Written Answers Nos. 609-625
609. Deputy Carol Nolan asked the Minister for Further and Higher Education, Research, Innovation and Science whether his Department is aware of any practice in third-level institutions whereby complaints of bullying or harassment are resolved informally by means of non-disclosure agreements; and if he will make a statement on the matter. [41083/23]
View answerAs the Deputy will appreciate, third level institutions are autonomous institutions within the meaning of the Universities Act 1997 and the Technological Universities Act 2018. As such, individual institutions are responsible for student and staffing matters and are subject to compliance with relevant legislation. My Department does not collect nor have access to information regarding the resolution of bullying or harassment cases across the third-level sector. However, it is my view that non-disclosure agreements should not be used in this manner, and I wrote to all third level institutions last year to confirm this position.
610. Deputy Mairéad Farrell asked the Minister for Further and Higher Education, Research, Innovation and Science can he outline what impact the increase in the state contribution for new places for graduate entry medicine (details supplied) will have on reducing fees in the academic year 2023/24, disaggregated by new entrants, second year students, third year students, and fourth year students; and if he will make a statement on the matter. [41099/23]
View answerIn considering the matters raised it is important to note that the total level of fees charged to Graduate Entry Medicine (GEM) students is a matter for the higher education institutions (HEIs), consistent with the principle of their institutional autonomy.The State contribution under reference is a funding subsidy provided, via the HEA, to HEIs towards the cost of provision for EU student places. The tuition fees payable by the student are determined by the HEIs taking the availability of this cost of provision subsidy into account.
My Department has been working to address the cost of GEM provision by increasing the subsidy paid to higher education institutions for provision of EU places. Budget 2023 saw a significant increase in the amount the State pays for medicine places, including graduate entry.
As part of this agreement:
• The state contribution for new GEM places was set at €14,500 for 2022/23.
• For existing places, it was agreed that the State contribution towards GEM places would be gradually increased. The subsidy has already increased from a rate of €11,950 in the 2021/22 academic year to €12,100 per student in the 2022/23 academic year and will progressively increase over the coming years to the new rate of €14,500.
The fees payable by the student will continue to be determined by the institution attended. It is appreciated that students may be disappointed that the increased investment by the State, to improve sustainable provision of EU student places, has not reduced year on year costs for students. The engagement with the sector intended to improve sustainable provision of EU places, increase places overall and reduce reliance of cross subsidisation of costs through International students fees.
The subsidy provides support for broadening access to GEM programmes by assisting HEIs in providing the courses at lower fee rates for EU students than would otherwise be required for the HEIs to offer the courses on a sustainable basis. In this regard all EU GEM students across academic years benefit under the arrangements.
Student number data for 2023/24 is not yet available, in 2022/23 there were 931 GEM EU student places supported by the funding subsidy as follows; 240 in year 1; 246 in year 2; 224 in year 3 and 221 in year 4.
In addition the adjusted subsidy rate was an important component of reaching agreement with the medical schools to increase places medicine places for EU students. The agreement reached with the medical schools led to an increase of 60 places in September 2022, climbing to 120 in September 2023, and up to 200 by 2026. This agreement includes Graduate Entry Medicine additional places. To date an additional 10 graduate entry places, 5 in 2022 and another 5 in 2023 have been created, with further additional places planned up to 2026.
611. Deputy Catherine Murphy asked the Minister for Further and Higher Education, Research, Innovation and Science if he will provide an update in respect of the case of a person (details supplied). [41104/23]
View answerThe DARE scheme is operated by the Irish Universities Association, on behalf of the higher education institutions which set out the policy criteria for the scheme.
Each institution determines its own admissions policy, the number of places to be reserved, the allocation of those places, and the review and appeals processes. Applications to the scheme are submitted to the Central Applications Office (CAO) who coordinate the scheme for participating institutions. The correspondence submitted to me by the Deputy indicates that CAO has advised the person of their decision on his appeal of the original decision.
Because of the independent nature of the process, I am not in a position to intervene. This does not of course affect the persons ability to apply under the normal CAO process for a place in Further and Higher Education.
612. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to support industry-led apprenticeships in hairdressing; and if he will make a statement on the matter. [41144/23]
View answerGeneral expansion of apprenticeship as a route to career development is a key priority for Government. The Action Plan for Apprenticeship 2021-2025 sets out new ways of structuring, funding and promoting apprenticeships to make them more accessible to achieve a target of 10,000 annual registrations by 2025.
We are making significant progress in realising the ambition of the Plan. A key objective is to make apprenticeship more attractive to employers and learners, to ensure their continued engagement and to attract those who have not previously engaged with the system. Progress to date includes:
• The establishment of the National Apprenticeship Office (NAO) and the National Apprenticeship Alliance (NAA), delivering new governance and operational structures for the apprenticeship system.
• The establishment of the Access and Inclusion subcommittee of the NAA, to help make apprenticeship more reflective of the national population;
• Securing resources for access measures, including a bursary programme for under-represented groups;
• The introduction of the apprenticeship employer grant of €2,000 and a gender bursary grant of €2,666;
• The inclusion of apprenticeship options on the CAO website from November 2021, and supporting this, the launch of the NAO Freephone advice helpline
Many of these measures are specifically designed to increase engagement with apprenticeship, by both employers and potential apprentices.
The Hairdressing apprenticeship programme has shown consistently strong participation over the past five years. Details of registrations and population figures are included in the table below.
There has been a marked increase in the overall population of the Hairdressing apprenticeship programmes, of 345 participants, on the pre-Covid figures in 2019, as detailed below.
|
Hairdressing |
2019 |
2020 |
2021 |
2022 |
2023 YTD |
|
Population |
14 |
94 |
247 |
402 |
359 |
|
Registrations |
14 |
84 |
182 |
213 |
24 |
The NAO will continue to drive central branding and promotional activities targeted to heighten public awareness of the range of apprenticeship offerings available. Visibility of programmes is being supported through the national Generation Apprenticeship campaign. This aims to increase awareness of apprenticeship opportunities across a broad audience of stakeholders including radio, digital, and billboard advertising. There is also continued engagement with regional vocational skills showcases.
613. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of the issue created by the technological universities where posts in disciplines which are heavily industry focused remain unfilled due to targets set for PhD-qualified staff (details supplied); if he will review the TU legislation to see whether a more appropriate balance between professionally experienced staff requirements and those for PhD is restored; and if he will make a statement on the matter. [41237/23]
View answerSection 28 of the Technological Universities Act, 2018 sets out the eligibility criteria applicant institutes must meet to be granted Technological University status. There are a mix of requirements and demonstrable capabilities in relation to staff qualifications with regard to both masters or doctoral degrees, or to relevant staff having sufficient practical experience gained in the practice of a profession to which a programme leading to an award of at least at an honours bachelor degree level such that a terminal degree and experience together can reasonably be viewed as equivalent to a doctoral degree.
I understand that the Teachers’ Union of Ireland (TUI) raised this issue verbally at a recent meeting with my officials. However, I am not aware of any formal, empirical or documented case being presented to the Department in this regard by the TUI, or by any other sectoral stakeholder, nor by the technological universities themselves.
I would highlight that the relevant provisions relating to eligibility criteria including staff qualifications under the 2018 Act were extensively debated, including by way of comprehensive public consultations and as the then Technological Universities Bill went through the legislative process and was subsequently adopted by both Houses of the Oireachtas and enacted in the form it retains today.
While I have no plans at this time to amend the legislative provisions in question, the matter will be kept under review by the Department including in any consultations with the Higher Education Authority and the Qualifications and Quality Assurance Authority of Ireland as may be deemed appropriate.
614. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if he is aware of plans to cut up to 20 courses from the Technical University Dublin; what support can be given to ensure that courses with strategic importance, such as geospatial surveying or architectural timber technology, can be identified and protected, even where there are lower numbers of students at present; and if he will make a statement on the matter. [41238/23]
View answerTU Dublin is an autonomous Higher Education Institution (HEI) within the meaning of the Technological Universities Act 2018. Under this legislation technological universities (TUs) are academically independent and entitled to regulate their own academic affairs and administrative processes including the number and type of programmes offered. It is to be expected the HEIs would periodically review and update their provision offering.
