Written Answers Nos. 829-852
829. Deputy Jim O'Callaghan asked the Minister for Health the status of the review into general practice being carried out by his Department; the number of submissions that have been made; the timeline for completion of the process; and if he will make a statement on the matter. [37036/24]
View answerThe Department of Health and the HSE commenced the Strategic Review of General Practice last year and the review is currently underway. With input from key stakeholders, the review is examining a range of issues affecting general practice including GP training, GP capacity, Out of Hours services reform, the eHealth Agenda, and the financial support model for general practice. The Review will then identify the arrangements necessary to improve the current system of GP care as part of a primary care-focused health service.
The Strategic Review has received 10 written submissions from stakeholder groups.
The review is to be completed this year. Following its completion, a report is to be presented to me outlining the findings of the review and setting out recommended actions for a more sustainable general practice.
830. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department will make an application to the European globalisation adjustment fund to assist workers who have lost their jobs at a workplace (details supplied) in Tullamore, County Offaly. [36840/24]
View answerI am aware that Cardinal Health Ireland Ltd issued a collective redundancy notification on 29 August 2024 in respect of 308 positions over a 15 month period from April 2025 to June 2026. Clearly the potential loss of these jobs is most regrettable and I understand that my colleague Minister Burke’s Department is working with the company management and with staff on current and potential future possibilities and is making every effort to identify alternative employment opportunities for the staff affected by this announcement.
The European Globalisation Adjustment Fund for Displaced Workers (EGF) assists Member States to provide active labour market supports to workers made redundant in major restructuring events.
Under the EGF rules, in general, Member States may apply for EGF support where at least 200 redundancies take place in a company in a 4 month reference period. EGF applications must specify the number of redundancies that have occurred within the reference period and must be submitted within 12 weeks of the end of that period. As the Cardinal Health announcement related to 308 redundancies over 15 months, the actual timing of the redundancies will determine if this eligibility criterion is met.
Separately, my Department has a Job Loss Response Protocol with the Departments of Social Protection and Enterprise, Trade and Employment. In a situation of job losses and redundancies, the Department of Social Protection is the lead Department. As the redundancy position becomes clear, the protocol arrangements will be put in place to assist the impacted workers access their welfare entitlements, job-search assistance, self-employment supports and the wide range of upskilling and reskilling opportunities available.
My officials in the ESF and EGF Policy and Operations Unit will continue to monitor the redundancy position and the range of state supports being made available to the workers.
831. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider amending Irish education legislation, similar to the amendment to the Education (Fees and Student Support) (Scotland) legislation, which would allow female Afghani nationals, who were attending a course of study at a university or equivalent institution in Afghanistan, but have been prevented from continuing that course by the Taliban regime since the 31 August 2021, in order that they could continue their education in Ireland; and if he will make a statement on the matter. [36131/24]
View answerI am aware of the very challenging context for female Afghani students.
To avail of funding under the Free Fees Initiative (FFI) or the Student Grant Scheme, students must meet the criteria of the respective schemes including the residency and nationality criteria. All students, including Irish Nationals or persons granted International Protection are required to meet the residency criteria of the respective schemes.
Notwithstanding this, Higher Education Institutions are autonomous bodies and in this regard it is a matter for the HEIs themselves to determine their admissions and fees policies. This includes setting the criteria a student must meet to avail of the EU rate of fees in the respective institution.
While this Department does not have a specific scheme to support students from Afghanistan, I am aware that a number of Irish Universities are responding to requests from students as part of the Scholars at Risk Programme and Sanctuary Programmes.
832. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department has a policy, or has issued guidance to staff on the use of artificial intelligence, large language model, natural language processing, generative or otherwise, or products based thereon in the course of their duties; if this has been communicated to staff; if he will publish same; and if he will make a statement on the matter. [36142/24]
View answerMy Department and officials do not use AI services in the course of their duties, as such no policy is in place currently. My Department will continue to monitor developments in relation to AI and the other models referenced by the Deputy, in particular with regard to potential applications that may be identified by other Government Departments.
