Written Answers Nos. 845-857
845. Deputy Mark Wall asked the Minister for Further and Higher Education, Research, Innovation and Science when the Kildare and Wicklow Education and Training Board tutors will receive proper employment contracts with guaranteed hours and improved conditions; and if he will make a statement on the matter. [6312/25]
Amharc ar fhreagraAs the Deputy is aware, the trade unions representing the tutors in the Further Education and Training sector accepted a proposal to formally establish a grade of Adult Educator with a standardised pay scale in April 2024 following negotiations between my Department, the Department of Education, and the Department of Public Expenditure, NDP Delivery and Reform and the unions.
This new scale is aligned with the Youthreach Resource Person Scale which has 13 points and two Long Service Increments. It allows for incremental progression and a career path for tutors in the further education and training sector.
Each tutor has to decide whether to remain on existing pay rates or move to the new pay scale. Questions which pertain to employment including contracts should be directed to Kildare and Wicklow ETB. For any outstanding questions or concerns, staff should contact the local representatives of their trade union.
846. Deputy Cian O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science what third level fee supports exist for non-EU nationals who have attended secondary school in Ireland where their parents are awaiting a decision on their citizenship application; and if he will make a statement on the matter. [5484/25]
Amharc ar fhreagraTo be eligible for a student grant, an applicant has to fulfil all of the criteria of the Student Grant Scheme, including the residency and nationality criteria.
The scheme has a statutory underpinning and is operated in accordance with the provisions of the Student Support Act 2011.
In terms of residency, a student must be ordinarily resident in Ireland or the EU, the EEA, Switzerland or the UK for at least three of the five years before the date on which a year of study commences on an approved third level course.
To qualify for a student grant, the candidate's nationality or their immigration status in the State determines whether or not they meet the nationality requirement outlined.
The nationality requirements for the Student Grant Scheme are set out in the Student Support Act 2011 and the Student Support Regulations 2024. They include a number of eligible permissions granted by the Minister for Justice, including for example refugees.
When an applicant applies, the basis of their permission is examined to confirm whether or not it meets one of the approved permissions.
Under Article 32 of the Student Grant Scheme 2024 there is provision for a review of eligibility where a person’s circumstances change during the academic year. This includes a change in relation to a student's nationality or immigration status. Where a student acquires Irish citizenship by naturalisation or is granted a category of permission to remain provided for in the legislation during the course of their studies, they may apply to SUSI to have their application reassessed, but they will only become eligible from the date of meeting the nationality eligibility criteria.
In terms of other supports the International Protection Student (IPS) Scheme was introduced in 2015. It is targeted at three particular groups of students (asylum applicants, subsidiary protection applicants and leave to remain applicants) who have been resident in Ireland for 3 years and are pursuing an approved post leaving certificate course or an approved undergraduate or postgraduate course. Such students cannot access the Student Grant Scheme because they do not have leave to remain in the State. The IPS Scheme largely mirrors the Student Grant Scheme and is means tested.
Under the 2024 Student Support Regulations persons who have received permission to reside under the International Protection Regularisation Scheme have been included in the definition of student in the context of student grant eligibility. Following Budget 2025 this will also be extended in September 2025 to all recipients of permissions granted under the Regularisation of Long-Term Undocumented Migrants Scheme.
My Department will continue to liaise on an ongoing basis with officials in the Department of Justice on the various categories of immigration status in the context of student grant eligibility.
847. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the measures that will be taken to address the current dispute between two organisations (details supplied) to ensure one of the organisations engages with the union given that it is funded by the taxpayer through TU Dublin; and if he will make a statement on the matter. [5504/25]
Amharc ar fhreagraThe staff employed by BIMM Music Institute Dublin are private employees, and any industrial relations arising between the Institute and its staff are matters for the Institute.
However, all parties are encouraged to engage constructively and to avail of all dispute resolution options open to them in order to secure a resolution to the matters arising.
848. Deputy Marie Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science the number of new apprenticeship registrations, by type, in each of the years 2023 and 2024, in tabular form; and if he will make a statement on the matter. [5514/25]
Amharc ar fhreagraIn 2024, there were 9,352 registrations across all apprenticeship programmes. This was a record number of registrations and a 7% increase on 2023 which had 8,712 registrations.
