Written Answers Nos. 834-846
834. Deputy Darren O'Rourke asked the Minister for Further and Higher Education, Research, Innovation and Science for an update on a new school building (details supplied); and if he will make a statement on the matter. [15797/25]
View answerLouth Meath ETB (LMETB) have been supported by SOLAS in developing their Preliminary Business Case (PBC) proposal for Dunboyne 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 LMETB relates to the development of a new fit for purpose facility on a green field site in Dunboyne, to replace the existing rented accommodation. It is one of twelve projects that are currently being progressed under this fund.
I understand that LMETB have now submitted their PBC proposal to SOLAS for evaluation, which is targeted to take place during the initial weeks of this month. Following evaluation, PBCs which meet the relevant criteria will progress to the next stage of development as part of the Pre-tender – Project Design, Planning and Procurement Strategy Stage in line with the Infrastructure Guidelines.
My department and I remain committed to delivering these key projects for the sector which will deliver state of the art facilities to meet the needs of our learners and teaching staff in Meath and across the region.
835. Deputy Pádraig Rice asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the issues surrounding students’ eligibility for SUSI grants for a certain approved course under the part-time fee scheme (details supplied); if there are any plans to expand this scheme; and if he will make a statement on the matter. [15113/25]
View answerIn 2024 a new Part-Time Fee Scheme for Specified Undergraduate Courses was introduced to provide fee support to eligible part-time students attending specified publicly funded undergraduate courses leading to a major award. This included specified in person and blended/hybrid courses and its aim was to provide additional flexibility in respect of course provision to students who are socio-economically disadvantaged.
The Student Part-Time Fee Regulations for Specified Undergraduate Courses 2024 provided a list of approved part-time courses. If a student is attending one of the approved part-time courses they may be eligible for support and should check eligibility with SUSI who are the awarding Authority. Where a student is in doubt over whether the course they are attending is an approved course I would encourage them to check with the institution they are attending.
I am currently in the process of finalising the 2025 Part-Time Fee Scheme for Specified Undergraduate Courses and I expect to be in a position to approve the scheme very shortly and a list of approved courses will be published in the relevant regulations in due course.
836. Deputy Barry Ward asked the Minister for Further and Higher Education, Research, Innovation and Science his views on the need to create a student finance model that would provide interest free loans to students that do not qualify for SUSI grants, to support the associated costs of attending third level education; and if he will make a statement on the matter. [15182/25]
View answerThe Government agreed a sustainable funding model for higher education in May 2022 following an extensive economic assessment undertaken through the European Commission's DG Reform programme. Funding the Future, the Government's policy response, settled the question on funding Higher Education.
As part of this, a decision was made that student loans would not form part of the future funding model. Instead, the Government committed to a multi-funded model of additional Exchequer investment and employer contributions through the National Training Fund and student contribution.
The Student Grant is the main form of financial support available to students to assist with the cost of their studies and over the last number of years there have been increases both in the value of maintenance grants, and the income thresholds to qualify for a grant.
Student who are not eligible for a maintenance grant may still be eligible to have some or all of their student contribution charge covered by the State. In the last academic year 66,600 students in total had their student contributions paid in full or in part by the State.
Budget 2025 contained a package of measures to support households with the cost of living, including a €1,000 reduction in the student contribution fee for higher education students who are eligible for Free Fees.
Students experiencing exceptional financial need may be eligible to apply for supports under the Student Assistance Fund (SAF) which has been supplemented by a further €10m under the Government’s cost of education supports in Budget 2025. Applications for support can be made in confidence to the Access Office in the higher education institution attended. This Fund can be used to meet costs such as childcare, rent, transport costs, books/class materials etc.
Other financial supports or Bursaries and Scholarships may be available for students attending Higher Education. I would encourage students who may be concerned about financial supports to contact the Access Office of the institution they wish to attend as they may be in a position to advise them of further support available within the institution.
This week I am holding a cost of education event where I will hear from stakeholders from across the third level education system, with the aim of providing an opportunity for all to have their say on the key cost of education issues.
After the event, I intend to publish an options paper, which will identify costs and potential impacts of various policy options aimed at reducing the cost of higher education. This will inform decisions ahead of Budget 2026.