In terms of fostering strategic skills programmes, Section 9 of the 2018 Act legislatively requires a TU to support entrepreneurship, enterprise development and innovation in business through teaching and the conduct of research, to promote the involvement of stakeholders in the design and delivery of programmes of education and training and to support the development of a skilled labour force including in the education and training of apprentices in accordance with communicated Government policy.
As such, all TUs, including TU Dublin, are mandated to develop appropriate, strategic and sought after, skills focused programmes developed in conjunction with relevant stakeholders.
More broadly the tertiary education system plays a central role in ensuring that graduates from higher education including TUs, further education and training and apprenticeship are equipped with the cognitive skills, the essential transversal skills, and as appropriate 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, for example in relation to green skills and digital transition is central to informing responsive planning across the tertiary system and flexible responses to changes in the employment environment.
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 and HEIs such as the TUs are pivotal in this context not least in terms of regional skills development and rebalancing.
615. Deputy Aodhán Ó Ríordáin asked the Minister for Further and Higher Education, Research, Innovation and Science if the SALI professorship awarded to TU Dublin has been advertised and filled. [41239/23]
View answerThe Deputy will be aware that one of the key objectives of SALI is to strengthen gender diversity at the senior leadership level within Higher Education Institutions (HEIs) and to encourage the benefits that such diversity can deliver.
Championing equality and diversity is one of the key goals of my department. The Senior Academic Leadership Initiative (SALI) is an important initiative aimed at advancing gender equality at the highest levels in our higher education institutions.
The scheme is intended to provide funding for 45 prestigious senior leadership posts. Twenty of these posts were approved and filled in the first SALI cycle in 2020. In November 2021, my Department announced seven of our institutions had been successful under Cycle 2 of the SALI, securing an additional 10 posts at senior academic level in higher education. This brings the total number of posts awarded under SALI to 30.
The posts awarded span a range of disciplinary areas, from Biochemical Engineering to Sustainable Geoscience, Intersectional Humanities and Pharmaceutical Engineering. These posts will not only have a significant impact in terms of gender equality, but they will also contribute to wider societal goals through research and education. The posts were approved by an expert international assessment panel chaired by Professor Chantal Davies, Professor of Law, Equality and Diversity in the School of Law at the University of Chester.
TU Dublin were awarded 3 SALI posts across the 2 cycles:
SALI cycle 1:
• Professor of Public Trust in Media, Arts and Technology
• Professorship in Inclusive Computer Science
SALI cycle 2:
• Professor of Innovation and Sustainability in Engineering, Construction and Built Environment
I understand that a recruitment process was entered into for the two posts awarded in Cycle 1. Responsibility for recruitment of the SALI posts is with the HEIs so this would be a matter for TU Dublin to comment further on the recruitment status.
616. Deputy Neasa Hourigan asked the Minister for Further and Higher Education, Research, Innovation and Science the policy concerning the use of the title 'Professor' by adjunct professors of university departments who are full-time public servants and not directly employed by the university; the policy concerning whether the title 'Professor' can be used by public servants outside their university roles on official documents; and if he will make a statement on the matter. [41331/23]
View answerMy department does not have a policy on the use of the term professor, but individual universities, as autonomous institutions, have developed and adopted their own policies in relation to academic titles. These are intended to ensure that such titles are meaningful to both an internal and external audience and accurately reflect the academic standing of an individual.
As the Deputy will be aware, the authority of a civil or public servant to perform their duties flows from the relevant legislation and the individual’s role within an organisation rather than from the use of any particular title.
617. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science if there are plans for the expansion of pre-apprenticeship courses; and if he will make a statement on the matter. [41332/23]
View answerPre-Apprenticeship programmes are offered by Education and Training Boards (ETBs). While this is under the funding and strategic direction of SOLAS, the ETBs decide on the level and nature of pre-apprenticeship programmes, which is based on learner demand. In 2019 a three-year open call was issued for pre-apprenticeship programmes which commenced in 2020. Learner enrolments on these programmes, which operate on an academic year basis are:
2020/2021 289
2021/2022 370
2022/2023 355
Data for learner enrolments in 2023 is not available currently. The number of pre-apprenticeship programmes offered by the ETBs has increased to just over 40 programmes, including courses in construction, engineering, and ICT.
