Written Answers Nos. 285-301
285. Deputy Fergus O'Dowd asked the Minister for Further and Higher Education, Research, Innovation and Science if he plans to alter the statutory instrument to include Ballyfermot College of Further Education as an approved provider of third level programmes in Ireland for SUSI grant maintenance funding; and if he will make a statement on the matter. [23326/24]
Amharc ar fhreagraSection 7 of the Student Support Act 2011 outlines the position with regard to approved institutions for the purposes of the Student Grant Scheme. Ballyfermot College of Further Education is approved Post Leaving Certificate (PLC) centre which is managed and funded by City of Dublin ETB. As such, it is comprehended within Section 7(1)(d) of the Act as an “education institution in the State in receipt of grants out of moneys provided by the Oireachtas for the provision of post-leaving certificate courses”. Further education centres are not designated as approved third level institutions for the purposes of providing higher education awards under the Student Grant Scheme.
286. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the number of craft instructors recruited as part of his national recruitment campaign to hire an additional 100 craft apprentice instructors. [23351/24]
Amharc ar fhreagraA national recruitment campaign was launched by the National Apprenticeship Office from November 2023 to support increased ETB apprenticeship delivery capacity and the plan to reduce the number of apprentices waiting overlong for phase 2 off-the-job training.
To date, 134 instructor posts have been sanctioned by the Department, of which 77 have been advertised, and 58 posts filled. Further posts will be advertised as capital projects come on stream across the rest of 2024 and into Quarter 1 2025. Additionally, over 80 instructor posts were converted from fixed term to permanent to support retention of staff.
287. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science the number of craft apprentices currently employed by the ESB and Bord na Móna; and if he will make a statement on the matter. [23352/24]
Amharc ar fhreagraAt the end of April 2024 there are 23,049 craft apprentices registered of which 2,278 were registered from January to April of this year.
There are 297 craft apprentices employed by the ESB (all divisions).
There are 6 craft apprentices employed by Bord na Mona (all divisions).
288. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science when he plans to introduce a special purpose apprenticeship in modern methods of construction; and if he will make a statement on the matter. [23353/24]
Amharc ar fhreagraGreater adoption of Modern Methods of Construction (MMC), an umbrella term for a range of innovative construction processes, is a key pillar of the Government’s approach to increasing innovation and achieving productivity gains in the delivery of housing.
MMC will promote the diversity of career opportunities in the sector, including new and emerging careers, while the greater adoption of MMC is also expected to reduce the projected increase in existing labour demand.
This Department is working with partners to advance a coherent approach to the adoption of MMC and is responsible for a number of actions in this area in Housing for All and the Government’s MMC Roadmap. These actions include the development of a National Demonstration Park for MMC and an MMC Skills Action Plan.
The apprenticeship model is an invaluable part of the overall tertiary response to construction skills requirements. Recognising this, Government provided an additional €67 million in Budget 2024 for apprenticeship delivery. In total, almost €300 million was provided for apprenticeship.
Currently there are 30 construction and construction-related apprenticeships available. Development processes are in place for employers who wish to assess the potential for new construction apprenticeships in line with industry needs.
This Department is working with partners to ensure that there is provision of relevant specialist training for emerging MMC skills requirements, including through apprenticeship.
Laois & Offaly Education and Training Board (LOETB) and TU Dublin are currently building a consortium of industry leaders and education and training providers to develop a national MMC Project Management Apprenticeship Programme.
Both of the lead partners bring a wealth of experience in construction education and training to the project with the aim of creating an apprenticeship programme that will equip future MMC professionals with the necessary knowledge, skills, and practical experience to excel in this field.
The partnership is currently reaching out to industry stakeholders to participate in shaping a proposal to meet the specific needs of the Irish construction sector. Following this, the proposal will be submitted to the National Apprenticeship Office as soon as possible.
There are already numerous MMC training courses available through the National Construction Training Campus, the Education and Training Boards, Skillnet Ireland and higher education institutions. I have no doubt that the addition of a suitable apprenticeship programme, which has been approved through the usual governance arrangements, will be a valuable development.
289. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science his future plans with regard to any potential changes in the SUSI grant system; and if he will make a statement on the matter. [23367/24]
Amharc ar fhreagraMy Department has, over the past number of Budgets, made significant improvements to the student grant scheme benefitting thousands of students.
In advance of Budget 2025 this autumn, I will be publishing an options paper which will set out various possible measures to address the cost of education. I am doing this in order to facilitate public discussion on the choices available to improve student supports. I will have regard to these options, including any options on increasing income thresholds and grant payments, when making proposals in the context of budget discussions.
290. Deputy Paul Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the discriminatory practices against further education and training staff in comparison to staff in compulsory education in terms of taxation (details supplied); if he will ensure that this issue is resolved; and if he will make a statement on the matter. [23377/24]
Amharc ar fhreagraAs the Deputy will appreciate any issues pertaining to taxation are a matter for the Department of Finance and the Revenue Commissioners. Section 195C of the Taxes Consolidation Act 1997 contains a specific tax exemption for travel and subsistence payments paid by the State Examinations Commission to examiners in relation to the State examinations.
My officials are engaging with the Education and Training Board Ireland, who has contacted the Revenue Commissioners in relation to the taxation of such payments to External Authenticators.
The role of the External Authenticator in the Further Education and Training (FET) sector is to ensure an independent verification of quality assurance in assessment processes and procedures within the delivery of Quality and Qualification Ireland (QQI) awards in the FET Sector.
I will advise the Deputy of the outcome of these discussions when complete.
291. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science the number of planners in SOLAS; and the number of architects in SOLAS as at 17 May 2024. [23413/24]
Amharc ar fhreagraSOLAS has advised that whilst it does not have any posts specifically for planners or architects, there are two Programme Managers in its Capital Unit to support the planning, delivery, and operation of small and large-scale capital projects within the Further Education and Training sector. The roles are filled by personnel with the relevant technical and professional training, expertise and experience.
292. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science the total costs incurred by his Department from 2019 to date relating to the placing of advertisements in online/digital media platforms; the names of the online platforms involved, in tabular form; and if he will make a statement on the matter. [23447/24]
Amharc ar fhreagraMy Department works with a Government procured media buying agency to ensure we get the best reach and value for money for our information campaigns. This often includes the use of online and digital media platforms.
The Department's digital advertising spend from 2019 to date is detailed in the table attached, with a breakdown of the online and digital media platforms used.
|
Year |
Payable |
Payable with Vat |
|
2021 |
€ 9,961 |
€ 11,877 |
|
|
5,961 |
7,332 |
|
SNAPCHAT |
1,500 |
1,500 |
|
TWITTER INTERNATIONAL UNLIMITED |
2,500 |
3,045 |
|
2022 |
€ 8,896 |
€ 10,449 |
|
|
€ 1,700 |
€ 2,091 |
|
SNAPCHAT |
€ 950 |
€ 950 |
|
INDEPENDENT.IE |
€ 4,500 |
€ 5,535 |
|
TIKTOK |
€ 1,196 |
€ 1,196 |
|
TWITTER INTERNATIONAL UNLIMITED |
€ 550 |
€ 677 |
|
2023 |
€ 99,186 |
€ 121,367 |
|
AUDIOXI |
€ 6,493 |
€ 7,987 |
|
DAILY MAIL |
€ 11,900 |
€ 14,637 |
|
DOUBLE CLICK INTERNATIONAL |
€ 392 |
€ 483 |
|
|
€ 43,005 |
€ 52,896 |
|
INTEGRAL AD SCIENCE EURO |
€ 50 |
€ 50 |
|
*PHD PROGRAMMATIC |
€ 22,032 |
€ 27,100 |
|
SPOTIFY LTD |
€ 10,485 |
€ 12,896 |
|
TIKTOK |
€ 2,704 |
€ 2,704 |
|
TUAIRISC BHEO TEORANTA |
€ 2,125 |
€ 2,614 |
|
2024 |
€ 12,031 |
€ 14,614 |
|
DOUBLE CLICK INTERNATIONAL |
€ 8 |
€ 10 |
|
|
€ 10,225 |
€ 12,576 |
|
INTEGRAL AD SCIENCE EURO |
€ 48 |
€ 48 |
|
TIKTOK |
€ 750 |
€ 750 |
|
YOUTUBE - DV360 |
€ 1,000 |
€ 1,230 |
|
Grand Total |
€ 130,074 |
€ 158,307 |
293. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the steps being taken or the steps he proposes to take to assist applicants for higher education courses who are being refused higher education funding or a back to education allowance on the grounds that they have previously studied or completed a course at a similar level on the NFQ, despite the fact that their existing qualification is deemed to be insufficient to meet the requirements of the workplace; and if he will make a statement on the matter. [23487/24]
Amharc ar fhreagraTo satisfy the terms and conditions of the Student Grant scheme in relation to progression, a student must be moving from year to year within a course, having successfully completed the previous year or be transferring from one course to another where the award for the subsequent course is of a higher level than the previous course.