833. Deputy Matt Carthy asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department, or any agency under his auspices, has ever used any artificial intelligence software in the preparation of response to parliamentary questions, or in responses to any correspondence from outside the organisation; the details of same if applicable; and if he will make a statement on the matter. [36161/24]
View answerMy Department and officials do not use AI to generate official text. My Department will continue to monitor developments in relation to AI, in particular with regard to potential applications that may be identified by other Government Departments.
The information in respect of aegis bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document, should the Deputy wish to contact the aegis bodies directly with their query.
834. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science to detail the access routes and inclusive education initiatives that have been introduced since 2020 for learners with disabilities; the number of disabled people accessing further and higher education courses in 2020, 2021, 2022, 2023 and 2024; and the funding allocated in the Budget to support disabled people in further or higher education in 2020, 2021, 2022, 2023 and 2024, in tabular form. [36195/24]
View answerHigher Education:
The HEA collects data on students with disabilities from two data sources: the number of students supported by the Fund for Students with Disabilities and the number of students reported as having a disability from the Equal Access Survey, a voluntary set of questions asked of first years in higher education each year.
The table below represents the number of new entrants indicating a disability in the Equal Access Survey on entry to higher education (number and % of new entrants).
|
Number of new entrants |
Number of new entrants indicating a disability |
% of new entrants indicating a disability |
|
|
2020/21 |
46,195 |
5,746 |
12.4% |
|
2021/22 |
45,675 |
6,035 |
13.2% |
|
2022/23 |
46,020 |
6,342 |
13.8% |
|
2023/24 |
Not yet available |
Not yet available |
Not yet available |
The Fund for Students with Disabilities (FSD) funds HEIs to provide services and support to eligible students with disabilities. FSD is one of the main funding sources supporting participation by students with disabilities in approved further and higher education courses in Ireland.
The table below details the number of students supported by FSD in Higher Education and total funding allocated under FSD in 2020, 2021, 2022, 2023, and 2024:
|
Year |
Total Funding Allocated (€) |
Number of students supported by FSD in HE |
|
2024 |
8,040,900 |
17,526 |
|
2023 |
7,658,000 |
16,699 |
|
2022 |
7,658,000 |
15,670 |
|
2021 |
7,658,000 |
14,358 |
|
2020 |
7,658,000 |
13,201 |
In 2022 a Programme for Access to Higher Education (PATH) to include Universal design for learning (UDL) and course provision for students with intellectual disabilities was introduced.
This had an initial commitment of €12 million and was broken down into two streams PATH 4 Phase 1 UDL and PATH 4 Phase 2 Courses for Students with Intellectual Disabilities.
PATH 4 Phase 1.
In 2022 €3million was issued to the Higher Education Institutes (HEIs) for the roll out of UDL which creates and inclusive environment for all.
In February 2024, a further €1.8million was announced to deliver inclusion measures, including to roll out sensory maps of college campuses to support autistic learners and for anti-racism measures particularly to challenge racism for members of the Traveller and Roma communities. This strand of the National Access Plan is a dedicated fund provided by the HEA to individual HEI's as autonomous Institutes and data is not collected on an individual basis.
PATH 4 Phase 2 is a programme for higher education courses for students with an intellectual disability. With a total investment of over €11 million, the courses are to be delivered in 11 higher education colleges across the country and will provide significant opportunities for students with intellectual disabilities. Approximately 160 students can be expected to enrol in the academic year 2024/25, but in relation to data on student numbers, these will not be collected until later in the year.
The table below details the total funding allocated under PATH 4- Phase 1 & 2 to date, along with approximate number of students supported for Phase 2 ONLY:
|
Year |
Funding Allocated to PATH 4 Phase 1(€) |
Funding Allocated to date for PATH 4 Phase 2 (€11 million committed over 3 years 2023-2025) |
Approx. of students supported for PATH 4 Phase 2 |
|
2024 |
€1,800,000 |
€3,441,455 |
160 |
|
2023 |
€3,000,000 |
||
|
2022 |
€3,000,000 |
Further Education
Education and Training Boards (ETBs) provide a wide range of supports to learners with a disability, including guidance, an education disadvantage fund, a specific Fund for Learners with Disabilities (FLD) participating in Post Leaving Certificate provision in FET (which includes support from personal assistants), psychological support, Universal Design for Learning Principles, and a general allocation ‘Learner Support’ fund for all learners across FET provision. Likewise, FET courses are typically free of charge or heavily subsidised.