The number of new apprenticeship registrations, by type, in each of the years 2023 and 2024, is provided in in tabular form below.
|
Apprentice Registrations (End of December 2023) |
Total for year |
|
Craft Apprenticeship Programmes |
|
|
Construction |
|
|
Brick and Stonelaying |
66 |
|
Cabinet Making |
0 |
|
Carpentry and Joinery |
711 |
|
Painting and Decorating |
17 |
|
Plastering |
30 |
|
Plumbing |
739 |
|
Stonecutting and Stonemasonry |
2 |
|
Wood Manufacturing and Finishing |
123 |
|
Electrical |
|
|
Aircraft Mechanics |
69 |
|
Electrical |
2,834 |
|
Electrical Instrumentation |
143 |
|
Electronic Security Systems |
63 |
|
Instrumentation |
20 |
|
Refrigeration and Air Conditioning |
174 |
|
Engineering |
|
|
Farriery |
3 |
|
Industrial Insulation |
12 |
|
Mechanical Automation & Maintenance Fitting |
202 |
|
Metal Fabrication |
259 |
|
Pipefitting |
108 |
|
Sheet Metalworking |
32 |
|
Toolmaking |
58 |
|
Motor |
|
|
Agricultural Mechanics |
65 |
|
Construction Plant Fitting |
97 |
|
Heavy Vehicle Mechanics |
232 |
|
Motor Mechanics |
482 |
|
Vehicle Body Repairs |
44 |
|
Printing & Paper |
|
|
Print Media |
|
|
Total for Craft apprenticeship Programmes |
6,588 |
|
Consortia-led Programmes |
|
|
Agriculture and Arboriculture |
|
|
Arboriculture |
12 |
|
Farm Manager |
11 |
|
Farm Technician |
14 |
|
Horticulture |
16 |
|
Sportsturf Management |
27 |
|
Auctioneering and Property Services |
|
|
Auctioneering and Property Services |
148 |
|
BioPharmaChem |
|
|
Laboratory Analyst |
42 |
|
Laboratory Technician |
29 |
|
Construction |
|
|
Geo Driller |
0 |
|
Scaffolding |
18 |
|
Electrical |
|
|
Industrial Electrical Engineer |
32 |
|
Engineering |
|
|
Civil Engineer |
35 |
|
Civil Engineering Technician |
9 |
|
Engineering Services Management |
17 |
|
Equipment Systems Engineer |
0 |
|
Manufacturing Engineer (Level 7) |
48 |
|
Manufacturing Technology (Level 6) |
79 |
|
OEM Engineer |
29 |
|
Polymer Processing Technology |
15 |
|
Principal Engineer |
15 |
|
Wind Turbine Maintenance Technician |
14 |
|
Financial Services |
|
|
Accounting Technician |
188 |
|
Insurance Practitioner |
141 |
|
International Financial Services Associate |
32 |
|
International Financial Services Specialist |
14 |
|
Hair |
|
|
Hairdressing |
337 |
|
Healthcare |
|
|
Advanced Healthcare Assistant Practitioner |
3 |
|
Hospitality and Food |
|
|
Bar Manager |
56 |
|
Butcher |
27 |
|
Chef de Partie |
16 |
|
Commis Chef |
73 |
|
Sous Chef |
0 |
|
ICT |
|
|
Computer Network Associate |
9 |
|
Cybersecurity |
35 |
|
Cybersecurity Practictioner - Level 8 |
0 |
|
Network Engineer Associate |
46 |
|
Software Developer Associate |
90 |
|
Telecommunications and Data Network Technician |
83 |
|
Logistics |
|
|
Lean Sigma Manager |
48 |
|
Logistics Associate |
74 |
|
Supply Chain Associate |
29 |
|
Supply Chain Manager |
30 |
|
Supply Chain Specialist |
21 |
|
Transport Operations and Commercial Driving |
18 |
|
Media |
|
|
CGI Technical Artist |
0 |
|
Recruitment |
|
|
Recruitment Executive |
18 |
|
Sales |
|
|
Retail Supervision |
125 |
|
Sales |
100 |
|
Total for Consortia-led Programmes |
2,124 |
|
Overall Total for 2023 |
8,712 |
|
Apprentice Registrations (End of December 2024) |
Total for Year |
|
Craft Apprenticeship Programmes |
|
|
Construction |
|
|
Brick and Stonelaying |
88 |
|
Cabinet Making |
0 |
|
Carpentry and Joinery |
771 |
|
Painting and Decorating |
24 |
|
Plastering |
31 |
|
Plumbing |
832 |
|
Stonecutting and Stonemasonry |
17 |
|
Wood Manufacturing and Finishing |
127 |
|
Electrical |
|
|
Aircraft Mechanics |
79 |
|
Electrical |
3074 |
|
Electrical Instrumentation |
240 |
|
Electronic Security Systems |
60 |
|
Instrumentation |
10 |
|
Refrigeration and Air Conditioning |
147 |
|
Engineering |
|
|
Farriery |
12 |
|
Industrial Insulation |
9 |
