Bernard Durkan (Kildare North, Fine Gael)
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160. To ask the Minister for Education and Skills 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. [6271/21]

Bernard Durkan (Kildare North, Fine Gael)
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161. To ask the Minister for Education and Skills the extent to which he remains satisfied that science graduates in Ireland are on par with or above the skills emanating from third level institutions in other countries; and if he will make a statement on the matter. [6272/21]

Bernard Durkan (Kildare North, Fine Gael)
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162. To ask the Minister for Education and Skills the extent to which he expects the third level educational system here to deliver adequate and suitably qualified graduates to meet the demands of the workplace; and if he will make a statement on the matter. [6273/21]

Simon Harris (Wicklow, Fine Gael)
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I propose to take Questions Nos. 160, 161 and 162 together.

The challenge to deliver suitably qualified and adequate numbers of graduates to meet the demands of the workplace is a fundamental focus for the Department of Further and Higher Education, Research, Innovation and Science.

It is also fundamental that we drive vibrant higher and further education sectors in Ireland which produce individuals who are equipped with the skills that they need to progress, in the way that they want to, in a way that meets the needs of an ever evolving economy, and contributes to an inclusive society.

With regard to the demands of the workplace, it is also crucial to listen to employers and embed our responses and policies in evidence-informed skills forecasting, to seek truly inclusive policy development, and a national consensus on outcomes.

The identification of skills priorities to help to inform and shape planning for graduate output is guided by the National Skills Strategy 2016-2025. The strategy provided for the establishment of the skills architecture that we have today, which is the National Skills Council and the nine Regional Skills Fora.

Strong collaborative links between the further and higher education system and enterprise have been developed and expanded over recent years. These new relationships allow us to gather insights and data directly from enterprise that feed into high level national policy decisions and allow us to know exactly what enterprise wants us to deliver.Representatives from the further and higher education system are also active partners in national initiatives driven by the National Skills Council and the Regional Skills Fora.

We are doing well, by some key measures:

- In relation to graduate supply from the Higher Education sector, in 2019 there was a total of 77,815 graduates from the Higher Education system.  Of this number, a significant proportion were in key skills areas, 4,916 were in ICT, 8,116 in Engineering Manufacturing and Construction and 6,472 in Science and Maths.  

-  In the IMD World Talent Rankings 2020, Ireland ranked 9^thout of 63 countries for workforce readiness, which encompasses the degree to which education meets the needs of employers, place of STEM in education, languages, availability of skilled labour as well as other factors related to the labour force.

-  The Irish National Employer Survey which was published in 2019 finds that 86% of employers are satisfied with the quality of HE graduates.

- With regard to ICT, we know that technology is accelerating the shift towards the knowledge-based economy. The nexus between human capital, innovation and research will be critical to Ireland’s success. Technology Skills 2022: Ireland’s Third ICT Skills Action Planis a collaborative effort by Government, the higher and further education and training system and industry to meet Ireland’s high level ICT skills needs. The plan has devised measures that will boost the supply of ICT graduates to meet the ambitious level of demand forecast for the coming years. By 2022, the interventions outlined in this plan aim to deliver up to an additional 5,000 graduates per annum through indigenous supply, with the remainder serviced by inward migration.

We must continue to evolve and improve in order to meet the rapid changes and challenges of the future world of work, and to shape the economy and society that we want to have. I know that my Department, in collaboration with key stakeholders, will continue to do this work, to help ensure that we meet skills needs on an ongoing basis, and to support economic recovery and economic success.

Bernard Durkan (Kildare North, Fine Gael)
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163. To ask the Minister for Education and Skills the extent to which he expects to promote innovation in the third level educational sector with a view to creating the highest possible standard sufficient to meet international challenges; and if he will make a statement on the matter. [6274/21]

Bernard Durkan (Kildare North, Fine Gael)
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164. To ask the Minister for Education and Skills the extent to which his Department continues to see innovation as a key element in the development of the third level education sector here to the best international standards; and if he will make a statement on the matter. [6275/21]

Bernard Durkan (Kildare North, Fine Gael)
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166. To ask the Minister for Education and Skills the extent to which he and his Department continue to encourage research in education with a view to a beneficial knock-on to industry; and if he will make a statement on the matter. [6277/21]

Bernard Durkan (Kildare North, Fine Gael)
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167. To ask the Minister for Education and Skills the extent to which the second and third level education sectors continue to be geared towards research with a view to ensuring maximum competence in this area in a highly competitive global workforce; and if he will make a statement on the matter. [6278/21]

Simon Harris (Wicklow, Fine Gael)
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I propose to take Questions Nos. 163, 164, 166 and 167 together.

From pre-primary through to further and higher education and throughout an individual’s career, skills and knowledge need to be continuously enhanced if individuals, employers and countries are to realise their potential. The expansion of higher education has been a key enabling factor in the growth of the Irish economy over the past four decades. The availability and quality of graduates is essential if we are to maintain our attractiveness as a location for investment and grow our reputation. Equally, increased participation in higher education has resulted in significant contributions to society and has played a critical role in enriching our cultural life.

There are a number of key strategies in place at all levels to ensure we meet existing and future skills demands. These include policies designed to ensure a pipeline of suitably qualified science and technical graduates, and initiatives to equip young people and the working population more generally with the skills and capacity to meet these demands. These strategies and initiatives include: the National Skills Strategy 2025; Technology Skills 2022; Springboard+; the Human Capital Initiative and the July Stimulus package.  

A key element of Future Jobs Ireland is to support business, invest in the development of people and to enhance skills and develop and attract talent to ensure our education and training system is responsive to enterprise needs. We must ensure that we have accessible upskilling options and that our education and training providers offer relevant and up-to-date courses which meet the needs of enterprises and workers.  

Higher Education institutions are constantly reviewing and updating their course curriculum to ensure that undergraduate and taught postgraduate course content is reflecting emerging trends in the future world of work and Industry.  

I and my department are determined to be the driver of a vibrant sector which produces individuals who are equipped with the skills that they need to progress in the way that they want to, and in a way that meets the needs of our evolving economy and contributes to an inclusive society.

The higher and further education sectors are critical sources of knowledge creation, innovation, skills and human capital development and critical to our ability to deal with current and future crises is ensuring we have a pipeline of talent coming through our higher education system that is fully equipped to make a valuable contribution to our economy and society.