Widening participation is also a national target under the Strategic Performance Agreements (SPA) for 2022-24 agreed between SOLAS and the 16 ETBs. The funding, support access routes and inclusive education initiatives have resulted in these targets being surpassed.
The following table includes a breakdown of the overall ‘Widening Participation’ SPA targets and actual numbers of learners for the years 2022 – 2024.
|
SPA |
2022 |
2023 |
2024 (June) |
|
National target |
16,788 |
18,266 |
19,474 |
|
Actual achieved |
18,790 |
23,763 |
16,488 |
|
where: |
|||
|
Asylum seeker |
1,132 |
2,728 |
2,287 |
|
Learner with a Disability |
12,570 |
14,807 |
10,153 |
|
Refugee |
3,437 |
4,404 |
2,925 |
|
Roma |
332 |
413 |
268 |
|
Traveller |
1,319 |
1,411 |
855 |
SOLAS provides funding to several agencies for specific initiatives to support the participation of people with disabilities in FET. A breakdown of these is:
|
Organisation |
2019 |
2020 |
2021 |
2022 |
2023 |
|
€000 |
€000 |
€000 |
€000 |
€000 |
|
|
AHEAD |
58 |
136 |
197 |
244 |
268 |
|
Down Syndrome Ireland |
N/A |
N/A |
140 |
64 |
296 |
|
Dyslexia Assoc of Ireland |
131 |
130 |
103 |
191 |
191 |
|
Irish Deaf Society |
317 |
479 |
362 |
663 |
692 |
|
Trinity Centre for People with Intellectual Disabilities |
N/A |
169 |
160 |
160 |
160 |
The primary support for people with special education needs in the FET sector is the Fund for Learners with Disabilities (FLD). The purpose of the FLD is to provide funding to PLC colleges to assist them in offering supports and services to eligible learners with disabilities so that they can participate on an equal basis with their peers.
A breakdown of funding and learners supported through this fund since 2020 is:
|
Fund for Learners with Disabilities |
2020 |
2021 |
2022 |
2023 |
2024 |
|
Further Education & Training Fund and SOLAS |
€1,031,275 |
€4,279,914 |
€4,139,360 |
€4,262,345 |
Total not currently available |
|
FET recipients |
2,191 |
3,623 |
4,717 |
4,543 |
Total not currently available |
*Note: number of learners supported is not a unique count as a student may have more than one disability / support .
In Budget 2024, an additional €2 million was allocated to the FSD to support the progressive roll-out of the Fund across all FET programmes beyond PLC colleges and the pay increase granted to Personal Assistants.
SOLAS’ publication This is FET Learners with Disabilities 2022 found 6.8% of all learners enrolled in FET programmes, that is nearly 13,000 learners, reported having at least one type of disability. 91.6% of learners reporting a disability partially or fully completed a course in 2022.
A breakdown of declared disabilities in FET over the period 2020-2023 is as follows:
|
FET Disability Category |
2020 |
2021 |
2022 |
2023 |
||||
|
N |
% |
N |
% |
N |
% |
N |
% |
|
|
A psychological or emotional condition |
2,359 |
21% |
2357 |
22% |
2740 |
22% |
3,116 |
21% |
|
Deafness or a serious hearing impairment |
731 |
6% |
677 |
6% |
824 |
6% |
997 |
7% |
|
Blindness or vision impairment |
552 |
5% |
520 |
5% |
696 |
5% |
925 |
6% |
|
A difficulty with learning, remembering, or concentrating |
4,092 |
36% |
4,026 |
38% |
4,656 |
37% |
5,421 |
37% |
I trust this clarifies the matter for the Deputy.
835. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the progress made on action 8.3 of the Apprenticeship Action Plan; and the number of bursary programmes delivered to people with disabilities each year since the publication of the plan, in tabular form. [36196/24]
View answerOne of the five overarching objectives of the Action Plan for Apprenticeship 2021-2025 is "Apprenticeship for All”, which aims to ensure that the profile of the apprenticeship population better reflects the general population. Action 8.3 of the Action Plan for Apprenticeship 2021-2025 commits to deliver a bursary programme for apprentices who are experiencing socioeconomic disadvantage and who are from target groups, including lone parents, people with disabilities, Travellers and Roma.