837. Deputy Frankie Feighan asked the Minister for Further and Higher Education, Research, Innovation and Science if she will consider exploring the feasibility of establishing a wind turbine trade school in the northwest to boost apprenticeships and employment in the green energy industry; and if he will make a statement on the matter. [15207/25]
View answerGreen Skills which include the skills necessary for the development of Ireland’s renewable energy sector are crucial for achieving the ambitious climate targets outlined in the Government's Climate Action Plan and for facilitating 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 including those necessary for the development of the renewable energy sector.
My Department, SOLAS and other stakeholders in the FET sector are working to address the emerging requirements associated with this goal. This includes ensuring apprenticeship programmes are in place to equip participants with skills that are essential to supporting Ireland’s growing renewable energy sector.
With specific focus on the growth of the wind energy sector, the wind turbine maintenance technician apprenticeship, provided by Kerry Education and Training Board was launched in 2022 with 14 apprentices. This three-year programme was designed to meet the needs of the growing renewable and sustainable energy sector. On completion of the programme, apprentices are awarded a Level 6 Advanced Certificate in Industrial Wind Turbine Engineering.
In addition, my Department is supporting a broad range of initiatives to enable us to meet the workforce challenges and skills needs associated with the development of renewable energy.
A cross-Departmental Offshore Wind Delivery Taskforce is driving delivery and working to capture the economic and business opportunities associated with the development of offshore renewables. It includes skills and workforce responses, with my Department leading, in collaboration with the Department of the Environment, Climate and Communications, on a dedicated Skills and Workforce Workstream.
The main goal of the workstream is to identify the skills and workforce requirements for the development of offshore wind and establish a sustainable workforce and skills pipeline. A key output of this workstream was the publication of the Offshore Wind Skills Action Plan by my Department in October 2024.
This Skills Action Plan addresses identified skills shortages in 33 roles required for the development of offshore wind some of which are transferable with onshore wind development and provides recommendations on how to address these gaps. The plan is designed to guide future activities in the Further and Higher Education sectors for offshore wind in Ireland.
Further to this, a wide range of short, targeted, and industry-aligned upskilling and reskilling programmes for the renewable energy sector are offered by Green Tech Skillnet including a suite of microcredentials through the newly established Skillnet Offshore Wind Academy.
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.
In terms of the development of new training programmes for particular sectors, this is primarily a matter for Education and Training Boards, and Higher Education Institutions, who are academically autonomous and free to design course provision in line with identified needs. However, the policy framework for renewable energy skills development, outlined above, is designed to support ETBs and HEIs in this work, and to ensure that course provision in this sector is industry-aligned and regionally appropriate.
838. Deputy Liam Quaide asked the Minister for Further and Higher Education, Research, Innovation and Science if he or Ministers of State from his Department raised recent breaches of international law by Israel such as cutting off food, water, and electricity to civilian populations in Gaza during recent visits to EU Member States over the St. Patrick’s Day celebrations; and if he will make a statement on the matter. [15263/25]
View answerMinister of State Harkin visited the Netherlands and Belgium as part of the Government's programme of St Patrick's Day travel where her engagements were focussed on further education and cultural events. As such, her itinerary did not include an appropriate occasion during which Minister Harkin would have had an opportunity to raise this issue.
839. Deputy Shónagh Ní Raghallaigh asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the pay discrepancies between the apprentice electrical contracting rate and the engineering industry rate; if there are concrete plans to address this pay discrepancy; and if he will make a statement on the matter. [15299/25]
View answerCraft apprentices are employees and are paid directly by their employer during the “on-the-job” training phases of their apprenticeship. Craft apprentice gross wage norms differ for different sectors, are set through collective bargaining, and may be underpinned by sectoral employment orders.
When craft apprentices attend “off-the-job” training in Education and Training Board or Higher Education facilities they receive a fortnightly State paid training allowance. This is not a wage and there is no contract of employment between SOLAS and the apprentice. The State training allowance is aligned to gross wage norms for the industry in which the apprentice is employed and to the phase or year of training the apprentice is in.
Neither SOLAS nor my department are involved in the setting of wages for craftspersons. As training allowances are based on the sector in which an apprentice is employed, it can come about that apprentices engaged in off-the-job training on a particular apprenticeship programme receive training allowances that are different to other apprentices on the same programme, just as they may receive different wages when on the job. The engineering sector has not been able to set gross wage norms for apprentices through collective bargaining. The matter of State training allowances for the engineering sector is currently under review.
