Bernard Durkan (Kildare North, Fine Gael)
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294. To ask the Minister for Education and Skills 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]

Bernard Durkan (Kildare North, Fine Gael)
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295. To ask the Minister for Education and Skills 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]

Bernard Durkan (Kildare North, Fine Gael)
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296. To ask the Minister for Education and Skills 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]

Bernard Durkan (Kildare North, Fine Gael)
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298. 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. [23492/24]

Bernard Durkan (Kildare North, Fine Gael)
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302. To ask the Minister for Education and Skills 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]

Patrick O'Donovan (Limerick County, Fine Gael)
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I 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.