Generally speaking, a grant will not be paid to a student for a repeat period of study on the same course, or for a different course at the same level, irrespective of whether or not a grant was paid previously. The objective of this policy is to help as many students as possible to obtain one qualification at each level of study.
However, once a student progresses to a course at a higher level or completes the equivalent period of study on a new course, the student may be eligible for student grant assistance for the remainder of the course. Article 15(7) of the Student Grant Scheme 2024 refers.
SUSI treats each application for repeat funding on a case-by-case basis and it is a matter for the individual student to demonstrate to the satisfaction of the awarding authority that there were exceptional circumstances. Any student who believes that their student grant application has been assessed incorrectly may also avail of the opportunities to appeal to SUSI and subsequently to the independent Student Grant Appeals Board. Such appeals can be made by the appellant on-line via www.studentgrantappeals.ie.
Back to Education allowance is not administered by my Department so I would advise the Deputy to direct any specific queries on this payment to the Department of Social Protection who will be in a position to offer detailed advice.
However, alternative options exist in Higher Education for students who wish to undertake courses without necessarily progressing to a higher NFQ level, these include Springboard+, Human Capital Initiative (HCI) Pillar 1 and Human Capital Initiative (HCI) Pillar 3 Micro-Credentials Learner Fee Subsidy.
Springboard+ and HCI Pillar 1 complements the core State-funded education and training system and provides free and subsidised upskilling and reskilling higher education opportunities in areas of identified skills need, from Level 6 to Level 9 on the NFQ, to the employed, unemployed and returners to the workforce, under certain conditions. For further information, eligibility criteria and frequently asked questions, please see Springboard+ website (springboardcourses.ie).
Micro-Credentials Learner Fee Subsidy was launched in March 2024, to subsidise fees for learners for micro-credential courses. These courses, ranging from 1 to 30 ECTS and spanning Levels 6-9 on the National Framework of Qualifications are small, accredited courses designed to meet the demands of learners, enterprise and society. For detailed information on approved micro-credential courses and application procedures, please see HEA website (hea.ie/skills-engagement/hci-pillar-3-micro-credentials-learner-fee-subsidy/).
294. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he expects to influence the higher education system to ensure the ongoing availability of a steady stream of highly qualified technicians and academics on par with the best in the world, thus providing a workforce competent in the skills now required in the workplace; and if he will make a statement on the matter. [23488/24]
Amharc ar fhreagra295. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science his vision for the further and higher education, research, innovation and science sector, with particular reference to the need to compete on the international market for available job vacancies; and if he will make a statement on the matter. [23489/24]
Amharc ar fhreagra296. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which the higher-level education sector is in discussion with business and enterprise, with a view to matching requirements in the workplace with suitable graduates; and if he will make a statement on the matter. [23490/24]
Amharc ar fhreagra298. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which he expects science to play an increased role in the higher education sector, with particular reference to ensuring an adequate number of graduates to meet the demands of the workplace; and if he will make a statement on the matter. [23492/24]
Amharc ar fhreagra302. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department propose to further broaden higher education opportunities for undergraduates here, with a view to maximisation of their opportunities in the future; and if he will make a statement on the matter. [23496/24]
Amharc ar fhreagraI propose to take Questions Nos. 294 to 296, inclusive, 298 and 302 together.