|
Mechanical Automation & Maintenance Fitting |
207 |
|
Metal Fabrication |
256 |
|
Pipefitting |
134 |
|
Sheet Metalworking |
30 |
|
Toolmaking |
63 |
|
Motor |
|
|
Agricultural Mechanics |
51 |
|
Construction Plant Fitting |
98 |
|
Heavy Vehicle Mechanics |
226 |
|
Motor Mechanics |
577 |
|
Vehicle Body Repairs |
60 |
|
Printing & Paper |
|
|
Print Media |
0 |
|
Totals for Craft Apprenticeship Programmes |
7,113 |
|
Consortia Led Apprenticeship Programmes |
|
|
Agriculture and Arboriculture |
|
|
Arboriculture |
25 |
|
Farm Manager |
11 |
|
Farm Technician |
11 |
|
Horticulture |
31 |
|
Sportsturf Management |
26 |
|
Auctioneering and Property Services |
|
|
Auctioneering and Property Services |
157 |
|
BioPharmaChem |
|
|
Laboratory Analyst |
59 |
|
Laboratory Technician |
22 |
|
Construction |
|
|
Advanced Quantity Surveyor |
3 |
|
Geo Driller |
0 |
|
Scaffolding |
45 |
|
Electrical |
|
|
Industrial Electrical Engineer |
39 |
|
Engineering |
|
|
Advanced Manufacturing Engineer |
34 |
|
Civil Engineer |
70 |
|
Civil Engineering Technician |
24 |
|
Engineering Services Management |
35 |
|
Equipment Systems Engineer |
8 |
|
Manufacturing Engineer (Level 7) |
56 |
|
Manufacturing Technology (Level 6) |
60 |
|
OEM Engineering Technician |
39 |
|
Polymer Processing Technology |
17 |
|
Principal Engineer |
16 |
|
Wind Turbine Maintenance Technician |
4 |
|
Financial Services |
|
|
Accounting Technician |
195 |
|
Insurance Practitioner |
97 |
|
International Financial Services Associate |
22 |
|
International Financial Services Specialist |
9 |
|
Hair |
|
|
Hairdressing |
260 |
|
Healthcare |
|
|
Advanced Healthcare Assistant Practitioner |
21 |
|
Health and Social |
|
|
Social Work |
42 |
|
Hospitality and Food |
|
|
Bar Manager |
24 |
|
Butcher |
32 |
|
Chef de Partie |
18 |
|
Commis Chef |
109 |
|
Sous Chef |
0 |
|
ICT |
|
|
Computer Network Associate |
11 |
|
Cybersecurity |
24 |
|
Cybersecurity Practictioner - Level 8 |
0 |
|
Digital Marketing |
10 |
|
Network Engineer Associate |
0 |
|
Software Developer Associate |
41 |
|
Telecommunications and Data Network Technician |
43 |
|
Logistics |
|
|
Lean Sigma Manager |
61 |
|
Logistics Associate |
61 |
|
Supply Chain Associate |
10 |
|
Supply Chain Manager |
13 |
|
Supply Chain Specialist |
32 |
|
Transport Operations and Commercial Driving |
10 |
|
Media |
|
|
CGI Technical Artist |
0 |
|
Recruitment |
|
|
Recruitment Executive |
21 |
|
Sales |
|
|
Retail Supervision |
160 |
|
Sales |
87 |
|
Totals for Consortia Led Apprenticeship Programmes |
2,239 |
|
Overall Total for 2024 |
9,352 |
849. Deputy Marie Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprenticeship completions, by type, in each of the years 2014 to 2024, in tabular form; and if he will make a statement on the matter. [5515/25]
Amharc ar fhreagra850. Deputy Marie Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science the number of apprenticeship dropouts, by level of completion and by type, in each of the years 2014 to 2024, in tabular form; and if he will make a statement on the matter. [5516/25]
Amharc ar fhreagra851. Deputy Marie Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science the average wait time to be admitted to an apprenticeship, by college and by apprenticeship type, in each of the years 2014 to 2024, in tabular form; and if he will make a statement on the matter. [5517/25]
Amharc ar fhreagraI propose to take Questions Nos. 849, 850 and 851 together. When an employer hires and apprentice, they register the apprentice with the Training Advisor at the education institution in their region. A registration number is then generated and the apprenticeship is deemed to have commenced. There is no admittance process for the apprentice and therefore no wait time to be admitted onto an apprenticeship.
