a number of healthcare areas including Medicine and Nursing. It is the intention that further such processes for other disciplines will be run later in the year.
97. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science for details of any engagement he has had with the Minister for Housing, Local Government and Heritage with regard to increasing the uptake of apprenticeships in construction-related trades; and if he will make a statement on the matter. [6946/23]
Amharc ar fhreagraMy Department has engaged with officials in the Department of Housing, Local Government and Heritage on a number of initiatives and groups which targets skills in the construction 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. 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.
Officials from my Department, along with their colleagues in the Department of Housing, Local Government and Heritage are working together to address labour demands in construction professions. This includes working closely on the development of the Construction Safety Licensing Bill 2023 and the Regulation of Providers of Building Works and Miscellaneous Provisions Act 2022. The measures introduced and proposed under these pieces of legislation are designed to increase safety and make the sector more attractive for employees, including those who are currently under-represented in the construction workforce.
Work has also been ongoing regarding skills provision in relation to Modern Methods of Construction (MMC). Officials from both Departments and the Department of Enterprise, Trade and Employment are working on understanding the impact of MMC on construction skills and existing skills requirements. This work is underway and will enable the development of a considered response in terms of education and training provision, including in relation to apprenticeships. My officials will continue to work closely with their colleagues in the Department of Housing, Local Government and Heritage to ensure that all skills options are deployed in order to meet identified construction needs.
100. Deputy Richard Bruton asked the Minister for Further and Higher Education, Research, Innovation and Science if he will indicate the total intake onto apprenticeships in the past 12 months, distinguishing between those going into new apprenticeships and those entering traditional apprenticeships; and the initiatives being taken to drive employer engagement with the new fields. [6755/23]
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.
As of end Dec 2022, there were 8,286 registrations (6,299 craft and 1,987 on post 2016/consortia led apprenticeships) and the total population was 26,325 (22,429 craft and 3,896 on post 2016/consortia led apprenticeships). As of the end of January 2023, there have been 682 apprenticeship registrations. Of these, 465 were in construction and 67 were in construction-related apprenticeship programmes.
The Action Plan for Apprenticeship 2021-2025 (APA) was launched on 19th April 2021 and sets out a five year plan which sets out new ways of structuring, funding, and promoting apprenticeships to make apprenticeship accessible to employers and learners. 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. Measures to support employer engagement in apprenticeship, particularly within the SME sector, are integral to the delivery of that target.
The Action Plan is based on feedback from enterprise, the education and training sector, and apprentices themselves, among others, and we have listened to the issues and concerns raised. Nobody understands the skills employers need better than the employers themselves and without their engagement there can simply be no apprenticeships or places on those programmes. That is why we are driving supports, both financial and non-financial, to encourage and support their engagement.
Significant financial supports have been introduced during 2022 under the Action Plan:
- The annual Employer Grant of €2,000 per apprentice means that, for the first time, employers of all apprentices now have access to financial support, either through direct payment of allowances to apprentices or through this grant. This will help to promote engagement with the non-craft programmes, including the development of new programmes.
- The gender-based bursary of €2,666 is available for those who employ apprentices in the minority gender on any national apprenticeship programme with greater than 80% representation of a single gender. It is an expansion of the ‘female bursary’ available to craft apprenticeship employers prior to 2022 and there are currently 41 programmes that meet the criterion.
Employer feedback during the consultation process of the Action Plan highlighted that non-financial supports were particularly important for SME employers. Recognising this, supports being put in place include:
- The National Apprenticeship Office linking potential consortia members, education providers, and supporting consortia members and/or provide supports to build in-company training capacity.
- Sector-specific supports to be delivered through apprenticeship consortia to support SME employers.
- A development plan is to be delivered for a user-centred apprenticeship management system to simplify employer participation within and across apprenticeship.
- Amendments to the Industrial Training Act, 1967, included in the Higher Education Authority Bill, 2022, will widen the scope for new apprenticeship programmes in an expanded range of sectors.
The APA has been live for over one year now and already I can report to you that as a result of a €34 million investment under Budget 2022 targeting the expansion of apprenticeship, including the development of new programmes and addressing the Covid-related backlogs, significant progress has already been made.
Despite the pandemic, eight new programmes were launched over 2020 and 2021; Arboriculture, Equipment Systems Engineer, Healthcare Assistant, Principal Engineer – Professional Doctorate, Recruitment Executive, Sales, Scaffolding , Supply Chain Associate. In 2022, a further four apprenticeship programmes were also launched - Bar Manager, Wind Turbine Maintenance Technician, Transport Operations & Commercial Driving, and Cybersecurity Practitioner. There are currently 66 apprenticeship programmes on offer: 25 craft programmes and 41 new programmes introduced since 2016. A further 21 are in development in areas including agriculture, finance, and hospitality, including 10 new programmes expected to be launched across 2023.
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.
Due to these measures and other supports aimed at simplifying the process for employers, there are currently almost 9,000 employers and over 26,000 apprentices. I am confident that these numbers will increase as apprenticeships can help companies to compete in the modern marketplace and make their organisations more competitive. In addition to building a company's skills base, providing quality training helps with staff loyalty and retention, thus adding to the benefits of apprenticeships.