The Access to Apprenticeship Initiative supports the transition of young people from socioeconomically disadvantaged backgrounds into an apprenticeship scheme. Eligible participants can access a €3,000 grant to support living costs including travel, accommodation and materials.
There is €500,000 funding in 2024 for this programme, delivered at TU Shannon, and expanding to include all Education and Training Boards, as well as TUS Limerick, Athlone, MTU and ATU Galway.
The National Apprenticeship Office who administer the access and inclusion bursary have advised that apprenticeship systems cannot currently record specific indicators e.g. disability, member of the travelling community.
By end April the National Apprenticeship Office paid the Access and Inclusion bursary to 42 recipients in the Technological University of the Shannon (TUS), Limerick, who attended 12-week full-time Access to Apprenticeship programme. 16 further learners on the TUS, Limerick programme and 16 to those on the TUS, Athlone, programme are expected to be paid this year, with Munster Technological University planning to commence the rollout of an Access to Apprenticeship programme in January 2025.
836. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 2596 of 23 July 2024, if he will respond to further concerns raised by a person (details attached) in respect of undergraduate funding and supports; and if he will make a statement on the matter. [36220/24]
View answerThank you for bringing to my attention the concerns of your constituent regarding Graduate Entry Medicine (GEM) programmes in Ireland.
The places in Queens University Belfast (QUB) on Medicine programmes do not include GEM programmes and only applies to students who have not attended third level education previously. Further information regarding the arrangement with QUB is available here:
www.gov.ie/en/press-release/5eae4-ministers-harris-and-donnelly-announce-funding-for-additional-medical-places-in-queens-university-belfast-from-september-2024/.
As the Deputy is aware, Graduate Entry Medicine (GEM) is a pathway for degree holders who want to pursue a medical career on an accelerated four year programme.
Students pursuing GEM programmes do so as second degree courses and consequently are not eligible for free fees funding. They are also not eligible for funding under the Student Grant Scheme as they do not meet the progression criteria of the Scheme.
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. They retain the right to determine their own policies and procedures. The total level of fees to be charged in the case of GEM fees are therefore solely a matter for the relevant institution to determine in line with its own criteria.
As the Deputy may know, the cost of GEM is something my Department has been examining over a number of years and we have taken a number of steps to respond to the cost of GEM. It is important to note that unlike other second undergraduate degree programmes, the State does provide a subsidy to HEIs towards the cost of provision for EU graduate entry student places.
The State currently provides a subsidy, via the HEA, to HEIs towards the cost of GEM provision for EU student places. The subsidy provides support for broadening access to GEM programmes by assisting HEIs in providing the courses at lower fee rates for EU students than would otherwise be required for the HEIs to offer the courses on a sustainable basis. In this regard EU GEM students benefit under the arrangements as institutions determine the appropriate tuition fee taking the availability of the State subsidy into account.
In addition, we have introduced a new system where 1916 bursaries that are provided to the most socio-economically disadvantaged students under the National Access Plan can be retained throughout their GEM programme.
In terms of other financial assistance available, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended.
I want to reassure the Deputy that it is my priority to continue to try and make improvements for all students, including GEM students. I will continue to engage with Minister Donnelly on these matters.
837. Deputy Thomas Gould asked the Minister for Further and Higher Education, Research, Innovation and Science if her attention has been drawn to the fact that there are no set criteria for the assessment of ‘irreconcilable differences’ in SUSI grant applications; or guidance as to what a student should do if their appeal is refused, despite submitting evidence from their former school and all other evidence available. [36343/24]
View answerThe decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
For student grant purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students (ie: assessed without reference to parental income).
A student may be assessed as an independent mature student if they have attained the age of 23 on the 1st of January of the year of first entry to an approved course and is not ordinarily resident with their parent(s) or legal guardian(s) from the previous 1st October.
A student under the age of 23 may be assessed without reference to parental income only in exceptional cases, for example orphans, students in foster care, cases where there is evidence of irreconcilable estrangement from parents or legal guardians etc.
The assessment of a case of irreconcilable differences is carefully considered to ensure there is sufficient evidence to demonstrate that the exceptional circumstances pertaining in such cases genuinely exists.