Apprenticeships are national programmes. As far as possible, SOLAS schedule an apprentice's off-the-job training as soon as possible and to the nearest available training location relative to their home location. If a placement is not available near an apprentice’s home location, they will be called to the next nearest available location.
Between 6 and 13 weeks prior to the commencement of the phase, the apprentice and their employer each receive a letter with details of the location to which they have been scheduled. The letters are issued by each Education and Training Board (ETB), based on the scheduling detail provided by SOLAS/the National Apprenticeship Office (NAO). Apprentices and their employers have a period of 7 working days from the issue date of the letter to confirm their attendance to the ETB. Should an apprentice or employer decline the scheduling offer, their place is allocated to the next available apprentice on the national waiting list. The national waiting list is essential to ensuring an optimum number of apprentices for each intake/class. The apprentice who declines a scheduling offer is returned to the national waiting list for the next scheduling offer. A craft apprentice may decline a scheduled placement up to three times and return to the national waiting list for future scheduling.
It is my Department's priority to ensure that there is sufficient training capacity to meet skills needs and reduce waiting times for apprentices. Significant investments of €67m in Budget 2024 and €77m in Budget 2025 for apprenticeship have led to a 46% increase in craft training capacity since 2023 and a 73% decrease in the number of apprentices waiting six months or longer for Phase 2 off-the-job training, from 5,319 in October 2023 to 1,427 in January 2025.
852. Deputy Marie Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science how he intends on addressing the financial barriers faced by apprentices who are required to travel and work; and if he will make a statement on the matter. [5518/25]
Amharc ar fhreagraApprentices are employees and all of the 77 available apprenticeships are undertaken under a contract of employment. For the 25 craft apprenticeship programmes, the minimum rates of pay applying under the employment contract are either agreed within the relevant sector, or are set out in legally binding Sectoral Employment Orders recommended by the Labour Court. These minimum rates vary between occupations and sectors but in all cases craft apprenticeship rates are expressed as a proportion of the qualified rate, increasing yearly from 33% of the qualified rate in year one to 90% in year four.
As employees, apprentices who find themselves in difficulty are correspondingly entitled to access general employment supports through the social welfare system.
Periods of off-the-job training for craft apprentices are funded from the National Training Fund with payments of the agreed rate made directly to craft apprentices by the education and training boards during this time.
Where a craft apprentice is travelling out of their home region for periods of off the job training, which may be necessary due to the national nature of the programme, an accommodation allowance is made available to them. Craft apprentices are also entitled to supplementary allowances for travel and meals. Either an accommodation allowance or a travel allowance is payable, but not both.
The Rent A Room Relief Scheme can provide full or part-time students (including apprentices) with accommodation during their college segments of their programme. The scheme permits shorter term residential accommodation including accommodation for full or part-time student and those availing of four day-a-week “digs” accommodation.
As part of Budget 2023, 2024 and 2025 a cost-of-living package for students was announced to include of a once-off reduction of up to 33% in the contribution fee for apprentices attending higher education.
An access and inclusion apprenticeship bursary provides financial support for under-represented groups, including those from socioeconomically disadvantaged backgrounds, to access apprenticeships.
853. Deputy Marie Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science if he intends to remove the student contributions of €1,000 for phase 4 and phase 6 faced by many apprentices; and if he will make a statement on the matter. [5519/25]
Amharc ar fhreagraFunding for National Apprenticeship programmes is determined through the annual Estimates process, led by the Department of Public Expenditure, National Development Plan Delivery and Reform.
As part of Budget 2023, 2024 and 2025 a cost-of-living package for students was announced to include of a once-off reduction of up to 33% in the contribution fee for apprentices. In the academic year of 2024 - 2025 this was at a cost of €4.7 million to service an estimated 14, 000 apprentices.