Additionally, the distinct Access to Apprenticeship scheme, supports the transition of young people (16-24) from disadvantaged backgrounds into an apprenticeship scheme. It is a 12-week full-time programme delivered by the College of Engineering & Built Environment on the Bolton Street campus of TU Dublin, and also by the Department of Built Environment on the TUS Moylish campus, Limerick city.
618. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science to outline the work that his Department is doing with Government and the FHE sector to get more students with socio-economic difficulties into FE; and if he will make a statement on the matter. [41333/23]
View answer619. Deputy Ruairí Ó Murchú asked the Minister for Further and Higher Education, Research, Innovation and Science to outline the work that his Department is doing with Government and the FHE sector to get more students with disabilities into FE; and if he will make a statement on the matter. [41334/23]
View answerI propose to take Questions Nos. 618 and 619 together.
The Deputy's office has clarified that the questions relate to Further and Higher Education.
Inclusion is one of the core strategic goals for the Department of Further and Higher Education, Research, Innovation and Science. A key ambition is to ensure that supports and opportunities are provided for learning to all. I want the tertiary education system to develop and grow its supports for vulnerable learners, autistic students, learners with disabilities, under-represented groups and the most marginalised.
The National Access Plan, a Strategic Action Plan for Equity of Access, Participation and Success 2022-2028 was developed in the context of Programme for Government (PfG) commitments and other social inclusion policy measures. The plan aligns with and builds on the wider ambitions of the PfG by providing accessible, affordable education to all citizens.
The Plan has identified a number of priority-groups who continue to be under represented in higher education and who need additional focus and support.
These are:
• Students who are socio-economically disadvantaged
• Students who are members of Irish Traveller and Roma communities
• Students with disabilities including intellectual disabilities.
In addition to existing PATH 1 Initial Teacher Education initiatives and PATH2 -1916 bursaries, targeted at socio economic disadvantaged groups, Budget 2022 provided an additional dedicated investment of €35 million. (€5 million over 7 years) to support the objectives of the National Access Plan. Part of this funding has been allocated to a new PATH initiative - PATH 4 aimed as students with disabilities including intellectual disabilities.
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.
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, to support enhanced provision. A lot of consultation has taken place with students to inform this call for proposals and I look forward to receipt of proposals for consideration later this year, closing date is 12th October 2023.
The Fund for Students with Disabilities is a critical intervention which supports participation by students with a disability in further and higher education. The fund is an important driver for equity of access to education for students with a disability.
The purpose of the fund is to provide resources to Further and Higher Education Institutions for the delivery of key services and supports for students with disabilities on full time and part time courses. The FSD operates firmly within the context of the wider education policy landscape in Ireland, which emphasizes the importance of the system being one in which students of all backgrounds can succeed within the mainstream, including those with disabilities. The FSD is designed to complement, rather than substitute for, the core system.
At Further Education level (FET) Fostering Inclusion is also a core pillar of the Further Education and Training (FET) Strategy 2020-2024. It highlights the emphasis the sector places on ensuring access to all learners, whatever their circumstances. The Strategic Performance Agreements, published in 2022, set out targets for each Education and Training Board (ETB) to widen participation from priority groups, including those from lower socio-economic backgrounds and those with disabilities.
FET courses are typically free of charge or heavily subsidized, and the announcement in Budget 2022 of the removal of the €200 PLC levy, which was introduced in 2011, with effect from the 2023/2024 academic year is particularly welcome. There are also a number of direct financial supports in place across FET to incentivise young people to continue to engage in education past school whatever their socioeconomic status. These include the payment of the SUSI grant and a training allowance in place of social welfare in FET. Additionally, the REACH Fund provides support to educationally disadvantaged learners participating in community education. Community Education providers can apply for funding across several categories including learner assistance.
The FET sector is also committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including for learners with a disability. There are a re range of supports available in the FET sector for learners with a disability, as well as provision of specific programmes for learners with a disability who may require more intensive supports through Specialist Training Provision. Guidelines for practitioners in relation to implementing a Universal Design for Learning, or UDL, approach in the FET sector were published by SOLAS, and this approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities.