The scheme does not stipulate precisely how the awarding authority satisfies itself that such circumstances prevail. This is to allow the awarding authority sufficient flexibility to assess the evidence of irreconcilable differences in each individual case. The type of documentary evidence required is dependent on the applicant's individual circumstances.
If an applicant considers they have been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, they may appeal, in the first instance, to SUSI. If they have had an appeal turned down in writing by an appeals officer in SUSI and remain of the view that the scheme has not been interpreted correctly in their case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant).
Such appeals can be made by the appellant on line via www.studentgrantappeals.ie.
838. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science to clarify the role of an organisation (details supplied) regarding the allocation of funding for higher education institutions and research; and if he will make a statement on the matter. [36413/24]
View answer839. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science if adherence to the charter of an organisation (details supplied) is a condition of funding for higher education institutions; and if he will make a statement on the matter. [36414/24]
View answer840. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science if higher education institutions that fail to conform to the charter of an organisation (details supplied) to the same degree as other institutions receive less funding; and if he will make a statement on the matter. [36415/24]
View answer841. Deputy Ged Nash asked the Minister for Further and Higher Education, Research, Innovation and Science if the alignment of research proposals with the charter of an organisation (details supplied) is a criterion considered in the decision to award funding for research; if research proposals which align more with the organisations charter experience an advantage in competitive applications for funding; and if he will make a statement on the matter. [36416/24]
View answerI propose to take Questions Nos. 838, 839, 840 and 841 together.
Athena Swan Ireland do not have a role in the allocation of funding by the HEA to higher education institutions. The allocation of recurrent grant funding to institutions is a matter for the HEA and is approved by the HEA Board.
Designated institutions of higher education set out their contribution to the achievement of institutional and national strategy in performance agreements with the HEA. HEIs may include actions related to equality, diversity and inclusion in their performance agreements. The HEA awards performance funding in recognition of the exemplary contributions that higher education institutions are making to society, the environment and economy at local, national and international levels.
In 2016, the first National Gender Equality Review of Irish Higher Education Institutions was conducted. The report of the independent expert group, recommended that Athena Swan award attainment be a requirement for research funding eligibility (Recommendation 3.8). The Gender Equality Taskforce, established in November 2017 developed the Gender Action Plan 2018-2020 to accelerate the rate of progress towards gender equality in Irish HEIs and ensure that progress is constant and sustainable. The Gender Equality Taskforce gave the HEA responsibility for determining the optimal timing and requirements in relation to Athena Swan certification. To be eligible to apply for competitive research funding from national funding agencies, higher education institutions must comply with timelines set out by the HEA for engagement with the Athena Swan Ireland charter. Currently, all HEIs with whom the HEA works under statute and who are in receipt of core funding from the HEA are eligible to apply for competitive research funding from national funding agencies.
For competitive research funding, individual scheme criteria and research funding awards are a matter for research funding agencies.
From 2022 onwards, the European Commission requires that applying public bodies, research organisations and higher education institutions, from EU Member States and associated countries, have a Gender Equality Plan or equivalent strategy (which meets a set of mandatory requirements set out by the European Commission) in place to be eligible for funding under Horizon Europe. Gender Equality Plans developed via the Athena Swan Ireland charter framework assist Irish HEIs in meeting the European Commission’s requirements.
I trust this clarifies this matter for the Deputy.
842. Deputy Marian Harkin asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider amending education legislation, similar to the amendment to the Education (Fees and Student Support) (Scotland) legislation, which would allow female Afghani nationals, who were attending a course of study at a university or equivalent institution in Afghanistan, but have been prevented from continuing that course by the Taliban regime since 31 August 2021, in order that they could continue their education in Ireland. [36152/24]
View answerI am aware of the very challenging context for female Afghani students.
To avail of funding under the Free Fees Initiative (FFI) or the Student Grant Scheme, students must meet the criteria of the respective schemes including the residency and nationality criteria. All students, including Irish Nationals or persons granted International Protection are required to meet the residency criteria of the respective schemes.
Notwithstanding this, Higher Education Institutions are autonomous bodies and in this regard it is a matter for the HEIs themselves to determine their admissions and fees policies. This includes setting the criteria a student must meet to avail of the EU rate of fees in the respective institution.
