122. Deputy Micheál Carrigy asked the Minister for Further and Higher Education, Research, Innovation and Science whether all universities providing courses for students with intellectual disabilities and autism have access to job coaching services aimed at improving employment outcomes; if gaps exist, whether measures are being considered to appoint dedicated job coaches; when any such initiatives are expected to be implemented; and if he will make a statement on the matter. [49387/26]

146. Deputy Micheál Carrigy asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which job coaching supports are currently available within the 11 universities delivering programmes for persons with intellectual disabilities and autism; whether such supports include dedicated job coaches to assist participants in securing employment; if not, whether there are plans to recruit suitably qualified job coaches; the anticipated timeline for any such recruitment; and if he will make a statement on the matter. [49386/26]

I propose to take Questions Nos. 122 and 146 together.

Under the National Access Plan, the Programme for Access to Higher Education (PATH) delivers five complementary strands that together support the widening of participation and student success.

The PATH 4, Phase 2 programme delivers courses specifically designed to meet the needs of students with an intellectual disability in higher education. This is a pathfinding programme with a budget of just over €11 million. I am pleased to say that 193 students are currently enrolled in 11 Higher Education Institutions across a wide geographic spread. Initially this programme was for a two-year period, however, I recently extended these courses to run until at least 2028, with the ultimate objective of having enduring provision of programmes for people with intellectual disabilities in the higher education system.

When developing these programmes HEIs were asked to incorporate an element of work experience, to provide the students with the opportunity and requisite skills to become job ready. All courses include a core component of career planning and work preparedness, and all HEIs are offering work placement opportunities.

These work placements are supported through engagement and partnerships with external and on-campus employers. All participating HEIs have a range of structured supports in place to assist students to become work-ready and to access work placements. These supports include:

• Dedicated staff focused on employment preparation and placement support in a number of institutions. These include posts such as Success Coaches, Placement Development Officers, Supported Employment Co-ordinators, Employment Advisors, and Practice Educators.

• Course modules focused on career planning, employment readiness and workplace skills.

• Practical job-readiness supports, including employment advice and coaching, interview preparation, CV writing, workshops on advocacy and workplace communication, and employability events involving employers and agencies.

• Engagement with external career advisors and agencies to deliver individual career assessment and planning.

As we look to the future of these programmes, I recently approved funding to hire an expert to develop a Common Evaluation Instrument for PATH 4 Phase 2, with a report expected before the end of the year.

The evaluation of the programme presents an invaluable opportunity to gather data at the national level on the outcomes and lessons emerging. It will also allow the building of a robust evidence-base to inform and guide future policy development, including on issues regarding the acquisition of life skills, and preparedness and opportunities to progress in education or employment.

Findings and recommendations are expected to support future measures to improve progression to higher education for people with intellectual disabilities across the country and the required supports for students to transition into employment.