620. Deputy Catherine Connolly asked the Minister for Further and Higher Education, Research, Innovation and Science the number of Bills prepared by his Department in the 33rd Dáil to date; the number and title of those Bills that included a Regulatory Impact Assessment; the title of the RIAs published by his Department; and if he will make a statement on the matter. [41591/23]
View answerThe number of Bills prepared by my Department in the 33rd Dáil to date; the number and title of those Bills that included a Regulatory Impact Assessment, and the titles of the RIAs published by my Department can be found in the table below:
|
Bill Number |
Bill Title |
Regulatory Impact Assessment Title |
|
|
No 1 of 2022 |
Higher Education Authority Bill 2022 |
Reform of Higher Education Authority Act, 1971, Regulatory Impact Assessment |
|
|
No. 24 of 2023 |
Construction Safety Licensing Bill 2023 |
Screening Regulatory Impact Assessment for the Construction Safety Licensing Bill, 2022 |
621. Deputy Matt Shanahan asked the Minister for Rural and Community Development if she will consider any initiatives by her Department to support rural and community security and home living, such as disbursements to text alert and home security areas. [41579/23]
View answerMy Department is responsible for a number of national policies aimed at improving the lives of people throughout the country, including Our Rural Future which places an emphasis on building resilience and enhancing participation and inclusion in rural communities.
Our Rural Future recognises that some rural populations have a heightened perception of the threat of crime in their areas. The Government is committed to supporting relevant initiatives, including through the delivery of strong, visible community policing, and community-based alert and property-marking schemes in partnership with rural stakeholders.
I understand that the Department of Justice provides support for local communities who wish to apply for a rebate towards the costs associated with running their local Text Alert Scheme, which is administered by Muintír na Tíre. That Department also provides funding for costs associated with the national Community Alert Programme.
The Rural Safety Forum, supported by the Department of Justice, is the result of strong collaboration between An Garda Síochána, Government Departments such as my own, and other relevant organisations. Last year, the Forum published the National Rural Safety Plan 2022-2024 which brings together the excellent work already underway in relation to rural safety.
My Department also has responsibility for the Seniors Alert Scheme which encourages community support for vulnerable older people in our communities through the provision of personal monitored alarms to enable them to live securely in their homes with confidence, independence and peace of mind. Funding is available under the Scheme towards the purchase, by a registered community-based organisation, of a personal alarm or pendant.
The issue of community security is one which concerns us all and I am committed to continuing to support the Government’s response to this issue through the delivery of relevant programmes and policies under the remit of my Department.
622. Deputy Catherine Murphy asked the Minister for Rural and Community Development the date on which the schedule of the restricted and specifically banned dog breeds was updated; if she has added the Presa Canario; if not, if she will outline the reason for same; if she has given consideration to adding and/or evaluating the need to add the American bully XL as a prescribed ban-dog to the schedule or restricted and or banned breeds; and if she will provide a schedule of the number of dogs that are exempt of The Control of Dogs Regulations, by breed and organisation that is responsible for the dogs. [41122/23]
View answerNo breed of dog is banned in Ireland. However, the relevant legislation in this area, the Control of Dogs Acts 1986 to 2014, sets out a range of requirements for all dog owners or any other person in charge of a dog. The Control of Dogs Regulations 1998, S.I. 442/1998 set out further requirements that owners of specific breeds of dogs, including strains or crosses of those breeds, have to follow. Such dogs must be muzzled and led, on a sufficiently strong leash or chain not exceeding 2 metres in length, by a competent person over 16 years of age, when in a public place.
Concerns have been raised regarding the overall approach to the regulation of restricted breeds. Some stakeholders assert that more breeds should be added to the list – especially given the newer breeds that have arrived in Ireland over the last number of years. Others believe that a different approach should be taken which would focus on the behavioural issues of individual dogs, rather than specific breeds and should move away from muzzling.
This list has not been updated in recent years. My Department is proposing to include the Presa Canario breed of dog in the list of restricted dogs, and may make other changes to the list if appropriate. This work will be done in the context of updates to the primary legislation in the months ahead and in consultation with stakeholders.