While this Department does not have a specific scheme to support students from Afghanistan, I am aware that a number of Irish Universities are responding to requests from students as part of the Scholars at Risk Programme and Sanctuary Programmes.
843. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science if a site has been identified for the Swords College of the Future, County Dublin; and if he will make a statement on the matter. [36517/24]
View answer844. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the timeline for project completion of the Swords College of the Future, County Dublin; and if he will make a statement on the matter. [36518/24]
View answer845. Deputy Alan Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science to provide an update on his engagement with the Dublin and Dún Laoghaire Education and Training Board in relation to the Swords College of the Future, County Dublin; and if he will make a statement on the matter. [36519/24]
View answerThe Deputy will be aware that Dublin and Dún Laoghaire ETB (DDLETB) are being supported by SOLAS in developing their Preliminary Business Case (PBC) proposal for Swords under the FET College of the Future Major Projects fund. The development of a robust PBC is fundamental to the requirements of the Infrastructure Guidelines. The proposal put forward by DDLETB is one of twelve projects that are currently being progressed under this fund. The proposal put forward by DDLETB is expected to encompass the transformation of FET provision in the area by developing a state-of-the-art further education campus to drive economic growth and social development.
SOLAS and officials from my department met with all twelve ETBs including DDLETB, in April and May of this year, to discuss their proposals in the context of affordability, value for money and relevant regional and national FET policy objectives. ETBs were asked to refine their business case proposals to ensure it will deliver on their priority infrastructure requirements that will meet the needs of their current and future learners and staff.
The site preference for the Fingal College of Further Education and Training is Swords due to its population base and future growth projections. In this respect, officials from my department and SOLAS have been engaging with County Council and ETB officials to review site options to progress this matter. SOLAS is expecting to receive a site evaluation submission from DDLETB shortly.
In parallel to the work that DDLETB are undertaking in progressing their submission for a new site for their College of the Future in Swords, DDLETB are also working on refining their business case proposal and will have the opportunity to submit this proposal to the next evaluation meeting which is targeted for early 2025. Following evaluation, business cases that meet the evaluation criteria will advance to the next stage of development: Pre-Tender – Project Design, Planning, and Procurement Strategy.
SOLAS and officials from my department will continue to support DDLETB in the development of their proposal and I remain committed to ensuring there is appropriate infrastructure in place to meet the needs of FET learners and teaching staff.
846. Deputy Jennifer Murnane O'Connor asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans for capital investment in further and higher education facilities in counties Carlow and Kilkenny in 2024; and if he will make a statement on the matter. [36547/24]
View answerMy Department works collaboratively, through SOLAS and the HEA, with the Education Training Boards and all higher education institutions on the development and delivery of capital projects.
Capital investment in Carlow and Kilkenny for 2024 will be realised through existing capital projects and devolved funding mechanisms as detailed in the below table.
The table below outlines Further Education and Training (FET) and Higher Education (HE) projects currently in train throughout counties Carlow and Kilkenny.
|
Programme |
County |
Institute |
Project |
Status |
|
FET: Strategic Infrastructure Upgrade Fund |
Kilkenny |
Grennan Equestrian Centre, Thomastown, Kilkenny Carlow ETB |
Project to replace existing temporary accommodation |
Project is currently at an advanced stage of architectural planning |
|
FET: College of the Future Major Projects Fund |
Kilkenny |
Kilkenny Carlow ETB |
FET College of the Future |
Kilkenny Carlow ETB have submitted a proposal under the FET College of the Future Major Projects Fund to develop a flagship facility on a new site in Kilkenny. The business case for their proposal is currently being evaluated and this process is expected to conclude in the coming weeks. In parallel, work continues advancing the acquisition of an appropriate site for the college. |
|
FET: Apprenticeship Fund |
Kilkenny |
Training Centre – Purcellsinch Training Centre, Kilkenny Carlow ETB |
Refurbishment Works to provide 2 x electrical workshops and classroom / training room |
Works valued at approximately €1.9m were completed in August 2024 |
|
FET: Devolved Capital Grant |
Kilkenny & Carlow |
Kilkenny Carlow ETB |
Devolved capital funding managed by the ETB |
€435,000 annual allocation for KCETB for 2024 Flexible funding to support ETBs with small-scale building works and equipment purchase or renewal |
|
HE: Energy Efficiency Decarbonisation Pathfinder Programme (EEDPP) 2021 |
Carlow |
SETU Carlow Campus |
Burrin Building - Medium retrofit with high-temperature air source heat pump |
On Site – Expected Completion due in Q4 2024 |
|
HE: PPP Programme Bundle 2 |
Carlow |
SETU Carlow |
Science and Health Building |
The final tender for Bundle 2 was received in March 2024 and construction is expected to commence in Q1 2025 - subject to Cabinet approval |
847. Deputy Gary Gannon asked the Minister for Further and Higher Education, Research, Innovation and Science to detail the supports available to a person (details supplied), facing exclusion from further education due to their immigrant status. [36580/24]
View answerThe Deputy will be aware that Higher Education Institutions are autonomous bodies; responsible for assessing student applications and determining the tuition fee payable by individual students.