In September 2024 my Department published the “Funding the Future - An Annual Options Paper on reducing the Cost of Education " outlining the various measures possible to reduce the cost of education. These options were taken into consideration in the context of Budget 2025 discussions.
To inform the Department’s 2024 options paper, an in-person Stakeholder Event was held where students (including apprentices), representatives of the student population, access officers, student service employees and organisations who advocate for underrepresented students in education had an opportunity to outline key areas for consideration in the paper.
Plans are currently underway for engagement to deliver this year’s paper which will again inform the estimates process.
854. Deputy Marie Sherlock asked the Minister for Further and Higher Education, Research, Innovation and Science if he intends to expand trade colleges to reduce waiting times; and if he will make a statement on the matter. [5520/25]
Amharc ar fhreagraMy Department continues to prioritise investing in apprenticeship training capacity to meet strong demand for craft apprentices by employers as a result of our buoyant economy.
Significant investment of €67 million in Budget 2024 and €77 million in Budget 2025 has been allocated to apprenticeship to support growing training capacity.
This investment has enabled a 46% increase in craft training capacity in ETBs from 2023, increasing from 5,600 places in December 2023 to over 8,200 currently.
This substantial expansion in training places has led to a 73% decrease in the number of apprentices waiting six months or longer for Phase 2 off-the-job training, from 5,319 in October 2023 to 1,427 in January 2025.
My Department has asked SOLAS to conduct a review of optimum apprentice training times in order to monitor craft training capacity on an ongoing basis. and to ensure that there is appropriate capacity for current and future skills needs.
855. Deputy Shane Moynihan asked the Minister for Further and Higher Education, Research, Innovation and Science the position with respect to the development and expansion of green and sustainability-focused skills across all tertiary education programmes. [5567/25]
Amharc ar fhreagraGreen and sustainability-focused skills are essential for meeting the ambitious climate targets set out by the Government in the Climate Action Plan and for the green transition. My Department has been working with the tertiary sector to develop the green skills required to achieve these goals, ensuring the future workforce is equipped with the skills required to support the green transition – from developing transferable green skills for life to specific requirements for emerging green sectors such as Nearly Zero Energy Buildings/ Retrofit, eMobility and renewable energy.
In October 2024 Green Skills 2030, the first National Further Education and Training (FET) Strategy for the Green Transition was launched. Green Skills 2030 identifies key skills gaps impacting Ireland’s ability to transition to a climate neutral society across critical sectors of the economy, marking an important milestone in setting out the direction for the Irish FET sector’s response to emerging green skills needs. This strategy will guide the FET sector in addressing emerging green skills needs and meeting the demands of new occupations within the green economy.
The FET sector is already delivering a range of courses aimed at addressing green skills needs. Upskilling courses in Nearly Zero Energy Buildings/ retrofit for construction workers are offered through a network of six Centres of Excellence operated by ETBs. These centres offer free, fast, and flexible courses, which are available to all, to boost the skills and training needs of the sustainable construction sector and help reach our climate goals. Enrolments have been increasing year on year, with 2024 the most successful year to date with over 6,930 enrolments.
My Department is also working with partners on the development of a National eMobility Capability Centre, with the establishment of a Project Office in Longford-Westmeath ETB. A technical feasibility study is due to be submitted to SOLAS in the coming months and will inform policy decisions for this skills area.
In addition, a national suite of green skills programmes has been developed by SOLAS in collaboration with enterprise partners in areas such as sustainability awareness and resource efficiency. Green skills modules developing transversal and specific green skills are available to all FET learners with new green skills micro-qualifications being rolled out by all 16 Education and Training Boards.
In higher education, in recent years, the Irish government has been emphasising the importance of Green Skills to meet the demands of the modern workforce. Existing Government initiatives for higher education such as Springboard+ and the Human Capital Initiative (HCI) are in place to promote these skills and build the capacity of the Irish workforce. ?
Springboard+ 2024 launched in May 2024, and offers 18 courses in green skills-related areas, offering 543 places at NFQ Levels 6 to 9. Courses are part-time, and include but are not limited to a Postgraduate Diploma in Innovative and Sustainable Agriculture; a Certificate in BIM and Construction Project Management; a Certificate in Energy Sustainability and a Professional Diploma in Innovation for Sustainability.