My Department’s approach is centred on bringing together all facets of the Tertiary system - further and higher education and research - to respond to the skills needs of today and well into the future.
The work we did in partnership with the OECD to review our skills system, and the results of that work published last May, are the linchpins of how we are taking this vital work forward. The OECD work looked at the issues facing skills policy in Ireland through the lens of their own expertise as well as international experience. It also featured a substantial level of engagement with stakeholders - including enterprise, education providers and social partners.
This process further embedded the partnership approach to skills policy which we know is key to successfully addressing our shared challenges and to leveraging our opportunities.
In this context, one of the key themes of the OECD Review of Ireland's National Skills Strategy was the need to secure a balance in skills through a responsive, diversified supply of skills in Ireland.
The tertiary education system plays a central role in ensuring that our graduates from higher education, further education and training and from apprenticeship are equipped with the essential transversal skills, on top of vocational and professional skills and competencies that will equip them for success in work. These skills enhance their employability and ensure graduates have skills to continually adapt to diverse tasks and contribute meaningfully to the workplace and the society.
The agility and flexibility of the tertiary system is underscored by responsiveness to priority industry and enterprise workforce needs under key policy initiatives that require whole-of-government efforts and collaboration such as, for example; the Action Plan for Apprenticeship; Funding the Future; the Green Skills for FET Roadmap; and the National Digital Strategy Harnessing Digital.
However, with the pace and scale of changes fuelled by twin transitions underpinned by digitalisation and decarbonisation, as well as demographic transitions taking place globally, the importance of lifelong learning in personal, professional, and societal development cannot be overstated. Lifelong Learning is key to leveraging the opportunities with which we are now faced, in order that Ireland continues to have a sustainable and inclusive economy.
As highlighted in the OECD Review there is a substantial provision of lifelong learning opportunities across the tertiary system in Ireland, offered, for example, through such initiatives as Springboard+, the Human Capital Initiative, Skills to Advance and the work of Skillnet Ireland.
This is why together with our partners across the skills ecosystem, including the network of nine Regional Skills Fora that foster engagement and collaboration between employers and the education and training system to meet the emerging skills needs of their regions, we are collectively placing a renewed emphasis on lifelong learning and recognising skills as a cornerstone to empower people and businesses, and support innovation and competitiveness of business and our economy.
Those concerted efforts aim continue to build on the success we have had to date and achieve a step change in lifelong learning to further improve balance between skills demand and supply. Our human capital is essential for the productivity of enterprise, main contributor to our success as a country and necessary for the continuation of our economic success and the sustainability of Ireland’s global positioning.
297. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department continues to monitor incidents of bullying in the workplace throughout the higher education system; the extent to which action has been taken or is proposed to deal with such issues in the future; and if he will make a statement on the matter. [23491/24]
Amharc ar fhreagraThe Deputy will be aware that there are a number of Programme for Government (PfG) commitments aimed at addressing bullying, including a commitment to commission surveys of staff and students in the areas of harassment, sexual harassment, and bullying in higher education. These surveys have now taken place and the findings published.
Our higher education institutions have a duty of care to ensure that staff and students have a safe environment to study and work; free from bullying, harassment or other forms of unwanted behaviour. In 2023, an evaluation of the Speak Out pilot initiative was commissioned by the HEA which proposed recommendations for a sustainable governance and management model for the Speak Out Anonymous Reporting Tool. The recommendations of this report are being implemented. Funding has been secured to support the implementation of Speak Out on an annual basis.
The Speak Out Governance and Oversight Committee has been established and encompasses representatives from the Department of Further and Higher Education, Research, Innovation and Science; the Higher Education Authority, the Technological Higher Education Association; the Irish Universities Association; higher education colleges and the Union of Students in Ireland.