The higher education tuition fee payable by a student can vary depending on a variety factors including the type of course and the fee rates of a particular institution. Typically there are two rates of fee, an EU Rate of Fee or a non-EU rate of tuition fee. As autonomous bodies, higher education institutions are responsible for their own day-to-day management and operational affairs. This includes setting the criteria a person must meet to be regarded as an EU or a Non-EU tuition fee student. In this regard, as the Deputy will appreciate, it is not possible for my Department to offer guidance on the fee arrangements that may apply for individual students, such as those that may apply in the case raised by the Deputy, or to intervene in the fee policy of the institution.
Students can contact the Student Services team at the institution attended for advice on the wide range of services which are available to support them to continue on their course. The Higher Education Institution attended can offer guidance on financial supports, bursaries or other supports appropriate to a student’s individual circumstances.
848. Deputy Peadar Tóibín asked the Minister for Further and Higher Education, Research, Innovation and Science the projected annual savings to the State if the employer apprenticeships grant were abolished. [36628/24]
View answerFor employers who were not benefiting from the indirect support afforded to craft apprenticeship in the form of training allowances, an annual employer grant of €2,000 per apprentice was introduced from January 2022. It is projected that the total cost in 2024 will range from €6,500,000 - €7,000,000. Hence, abolishing this grant would result in approximately €7,000,000 in annual savings for the State.
The employer grant extended financial support to all apprentice employers for the first time, responding to Key Deliverable 4 in my Department's Action Plan for Apprenticeship 2021-2025 seeking to address barriers to employer participation in the system and in particular through financial measures which improve the cost-benefit argument for employing apprentices.
This Government's priority is ensuring that the right supports, including financial supports, are available to incentivise employers to participate in an apprenticeship system that delivers a highly skilled workforce to maintaining productivity, competitiveness and sustainable growth in the economy.
849. Deputy Paul Donnelly asked the Minister for Further and Higher Education, Research, Innovation and Science if he has visited Trinity College since his appointment; and if so, the purpose of the visit. [36677/24]
View answerI have not had the opportunity to visit Trinity College since my appointment. I have met with the President of the College as part of a delegation from the Irish Universities Association.
850. Deputy Niamh Smyth asked the Minister for Further and Higher Education, Research, Innovation and Science if he will examine a funding issue (details supplied); if his attention has been drawn to this move by the education and training board in question; and if he will make a statement on the matter. [36680/24]
View answerAs the Deputy may be aware, a new grade of Adult Educator with a standardised pay scale, aligned to the Youthreach Resource Personnel Scale, was formally established earlier this year. Existing tutors were given the option of moving to the new incremental pay scale with effect from 1st April 2023 or remaining on their current terms and conditions.
The Education and Training Boards (ETBs) were notified of the implementation arrangements in April 2024 and are currently overseeing the process of offering the choice to existing tutors with a view to new contracts being in place within the current academic year.
In the context of Cavan and Monaghan ETB (CMETB), they advised my officials that they are still working through this process and have taken the decision to postpone the roll out of new Adult Educator contracts until January 2025. CMETB advised Adult Educators of this position on 3rd September and that their existing terms and conditions would continue to apply until the Adult Educator implementation process is complete.