In relation to exemptions from the regulations, articles 5 and 6 of S.I. 442/1998 (Control of Dogs Regulations 1998) shall not apply to a dog which is:—(a) kept by the Garda Síochána or by the Defence Forces,(b) kept by the Dublin Port and Docks Board Harbour Police or by an Airport Police Fire Service at a State Airport,(c) kept by the Central Fisheries Board or a Regional Fisheries Board,(d) kept by the Customs and Excise service of the Revenue Commissioners,
and which is being used by a member, constable, officer or official of the said bodies in the execution of their respective duties, or,
(a) used by a bona fide rescue team for the purpose of searching for a missing person or being trained for such searching, or,(b) being trained by a bona fide training establishment for use by a person who is unable to find their way without guidance, or, having been so trained, is being used for the purpose of guidance by such a person.
A licence shall not be required in respect of a dog kept by:—(a) a member or officer of the Defence Forces, or(b) an official of the Customs and Excise service of the Revenue Commissioners, and used wholly in the execution of official duties.
623. Deputy Catherine Murphy asked the Minister for Rural and Community Development the date on which her officials last engaged with their counterparts in Northern Ireland in respect of developing an all-island schedule of the restricted dog breeds. [41123/23]
View answerMy officials have not engaged with counterparts in Northern Ireland in respect of developing an all-island schedule of restricted dog breeds, and there are currently no plans to do so, however my officials would be open to exploring such discussions in the future.
My officials meet quarterly with counterparts in the UK Department for Environment Food & Rural Affairs to discuss common issues of concern, policy developments and to share learnings.
624. Deputy Paul McAuliffe asked the Minister for Rural and Community Development for an update on the Empowering Communities programme and its implementation in Finglas south, Dublin 11. [41180/23]
View answerThe Empowering Communities Programme (ECP) was launched on 2 June 2022. Funding of €2 million was secured to design and implement a new Empowering Communities Programme aimed at specifically targeting area-based deprivation through a community development approach.
The ECP focuses on augmenting the community development efforts within a number of small geographic areas identified as experiencing particular disadvantage where additional more intensive supports are required.
Dublin Northwest Partnership was allocated funding of €150,000 for the Electoral Division (ED), Finglas South B.
A Community Engagement Worker has been recruited in the Finglas area. The Community Engagement Worker is employed to develop and facilitate relationships between community stakeholders, community groups and statutory agencies and structures.
In responding to the presenting needs in the targeted area, a strong emphasis is placed on community consultation and collaboration with stakeholders in the community. A number of capacity building programmes have been established to respond to incidences of educational inequality and to the needs of one-parent families.
A community grant strand has been developed to support the Local Community Groups in the ECP catchment area. Among the successful applications for the community grant are Finglas West Active Retirement Group, Lakeglen Residents Association, Rivermount Football Club, Finglas Evening Sisters Shed and An Cosán (Early Years Education Centre) which delivers education in the Finglas and Cabra areas.
625. Deputy Niamh Smyth asked the Minister for Rural and Community Development if she has any plans to review the CLÁR areas in Cavan to include areas (details supplied) not currently included; and if she will make a statement on the matter. [41233/23]
View answerThe CLÁR Programme provides funding for small-scale projects in designated rural areas that have experienced significant levels of de-population over a defined period. Since the programme was relaunched in 2016, it has supported a wide range of measures.
The areas in each county that are currently eligible under CLÁR can be found on my Department's website. As the Deputy will be aware, the majority of County Cavan is currently considered to be eligible for CLÁR funding.
A review of CLÁR areas nationally was undertaken in 2021 using the 2016 Census of Population data. The review examined the most recent changes in population patterns throughout the country on the basis of this 2016 data. It also examined the approach to developing the existing CLÁR designations, which is based on 2002 data, and considered how changes in population since then impacted on designations.
From the review it is clear that many areas have seen population growth in the relevant period rather than decline. Indeed the most recent census data published by the Central Statistics Office points to population growth across all counties since 2016.
This population growth suggests that there would be very few additional areas that should now be designated as CLÁR areas using the initial criteria developed for the programme.
The details of the review continue to be considered by my Department in advance of any decisions being taken on changing the areas throughout Ireland which are to be designated as eligible for CLÁR.
