Pádraig Mac Lochlainn (Donegal, Sinn Fein)
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295. To ask the Minister for Education and Skills the reason that the Government does not provide the same financial assistance to students and their families, regardless of where they are studying on the island of Ireland, the Republic of Ireland or Northern Ireland; and if he appreciates how unfair this discrepancy is to students who live in the border counties of the Republic of Ireland. [40881/23]

Simon Harris (Wicklow, Fine Gael)
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The main support available to assist students with the cost of attending higher education is the Student Grant Scheme. Under the Scheme, grant assistance is awarded to eligible students attending an approved full-time course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.

The 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.

Students attending approved undergraduate courses in the EU can apply for a maintenance grant provided they meet the terms and conditions of the Student Grant Scheme. In general, an approved undergraduate course in this context is defined as a full-time undergraduate course of not less than two years duration pursued in a university or third level institution, which is maintained or assisted by recurrent grants from public funds in another EU Member State.

Grant funding is only available to eligible students studying postgraduate courses in four approved institutions in Northern Ireland. This provision is consistent with the principles of the Good Friday agreement and is intended to promote greater tolerance and understanding between both jurisdictions. The Scheme also does not extend to PLC courses pursued outside of the State or postgraduate study pursued outside of Ireland.

Also, Student grant legislation was amended in 2020 to retain the status quo, thus allowing funding for eligible students attending an approved undergraduate course in the UK to continue post Brexit.

The student grant scheme does not extend to the payment of tuition fees to institutions outside the State.

Students seeking to pursue their studies in the UK are advised to contact the Student Finance agency in each of the Devolved Administration in the UK, as each jurisdiction may have variations in eligibility criteria. Students may also wish to contact the relevant Higher Education Institution in the UK for advice on the type and range of supports that may be available in any specific college.

Tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from a student's local Tax office or from the Revenue Commissioners website www.revenue.ie

Bernard Durkan (Kildare North, Fine Gael)
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296. To ask the Minister for Education and Skills the extent to which adequate third- and fourth-level higher education places are available for students at academic or technical level; the extent to which the full requirement is being met now and on an annual basis; the further action proposed in this regard; and if he will make a statement on the matter. [40925/23]

Bernard Durkan (Kildare North, Fine Gael)
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299. To ask the Minister for Education and Skills the extent to which an adequacy of third- and fourth-level educational places remain available to students in all areas throughout the country; and if he will make a statement on the matter. [40928/23]

Bernard Durkan (Kildare North, Fine Gael)
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301. To ask the Minister for Education and Skills the degree to which adequate college places for students pursuing an academic career remain available in all areas throughout the country without exception; and if he will make a statement on the matter. [40930/23]

Bernard Durkan (Kildare North, Fine Gael)
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302. To ask the Minister for Education and Skills the extent to which technical third-level places continue to be available in adequate numbers to meet the needs of the workforce; and if he will make a statement on the matter. [40931/23]

Simon Harris (Wicklow, Fine Gael)
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I propose to take Questions Nos. 296, 299, 301 and 302 together.

Ensuring an appropriate pipeline of suitably qualified graduates is a key priority for me and my Department.

Officials from my Department have been engaging extensively with the Higher Education Authority and the higher education sector to identify where additional places can and should be provided in the higher education system. These additional places will be targeted at areas of acute skills need as identified through our national skills architecture.

It is clear from the OECD report published in May this year that we are not just slightly above the OECD average but very significantly above the average when it comes to third level participation. This is a key asset and one we must harness in order to meet the key workforce planning needs and address skills or workforce shortages of this country.

It is also very encouraging to see the increasingly strong alignment between student demand and what is on offer is reflected in this year's CAO data. A record 57,980 applicants received an offer in Round 1 of the CAO this year. 52,950 applicants received Level 8 offers, 1,140 more than last year.

There was also a significant increase in the proportion of students receiving a first preference offer - 59% of Round 1 Level 8 offers were for first preference courses, and 85% were for a first, second or third preference course.

I have been very clear that the CAO is not the only option for learners. This month sees the commencement of new programmes which will see students begin their third level experience in further education and complete the remainder in higher education institutions. There’s been great interest so far in this new pathway with more than 700 applications received. The programmes this year are just the first phase, and tomorrow a call will open for proposals for new tertiary programmes for September 2024.

While colleges are absolutely free to provide whatever courses they want, it is right and proper that when it comes to the important public service provision, we have a very active interest in how we workforce-plan. In this context, my Department is actively engaging with other line Departments on their workforce needs.