A call was issued in January 2025 for higher education institutions to propose courses for inclusion in Springboard+ over the next three years. Under the call, courses providing green and sustainability-focused skills are encouraged as a priority area. In particular, courses submitted under this call are encouraged to enhance the contribution of higher education to the sustainable development agenda and course providers are encouraged to be mindful of the Sustainable Development Goals in their submissions. Furthermore, proposals for courses which contribute to Ireland’s offshore renewable energy targets are also highlighted as welcome on the call.
In the current academic year, HCI Pillar 1 is subsidising 24 courses in green skills with 657 places at NFQ Levels 7 to 9. Courses are full and part-time, they include but are not limited to: a Graduate Diploma in Sustainable Energy Systems; a Certificate in Leadership in Offshore Renewable Energy and a Postgraduate Diploma in Energy Innovation for Zero Carbon.
Additionally, half of the 24 HCI Pillar 3 funded projects specifically focus on green skills, supporting the construction sector, climate action, and sustainability. These projects include but are not limited to:
• Sustainable Futures (UCC-led) – developing new courses to support a circular and clean economy transition.
• Resilient Design Curricula for 21st Century Professionals – refocusing architectural education on sustainability.
• Ireland’s Knowledge Centre for Carbon, Climate, and Community Action (IKC3) – a national platform for skills in decarbonisation.
• Digital Academy for Sustainable Built Environment (DASBE) – offering 27 new construction industry programmes.
• DCU Futures – introducing new undergraduate programmes such as a BSc in Global Challenges and a BA in Climate and Environmental Sustainability to prepare students for a sustainable future.
Finally, HCI Pillar 3 is also subsiding micro-credential course fees for the 2024/25 and 2025/26 academic years. This scheme provides an 80% subsidy for key green skills courses and there are 81 courses in green skills-related areas, with 1,755 places available at NFQ Levels 6 to 9. Courses include Climate Change: Science, Policy & Global Impact, Clean Energy Futures, Sustainable Aviation and Green Innovation.
Complementing provision in the Further and Higher Education sectors, Skillnet Ireland plays a key role in supplying skills to the Irish workforce by collaborating with enterprise and agencies to develop new innovative programmes that address both current and future skill needs.
The Green Tech Skillnet, co-funded by this Department, through Skillnet Ireland, and industry, was established in 2014 to support the workforce development needs of businesses within Ireland’s renewable energy sector. It offers a wide range of short, targeted, and industry-aligned upskilling and reskilling programmes for the renewable energy sector including a suite of micro-credentials through the newly established Skillnet Offshore Wind Academy.
Ireland aims to deliver at least 5 GW of installed offshore wind capacity by 2030, with an additional 2 GW in development for non-grid uses, including green hydrogen.
To help achieve these aims, the cross-government Offshore Wind Energy Programme has established a dedicated Skills and Workforce Workstream, with the objective of creating a sustainable skills pipeline for the sector. A key output of this workstream and as part of a broader package, this Department published the Offshore Wind Skills Action Plan in October 2024.
This Skills Action Plan addresses identified skills shortages in 33 roles required for the development of offshore wind and provides recommendations on how to address these gaps. Complementing the work of Springboard+, the Human Capital Initiative (HCI) and Greentech Skillnet, this action plan is designed to guide future activities in the Further and Higher Education sectors for offshore wind in Ireland.
856. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the reason there is no specific commitment to the Adult Literacy for Life strategy in the Programme for Government; the specific actions he will take to improve adult literacy and numeracy; and if he will make a statement on the matter. [5571/25]
Amharc ar fhreagraI would like to thank Deputy McGettigan for her question. Although the Adult Literacy for Life strategy is not specifically mentioned in Programme for Government, this does not diminish our commitment to addressing unmet literacy and numeracy needs. It is one of the strategic priorities of my department for 2025 to make education accessible for everyone and tackle adult literacy issues, breaking down barriers to ensure everyone is provided with opportunities to reach their potential.
Adult Literacy for Life (ALL) is a 10 Year Strategy Launched in September 2021, the strategy sets out a cross government, cross-economy and cross-society approach to achieve the vision of an Ireland where every adult has the necessary literacy, numeracy, and digital literacy to engage in society and realise their potential. A specific financial allocation of €4 million supports the implementation of the Strategy, which is overseen by a cross-government stakeholder group, which I chair.