The HEA, in collaboration with the Speak Out Governance and Oversight Committee, invited Expressions of Interest from eligible higher education institutions or representative bodies to establish a National Office for the management and operation of the Speak Out Anonymous Reporting tool.
In August 2022, the findings of a Report on the National Survey of Staff Experiences of Bullying in Irish Higher Education Institutions (HEIs) conducted by the specialist DCU Anti-Bullying Centre were launched. This report presents the findings of an anonymous online survey, commissioned by my Department, examining the prevalence and impact of workplace bullying among staff in 20 publicly-funded HEIs in Ireland. The survey of staff experiences of bullying in higher education was conducted in late 2021. A total of 3,835 HEI staff responses were analysed. The survey report includes a number of recommendations, which will inform future policy decisions to tackle workplace bullying within higher education institutions.
My Department in conjunction with DCU’s National Anti-Bullying Centre recently published the results of a national survey on student experiences of bullying in the higher education sector. The survey, commissioned by my Department, was conducted by researchers at the DCU Anti-Bullying Centre, and it was sent to higher education students in Ireland by their institutions. The online survey asked about the experiences of bullying among higher education students across Ireland. Respondents were asked to reflect on their experiences of interacting with other students within higher education institutions. The primary goal of the project was to gain a deeper understanding of the experiences of bullying among higher education students across Ireland. Insights from this study will be used to implement new or updated policies, processes, training and resources to support higher education institutions in addressing these issues. The reports on national surveys by the DCU Anti-Bullying Centre have been shared with higher education institutions.
I will continue to lead the way on institutional change, championing the changes required, listening to survivors and working in collaboration to achieve justice for victims and a cultural norm where bullying is not tolerated.
299. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the degree to which higher education costs have increased over the past number of years; the extent of financial assistance now available for all students seeking to avail of third-level education; and if he will make a statement on the matter. [23493/24]
Amharc ar fhreagraI am very much aware that the rising cost of living is impacting students, and my Department has ensured that measures to support students have formed a core part of the Government's overall response to cost of living issues.
In respect of Higher Education Costs, for the majority of students, Budget 2023 and Budget 2024 has had the effect of reducing the cost of higher education. For the second year in a row, as a cost of living measure my Department has reduced the student contribution fee by €1,000 for free fees eligible students and increased the postgraduate fee contribution grant by €1000.
For students who are in receipt of a maintenance grant there have been increases to maintenance grants over the past number of budgets. From September 2024 all non-adjacent maintenance rates will increase by €615 and all adjacent maintenance rates by 10%. The Deputy will be aware that this benefit has already commenced effective from January 2024 so maintenance grant recipients have seen their grant payments increase proportionally from that date.
Maintenance grants to eligible postgraduate students will be restored in full effective from September 2024 with eligible students this academic year receiving pro-rata grants.
Effective from September 2024 the income thresholds for the Band 4 maintenance grant and the 100% Student Contribution grant will increase.
Also from September 2024, for the first time ever, a Part-Time fee grant scheme for specified undergraduate courses will be open to eligible part-time students. This will open up opportunities for people and reduce higher education costs for students.
In addition the Rent Tax Credit is increasing to €750 per individual and €1,500 per jointly assessed couple for 2024 and 2025. Payments made by parents in respect of “digs” or rent-a-room arrangements for their children to attend an approved course will now qualify for the Rent Tax Credit. This is provided the claimant and their child are not related to the landlord. This change will apply retrospectively for the years 2022 and 2023.
In respect of the Further Education Sector, PLC charges levied across the sector will be removed from next September.
In advance of Budget 2025 this autumn I will be publishing an options paper which will set out various possible measures to reduce the cost of education. I am doing this in order to facilitate public discussion on the various choices available to improve student supports. I will have regard to these options when making proposals in the context of budget discussions.
300. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science if he and his Department have identified any specific obstacles which may impede improvement and achievement in the further and higher educational sectors and impact our ability to continue to establish Ireland’s reputation as equal to the best globally in higher education; and if he will make a statement on the matter. [23494/24]
Amharc ar fhreagraSince the establishment of my Department in June 2020, a key objective has been the continuing enhancement of quality education provision at third level. My Department has worked to drive performance & governance reform and improved outcomes as we work towards creating a world-class tertiary education system that is accessible, adaptable and aligned with the evolving needs of society.
On May 4th 2022 the Government published Funding the Future, a landmark policy framework on the sustainable funding of the higher education system. It identified a funding gap of €307m to be closed by Government over successive budgets. The framework also identified five priority strands of work, which increased core funding could advance, including a strand in relation to enhancing the quality and international standing of the higher education system.
Budget 2023 saw €40.2m secured under Funding the Future while Budget 2024 saw an additional €65.5 million in core higher education funding. This brings the total additional core funding secured since the publication of Funding the Future in May 2022 to €105.7m. Core higher education funding remains a priority for my Department, and I will continue to work to secure right-sized funding for the sector.
Implementation of the Higher Education Authority Act 2022 continues to be a priority; through this new legislation we are able to bring additional support to the modernisation of governance and accountability mechanisms.
In September 2023, the HEA published a new System performance Framework, which sets out parameters under which higher education institutions demonstrate their unique contribution to the achievement of national strategic priorities and outcomes.
Regarding Further Education and Training, my Department continues to support SOLAS and the ETBs in implementing the FET Strategy: Transforming Learning. The provision of an additional €3m in Budget 2024 will consolidate and expand the progress made across the three core pillars of building skills, fostering inclusion, and facilitating pathways to deliver a more strategic and integrated FET system. The Sectoral Report on the inaugural review of Quality Assurance of FET in the ETB Sector was published in March 2023.
The implementation of the International Education Mark is also being progressed. This will serve to strengthen Ireland’s reputation as a trusted destination and an educational hub with excellent standards for international learners seeking a high quality education experience.
301. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which he and his Department have identified particular requirements in terms of apprenticeships or higher qualifications in education throughout the country to meet such requirements in the short term; and if he will make a statement on the matter. [23495/24]
Amharc ar fhreagraApprenticeship
By the end of May this year there will be 75 national apprenticeships available, between NFQ levels 5 and 10. This is up from 53 national programmes in 2019, representing a very big increase in choice for learners and employers alike.
Adding to 25 traditional craft programmes, consortia-led apprenticeships were developed from 2016 onwards to which respond to emerging skills shortages, and are providing employment, career development and a pathway to a recognised qualification for apprentices across some 50 occupations. This model has grown significantly with registrations rising by 134% from 2019 to 2023.
These are now apprenticeships across Construction, Engineering, Healthcare, ICT, Accounting and Finance, and Beauty to name a few sectors.
A new NFQ Level 9 apprenticeship in Social Work is being launched in May 2024, and a new NFQ Level 9 apprenticeship in Software Solutions Architect is planned to go live in May 2024.
There are a further 14 apprenticeships in development for launch in the next 12 months.
Details on the programmes available, and how to apply, can be found at apprenticeship.ie.
Joint Tertiary Programmes
In December 2022, the establishment of a new National Tertiary Office (NTO) was announced, to support the development of new tertiary degree programmes which would allow learners to progress in a clear, seamless manner between further and higher education.
These programmes, which commenced in September 2023, allow students to commence their degree programme in a further education setting and then, provided they meet the relevant academic standards, progress seamlessly onwards to complete the degree in a higher education setting.
These degrees do not use CAO points as an entry mechanism and have tailored entry requirements to ensure that potential learners are a good fit for the programme they are looking to undertake. Students of tertiary degrees are, from day one, registered at both an ETB and partnered HEI giving them access to the small group learning and peer support of further education while also have access to higher education campus facilities and academic, health and wellbeing supports. No tuition fee or student contribution fee applies for the duration of the tuition delivered in the further education setting and, if they are entitled to the Student Grant, the higher education rate of the grant is paid for the duration of the course.
Additional tertiary programmes will be available from this September including nursing and social work programmes.
Details on the programmes available, and how to apply, can be found at www.nto.ie.