We are engaging on an ongoing basis with the Departments of Health and Education and other relevant Departments, including the Department of Children, Equality, Disability, Integration and Youth, with regard to how the further and higher education system can best support workforce planning for the delivery of essential public services as well as providing a pipeline of graduates in key industry areas.

Bernard Durkan (Kildare North, Fine Gael)
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297. To ask the Minister for Education and Skills the degree to which third-level education places remain available for students with special needs; and if he will make a statement on the matter. [40926/23]

Simon Harris (Wicklow, Fine Gael)
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There are a small number of institutions who have courses tailored specifically for students with an intellectual disability. I have visited some of the institutions who run these courses and have met with a number of students this year who are either current or past pupils.

However, I am acutely aware that the level of provision is not enough and needs to be increased.

The fourth National Access Plan 2022-2028 was launched on August 31 2022 setting out our ambition to support inclusion and diversity in our student body, address the wider struggles and challenges for students, and deliver sustainable progress across the higher education sector.

To progress the Plan a new Programme for Access to Higher Education (PATH) initiative is now in place called PATH 4.

PATH 4 Phase 1 was launched in 2022 with objectives of supporting the embedding of Universal Design (UD) approaches and inclusive practices in HEIs to benefit all students and in particular autistic students and enable the building of capacity in HEIs for greater participation by students with intellectual disabilities in higher education. 19 HEIs received a total of €3 million in Phase 1 to support these objectives and projects are ongoing.

PATH 4 Phase 2 involves a competitive call for proposals to Higher Education Institutions (HEI’s) for additional course provision in Higher Education for Students with Intellectual Disabilities. I launched the competitive call on the 29th of June 2023. This asks HEI’s to consider how they can enhance provision for students with an intellectual disability and a total fund of €9 million over 3 years is available, from funding secured in Budget 2022. A lot of consultation has taken place with students to inform this call for proposals. The closing date for proposals is the 12th October and I very much look forward to seeing the outcome of this investment for the benefit of students.

Bernard Durkan (Kildare North, Fine Gael)
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298. To ask the Minister for Education and Skills the extent to which he and his Department continue to encourage cooperation between the education system and the labour market, with a view to meeting the needs of students and potential employers; and if he will make a statement on the matter. [40927/23]

Simon Harris (Wicklow, Fine Gael)
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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 cognitive skills, the essential transversal skills, and the vocational and professional skills and competencies which will equip them for success in work and society.

Against the backdrop of the accelerating and intensifying digital and green transitions, it is essential that our skills ecosystem has the agility and flexibility to adapt to changing priorities in the skills and workforce development landscape. In this context, one of the key themes of the OECD Review of Ireland's National Skills Strategy published last May was the need to secure a balance in skills through a responsive, diversified supply of skills in Ireland.

The Expert Group on Future Skills Needs and SOLAS's Skills and Labour Market Research Unit have a key role in assessing and forecasting for the skills and talent needs in our economy. Their analysis is central to informing responsive planning across the tertiary system, and flexible responses to changes in the employment environment, such as the Human Capital Initiative and Springboard+.

This is underscored by responsiveness to priority industry workforce needs under key policy initiatives such as the Action Plan for Apprenticeship, Green Skills for FET Roadmap, and the National Digital Strategy, Harnessing Digital.

The comprehensive roadmap provided by the OECD Review provides a strong basis for ensuring that we get skills policies right, ensuring societal well-being and sustainable growth in Ireland for the future.

Bernard Durkan (Kildare North, Fine Gael)
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300. To ask the Minister for Education and Skills the extent to which student accommodation requirements continue to be met in all areas throughout the country, with a view to ensuring the continued availability of suitable student accommodation at a reasonable cost; and if he will make a statement on the matter. [40929/23]

Simon Harris (Wicklow, Fine Gael)
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My Department and I are actively working to address the supply of student accommodation in response to the overall supply and affordability being experienced by our students which is supported by Government approval to develop a number of policy responses to activate supply under Housing for All.

I have established a dedicated student accommodation unit in my Department to develop and implement this policy alongside the Higher Education Authority (HEA). My Department officials and I have engaged and continue to engage on an ongoing basis with the Minister and Department of Housing, Local Government and Heritage (DHLGH) and the wider higher education sector, and other key stakeholders on student accommodation issues.

To date, the Government has approved a total of up to €61m in capital and current funding to unlock the development of circa 1,000 beds, with delivery beginning in 2024. These developments have planning permission but have stalled as a result of increased construction costs. My officials are also examining additional proposals for potential developments within the HEI sector.