Turning to the issue of funding, as the Deputy is aware, my Department has significantly increased its investment in the Further Education and Training (FET) sector in the last number of years, from circa €909 million in 2020 to €1,055 million in 2024 (excluding capital allocation).
As the state agency responsible for the FET sector in Ireland, SOLAS allocates this funding to the 16 ETBs and other agencies to deliver FET programmes and services at local level, based on agreed learner numbers and programmes.
SOLAS have confirmed that the 2024 allocation for CMETB is €35.026m, increased from €34.15m in 2023 (excluding capital). The administration and allocation of this funding across different FET programmes is a matter for the individual ETB. However, I am aware that there is a significant funding pressure in the FET sector this year, and in particular CMETB. I am working with my officials and SOLAS to address the overall funding need in the forthcoming Supplementary Estimates, with the Department of Public Expenditure, NDP Delivery and Reform.
851. Deputy Pádraig O'Sullivan asked the Minister for Further and Higher Education, Research, Innovation and Science the supports his Department is providing to Tyndall National Institute in Cork; the plans that are in place to expand this support; and if he will make a statement on the matter. [36694/24]
View answerThe Tyndall National Institute (TNI) is Ireland’s flagship research institute in Information and Communication Technologies (ICT) hardware and systems. It was established in 2004 under a partnership agreement between the Government and University College Cork to provide a national focal point for excellence in deep-tech research, development, postgraduate and specialised training in ICT.
I was delighted to visit Tyndall on the 26th August to launch its Annual Report for 2023. I enjoyed seeing at first hand the important work taking place at Tyndall and learned more about the excellent research being undertaken there.
Tyndall’s funding comes from many sources including from my Department, from competitive research income, Enterprise Ireland & EU Horizon programmes and through direct industry project income. Tyndall has an established track record of using its direct Government funding to leverage additional funding from industry and other sources. Tyndall’s income exceeded €50m in 2023, an increase of 19% on 2022. €40m (80%) of Tyndall’s income in 2023 was from competitive funding sources while direct industry income increased significantly to €8m. During Budget 2024 it was announced that the core funding from my Department was being increased from €7m to €10m annually.
Future funding requirements for TNI will be assessed as part of the Estimates process with the Department of Public Expenditure, NDP Delivery and Reform, in line with the usual process for budget allocations for agencies. Officials of my Department engage closely with the leadership of the Tyndall Institute on a continuous basis in relation to future and emerging needs and objectives.
852. Deputy Cian O'Callaghan asked the Minister for Further and Higher Education, Research, Innovation and Science if he has been made aware that the City of Dublin Education and Training Board has ended its participation in the vocational training opportunities scheme; if he will take steps to reverse this measure; and if he will make a statement on the matter. [36704/24]
View answerOfficials in my Department contacted City of Dublin Education and Training Board (CDETB) who have confirmed, in agreement with SOLAS, it has decided not to enrol new learners in its core VTOS programmes from this September for the following reasons:
• Numbers in core VTOS have been reducing over the years, from 814 in 2018 to 88 in 2023 in CDETB.
• Findings from the 2020 ‘Evaluation of Vocational Training Opportunities Scheme (VTOS)’, including a recommendation that VTOS could be phased out as it did not represent value for money.
• Dispersed-VTOS learners, i.e., where learners receive a VTOS allowance but are integrated within wider Further Education and Training (FET) programmes, have greater access to a broader array of courses and facilities than core-VTOS.
CDETB are of the view that core VTOS no longer meets its aim of providing training to those without an upper-secondary level of education and that it now primarily serves a cohort who have completed secondary education and/or FET programmes.
Further, CDETB advised my officials that this decision is aligned with the focus within the current FET Strategy, Transforming Learner 2022 – 2024, and the ongoing FET reform agenda on streamlining the number of programmes in FET to make offerings more comprehensible to learners and more outcomes-based. Prior to now, core VTOS programmes were being delivered in PLC colleges but to VTOS learners as a separate cohort of learners. CDETB also noted that as VTOS caters only for those over the age of 21, it is moving towards a more equitable system where all unemployed learners over the age of 18 can access suitable training and education opportunities. I would encourage potential learners to engage with CDETB to explore the wide range of training and education opportunities suitable to their needs.