The ALL National Programme Office, housed in SOLAS, operates as a central, coordinating body for the ALL Strategy. Sectoral lead roles, some already in place, will advance awareness of unmet literacy need and develop responses in areas such as health literacy, family literacy, workplace literacy, numeracy and the community and voluntary sector. Regional Literacy Coordinators are employed in each ETB regions to drive the ALL Strategy locally.
In 2025, the ALL Cross Government Oversight Group will reinforce a whole-of-government approach, where literacy is not just the responsibility of this Department but is integrated into policies across multiple areas including employment, social participation, and economic prosperity.
With an allocation of €1 million per year, the ALL Collaboration & Innovation Fund has supported over 150 collaborative and innovative projects since 2023 to create safe learning spaces, address the digital divide, build stronger communities, and increase literacy, numeracy, and digital literacy awareness. The fund also helps organisations and services to be literacy aware and friendly. This year’s fund, which closed recently, includes a dedicated financial literacy strand. Soon, payment to successful projects will commence.
2024 Progress:
• The Family Literacy Thematic Group was formed by the National Programme Office in October 2024. The purpose of this group is to agree a vision and embedded approach for family literacy support in Ireland and develop an implementation and evaluation plan.
• The National Programme Office compiled the Education and Training Board Adult Literacy Provision Snapshot Report in December 2024. This document brings together a broad overview of adult literacy being delivered by Education and Training Boards across Ireland. A workshop took place on 6th February with ETB colleagues, Adult Education Officers, Adult Literacy Organisers and Regional Literacy Coordinators to gain further insight into activity and good practice already in place. Officials in the Department of Further and Higher Education, research, Innovation and Science will continue engagement with the ALL Programme Office to inform a shared vision for the future of Adult Literacy in Ireland
• Two health literacy online courses were launched in October 2024. One for general public, one for health and social care practitioners. These courses are available here: www.adultliteracyforlife.ie/aware/ and also on HSELand and the One Learning online learning site.
• Plain Language eLearning is in development and will be ready in February 2025. The course will be available here: www.adultliteracyforlife.ie/aware/
• 'Let's talk about literacy' a literacy awareness online course was launched in Limerick by Minister O'Donovan for International Literacy Day, 8 September 2024. The course is available at www.adultliteracyforlife.ie/aware/ and will shortly be available on the One Learning online learning site. A national 'Let's talk about literacy' campaign was held throughout September on radio and social media to promote adult literacy and literacy awareness online course.
• 16 Regional Literacy Coordinators have met with over 600 organisations in the community, identifying gaps and opportunities to improve services and responses to literacy. Similar to the national effort, they have also set up Regional Literacy Coalitions around the country, which will develop and implement regional literacy plans. 2025 is the first year of all 16 Coalitions operating.
A detailed workplan for 2025 will focus on advancing actions and commitments in the Strategy.
857. Deputy Donna McGettigan asked the Minister for Further and Higher Education, Research, Innovation and Science the reason the BTEC Higher National Diploma Level 5 course in early childhood education and care at North West Regional College Derry, which was recognised as a Level 7 qualification, was changed to a Level 6 qualification; the reason students currently on the course were not exempted from the change; if they can now be exempted; and if he will make a statement on the matter. [5608/25]
Amharc ar fhreagraQuality and Qualifications Ireland (QQI), the State Agency responsible for maintaining the National Framework of Qualifications (NFQ), operates NARIC Ireland – the National Academic Recognition Information Centre. NARIC Ireland provides advice on the academic recognition of a foreign qualification by comparing it, where possible, to a major award type and level on the NFQ.
The Higher National Diploma (HND) of England, Wales, and Northern Ireland is comparable to NFQ Level 6 as per the NARIC comparability statement first published in 2015, available at: UK_ID_239.pdf. A specific comparability statement is available for the BTEC/Edexel Level 5, first published in 2018, and this is also placed at NFQ Level 6 (available at: UK_ID_1182.pdf). These comparability statements are long standing and there has been no recent change.
Separately, the Department of Children, Equality, Disability, Integration and Youth is the relevant competent authority for the recognition of qualifications obtained outside the state for the purpose of employment in the Early Years Education sector. This includes the recognition of qualifications as meeting the contractual requirements for the role of Lead Educator and meeting the contractual requirements for role of Graduate Lead Educator. My Department has no role in such determinations.