There are an additional 938 beds available in publicly funded Higher Education Institutions for the upcoming academic year. In addition, over 2,000 privately funded beds are due for completion this autumn.

Since 2016 - almost 13,000 purpose built student beds have been built. Work is underway on site on an additional 8,227 beds spaces, with planning permission obtained for a further 10,536 beds, in addition a further 1,800 beds are awaiting planning decision. The total stock of purpose built student accommodation equates to almost 46,802 beds (Q2 2023)

Support of €1m is also being provided to our Technological Universities (TUs) to undertake a needs assessment response framework for provision of student accommodation on a national and regional level and within each TU catchment area.

My Department is also examining the mechanisms available including a TU Borrowing Framework in conjunction with other Government Departments, as part of a range of student accommodation initiatives underway.

My Department is also supporting increased usage of "digs" accommodation through the Rent-a-Room Scheme. The Government has introduced changes to the scheme; which provides a tax exemption for homeowners to earn up to €14,000 per annum in rental income. Income generated through the scheme may now be disregarded for the purposes of social welfare eligibility and also when calculating the qualifying financial threshold for medical cards and when examining reckonable income for support under the SUSI grant scheme. In addition work is ongoing with the DHLGH to facilitate Local Authority tenants to access the scheme. This summer, I launched a national media campaign to promote awareness of and participation in the scheme, targeted both at homeowners and students. This campaign is run in tandem with localised campaigns run by the higher education institutions.

Last month, Minister O’Brien and I announced plans to develop a design standard for Purpose Built Student Accommodation. The Cost of Construction Study which was published by Minister O’Brien in May of this year, recommends the development of a standardised specification for purpose built student accommodation.

The objective of the PBSA Standardised Design & Specification Project is to examine international best practice and flexibility of design to inform appropriate standards in the delivery of affordable accommodation. The project will be led by a cross-departmental project group chaired by DFHERIS with sectoral and technical support from DHLGH, DFHERIS and the Higher Education Authority (HEA). This work will be informed by a stakeholder engagement process.

In line with the updated Housing for All commitment to “Develop policy and methodology for potential long-term state support for the construction of PBSA to provide additionality for targeted cohorts”, the Department is developing the long–term policy in consultation with relevant Government Departments and stakeholders which will include a multi-faceted approach to supply of accommodation. My officials and I are working to develop this long term policy approach which I intend to bring to Government in Q4, 2023.

Bernard Durkan (Kildare North, Fine Gael)
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303. To ask the Minister for Education and Skills the extent to which he continues to engage with the labour market, with a view to ensuring an adequate number of apprentices, with particular reference to the next academic year; and if he will make a statement on the matter. [40932/23]

Bernard Durkan (Kildare North, Fine Gael)
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307. To ask the Minister for Education and Skills the extent to which the educational needs of apprentices can be matched to the availability of instructors/lecturers in order to meet the requirements of the industry and apprentices in the shortest time possible; and if he will make a statement on the matter. [40936/23]

Simon Harris (Wicklow, Fine Gael)
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I propose to take Questions Nos. 303 and 307 together.

The backlogs in apprentice progression, predominantly at phase-2 off-the-job, has been an area of unrelenting focus for this Government. In August 2021, there were almost 12,000 apprentices awaiting off-the-job training. At the end of August this year, 7,578 apprentices were waiting for off-the-job training. Of these 5,257 apprentices were waiting longer than six months.

During 2019, some 9,700 craft apprentices were being put through off-the-job training. This dropped to 7,000 in 2020 due largely to the impact of Covid, and returned to growth in 2021 with the number of apprentices trained increasing to 7,300. My Department has worked closely with SOLAS and the ETBs to continue to increase training capacity, resulting in 13,000 places delivered in 2022, a very important step in responding to the challenge of apprentices waiting to access off-the-job training. It is intended to deliver some 15,300 places in total in 2023.

There is a crucial requirement to align training capacity in ETBs with the continued strong demand for apprenticeships - with particular focus on apprenticeships linked to the construction sector - and also to put in place further measures which will add to capacity over the period required to respond to ongoing delays in apprenticeship training.

In order to further accelerate and intensify delivery of increased apprenticeship training capacity, a taskforce chaired by my Department composed of representatives of SOLAS, the National Apprenticeship Office, the Higher Education Authority, Education and Training Boards Ireland, the Education and Training Boards, and union representatives has been established with responsibility to implement successfully a set of actions to address this very significant and important issue.