Rose Conway-Walsh (Mayo, Sinn Fein) | Oireachtas source

The Chairman can probably hear the committee bell ringing in the background, which confirms that I am in the precincts of Leinster House. I thank Dr. Ryan for his presentation and all the witnesses for attending the meeting to discuss this really important subject. I very much welcome THEA's stance in opposing any increase in fees or the student contribution charge as well as any plans to introduce a student loan system. Its submission states that the sector has faced significant challenges, with the total income per student contracting by 25.5% since 2008. The national strategy for higher education to 2030 was published in 2011, setting out the pathway for the institutes of technology to become technological universities. It seems very much as if the institutes are being asked to do more with less. What has this meant for them in terms of making the transition to technological universities?

We all accept that building research capacity is a prerequisite for the technological universities. Dr. Ryan rightly highlighted that competing for Horizon Europe research funding is a key objective. I completely agree with that. Since 2014, Ireland has drawn down more than €1 billion in research funding under Horizon Europe, €618 million for third level institutions and the rest for private companies. Am I right in saying that less than 10% of that total, or €53.7 million, has gone to institutes of technology and, of that modest amount, almost all of it went to Waterford, Cork and Dublin? To highlight the issue further, the institutes that make up the Connacht-Ulster alliance, namely, Galway-Mayo Institute of Technology, Institute of Technology Sligo and Letterkenny Institute of Technology, have been successful in drawing down only €1.9 million collectively since 2014, which is just under 0.2% of the total funding drawn down by Ireland under Horizon Europe. How do we go about fixing that imbalance?

Finally, how might the expansion of the technological universities change how we provide apprenticeships? Could some of the apprenticeships be awarded with third level qualifications? In Germany, Austria and Switzerland, for example, master craftsman qualifications are offered which provide pathways to higher-level technical qualifications within the relevant professional fields. This allows qualified apprentices, often with work experience, to acquire a higher level of professional skills through a free-standing examination following participation in the courses. Is this an approach the witnesses think could work here? If so, would the technological universities be best placed to support it?