840. Deputy Seán Fleming asked the Minister for Further and Higher Education, Research, Innovation and Science when a SUSI grant appeal will be approved for a student (details supplied); and if he will make a statement on the matter. [15331/25]
View answerThe student referred to by the Deputy submitted an appeal to the Independent Student Grant Appeals Board (the Board) on the 19th March 2025.
This is due to be considered by the Board on or before the 19th May 2025. The determination of the Board will be communicated directly to the student.
841. Deputy Richard Boyd Barrett asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware that in some cases, apprenticeships that would ordinarily take four years to complete, are taking seven years to finish; if he will investigate a case of a person (details supplied) with a view to providing more classes to facilitate the completion of apprenticeships in a timely fashion; and if he will make a statement on the matter. [15404/25]
View answerMy Department continues to oversee the implementation of a priority plan put in place in November 2023 by the National Apprenticeship Office (NAO) to expand apprenticeship capacity and reduce apprentice waiting times for training. As a result, the number of craft apprentices waiting six months or longer for phase 2 off-the-job training has fallen by 79% since the implementation of the NAO plan – from 5,319 in October 2023 to 1,140 in February 2025.
As of the end of February this year, there are 414 Pipefitting apprentices across the country. Of these 414 apprentices, two have completed the necessary minimum of six months at Phase 5 on-the-job training and are currently waiting to be scheduled for Phase 6 training. SOLAS advises that this does not constitute a delay.
Munster Technological University (MTU) provides Phase 6 training for this programme at its Bishopstown campus in Co. Cork and will have an April and September intake in 2025 followed by a January intake in 2026 each with the capacity for 16 places.
Sufficient capacity exists to continue delivering 48 Phase 6 Pipefitting training places in 2024.
The HEA and SOLAS are actively collaborating to monitor training capacity and ensure that the supply of apprenticeship training places remains sufficient.
It should be noted that while employers are obliged to register apprentices within two weeks of the apprenticeship contract being issued, a trial period may be served, and that an apprentice's commencement date with an employer may not always be the registration date of that apprentice.
An apprentice's registration date is the beginning of the minimum 208 weeks to complete a craft apprenticeship. An apprentice can confirm their registration date with their training advisor appointed at induction at any time.
SOLAS cannot comment on the scheduling of an apprentice's next training phase until that apprentice receives pass exam results in their current phase.
842. Deputy Robert O'Donoghue asked the Minister for Further and Higher Education, Research, Innovation and Science regarding the evaluation of course content of e-college courses, whether there is any independent evaluation of the quality of the content; whether Solas senior management have self-tested each or any course; if Solas senior management engages with users of the e-college directly to evaluate their feedback; and if he will make a statement on the matter. [15483/25]
View answer843. Deputy Robert O'Donoghue asked the Minister for Further and Higher Education, Research, Innovation and Science if the content of e-college fits with the Government's educational ambitions in the Programme for Government; whether extra content will be added to the offering which aligns with Government objectives; and if he will make a statement on the matter. [15484/25]
View answer844. Deputy Robert O'Donoghue asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans for adding content to e-college that might encourage people to pursue careers in the areas of public sector recruitment shortfalls such as the Gardaí, Defence Forces or healthcare; and if he will make a statement on the matter. [15485/25]
View answerI propose to take Questions Nos. 842, 843 and 844 together.
SOLAS delivers eCollege, the national online learning service for FET, which provides accessible and flexible free online learning opportunities for adult learners in Ireland, particularly focused on lifelong learning and upskilling in areas like ICT, business, and sustainability. The service aims to help people overcome barriers to education and adapt to the changing needs of the workforce.
eCollege is procured from learning providers through competitive procurement processes and includes learner support (administrative, technical, pedagogical), design & delivery of courses, and third-party quality assurance for assessment and certification.
eCollege courses and content are rigorously evaluated through a robust contract management process, a quality assurance (QA) framework, which has 13 areas for compliance, and third-party monitoring and review of the courses.
Metrics on the participation, progress and outcomes are collected and analysed. Learner feedback questionnaires are obtained at various key stages throughout the course. In addition, the third-party QA assessor conducts site visits to the providers main site of operations to review their policies & procedures and audit their implementation as it pertains to the provision of the eCollege service. The QA framework and its operation operates on a risk-based approach with issues escalated, as required.
