Deputy Seán Sherlock:

There is a strong consciousness in that regard. At primary and post-primary level, teachers teach to impart knowledge. This is the fundamental aim of any society. However, where there is a deficit in science, technology, engineering and maths, STEM, subjects as a whole, if we are in a precarious funding position nationally and if we are trying to reduce a deficit through significant borrowings, some of which is then invested in the research infrastructure, it is important that we as a State try to achieve the maximum output for that investment. The maximum output is societal in terms of new innovations, ageing, independent living, ICT and new emerging technologies. It is also about imparting knowledge and creating an expectation that jobs must be delivered on that investment.

We have stitched into the policy the need to ensure that we conduct research for reasons of knowledge as well as policy. Of the 14 priority areas, which only comprise one part of the research budget, specific expectations are set out. This presents opportunities for the humanities and social sciences, which might traditionally have been outliers in the research infrastructure, to map onto the 14 areas, particularly in terms of data analytics or health.

We can take research from humanities and social sciences and, in terms of ageing, it can be mapped onto developing new technologies for older people to interact with primary, secondary and tertiary care. As the Minister, Deputy Bruton, was saying earlier, one breaks down the silos in terms of funding infrastructure. There are many State funders of research. I chair the national research prioritisation group, which meets directly after this meeting. All of the State funders of research, across the spectrum from health to agriculture, are in the room. We are trying to drive a deliberate policy that has all State funders of research funding excellent research in the first instance, with the ultimate aim of driving the impact for society in terms of societal challenges and delivering for the economy. We can create new entities, new licensing, new intellectual property and new companies. The recent €300 million announcement comes into play with the expectation of the Government that engagement between industry and the academia is predicated on the set of metrics and expectations to deliver for the economy. Where we are significantly funding research, we need a return on the investment. There is nothing wrong with that. In the longer term, we must invest in our teachers. Where there are deficits in the number of people taking up science at post-primary level and science graduates, if the number remains static or decreases, we must make investments in the earlier stages of education to create throughput to tertiary level, leading to graduates in the STEM subjects. That will allow us to compete internationally and it is what will sustain the economy in the longer term.