Members of SOLAS’ Executive and Senior Leadership team (SLT) have completed eCollege courses, however they do not have the capacity to test every course. They are involved in the procurement, evaluation and selection of third-party providers. The eCollege Senior Manager also receives QA reports and regular updates on performance The SLT are also involved in the complaints process and from time to time participate if an issue or complaint requires their involvement.
In developing the new Further Education and Training Strategy, eCollege learners participated in the consultation process contributing to a survey and online workshop. This allowed for opportunities for direct engagement with the SLT.
A priority of the Government is to ensure citizens have access to high-quality education regardless of their background. The Programme for Government pledges investment in a world class education system with a focus on lifelong learning, upskilling, and workforce adaptability. eCollege directly contributes to this goal by offering upskilling opportunities in high demand areas such as IT, business, project management, sustainability and business skills to support Ireland’s competitiveness and productivity.
eCollege supports flexible, online access to industry accredited courses, in broad skills areas such as IT, digital, business and sustainability skills. This makes learning more accessible for adult learners with complex life and work commitments and those in remote or underserved areas.
eCollege does not provide courses with the purpose of encouraging people to pursue careers in areas such as the Gardaí, Defence Forces, or Healthcare. To align with the Programme for Government objectives and the Further Education and Training Strategy, eCollege is currently pursuing a diversification agenda to continuously expand the reach, range and quality of the service based on learner and national skills needs.
845. Deputy Robert O'Donoghue asked the Minister for Further and Higher Education, Research, Innovation and Science for each year since 1 January 2020, the cost of operation of e-college; the number of Solas staff who work on e-college projects; the process for evaluating value; the completion rate and number of participants in each course; the cost per head of each course per completing student; and if he will make a statement on the matter. [15486/25]
View answerMy Department allocates funding to SOLAS from the Exchequer and the National Training Fund (NTF) to deliver Further Education and Training programmes and services, including eCollege.
SOLAS delivers eCollege, which is the national online learning service for FET. It provides a range of courses across digital, information and communication technology (ICT) and business domains. eCollege courses are free, online, part-time courses that are available on a continuous basis with no waiting lists and allow flexible times for completion.
SOLAS have a dedicated staff of 3.5 Full-time Equivalents (FTEs) who manage the delivery of eCollege. The provision is procured from learning providers through competitive procurement processes and includes learner support (administrative, technical, pedagogical), design & delivery of courses, and any certification or assessment costs, at no cost to the learner. Public sector procurement policy is followed ensuring value for money.
The cost of providing eCollege for the years 2020 – 2024 is as follows:
|
- |
2020 |
2021 |
2022 |
2023 |
2024* |
|
Net Direct Cost |
€2,443,635 |
€3,027,095 |
€2,156,464 |
€2,362,950 |
€3,112,907 |
*2024 costs are preliminary
When determining budget allocation in line with national priorities and objectives of the further education and training strategy, eCollege is evaluated by reviewing outcomes, labour market relevance, accessibility and cost-effectiveness.
Most courses operate on a continuous intake basis and learners may take more than one course at a time. Participation rates for the period 2020 to 2024 are as follows:
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
|
Total New Entrants |
31,568 |
31,355 |
18,670 |
24,995 |
36,717 |
|
Total Beneficiaries |
29,208 |
49,266 |
28,010 |
32,424 |
45,771 |
|
Number of courses |
48 |
39 |
47 |
56 |
93 |
|
Average New Entrants per course |
658 |
804 |
397 |
446 |
395 |
Completion rates for the period 2020 to 2024 are as follows:
|
- |
2020 |
2021 |
2022 |
2023 |
2024* |
|
Total New Entrants |
31,568 |
31,355 |
18,670 |
24,995 |
36,717 |
|
Completion Rate |
35% |
37% |
40% |
50% |
30%* |
*2024 figures are preliminary.
Cost per completing student:
|
- |
2020 |
2021 |
2022 |
2023 |
2024* |
|
Cost per completer |
€221 |
€260 |
€289 |
€189 |
€282* |
*2024 figures are preliminary.
846. Deputy Robert O'Donoghue asked the Minister for Further and Higher Education, Research, Innovation and Science if he will undertake one of the shorter e-college courses so that he might better understand the user experience of the platform; and if he will make a statement on the matter. [15487/25]
View answerMy officials have been in contact with the Deputy's parliamentary assistant seeking clarification and she will come back to us in the near future.
