Lords question for short debate on what plans they have to help young care leavers not able to "stay put" in foster care to make a successful transition to independence.

Lords question for short debate on what plans they have to help young care leavers not able to "stay put" in foster care to make a successful transition to independence.

To ask Her Majesty’s Government how many apprenticeship places have been created since the start of the current Parliament; in which sectors; and how many apprenticeship places there were for each year between 1997 and 2010.[HL1718]

To ask Her Majesty’s Government how many apprenticeship places have been created since the start of the current Parliament; in which sectors; and how many apprenticeship places there were for each year between 1997 and 2010.[HL1718]

To ask Her Majesty’s Government what steps they are taking to make apprenticeships accessible to dyslexic people.

To ask Her Majesty’s Government what steps they are taking to make apprenticeships accessible to dyslexic people.

My Lords, final data for 2010-11 show that 18,940 learners participating on an apprenticeship programme self-declared that they had dyslexia. They had a success rate of 72.6% compared to 76.4% overall. All apprenticeships are stretching and prepare individuals for sustained employment. Dyslexia should not present an insuperable barrier to those candidates who demonstrate competence and commitment in their chosen field. Access to Work and additional learning support are two possible sources of funding to help provide equipment or other assistance for apprentices with dyslexia.

My Lords, final data for 2010-11 show that 18,940 learners participating on an apprenticeship programme self-declared that they had dyslexia. They had a success rate of 72.6% compared to 76.4% overall. All apprenticeships are stretching and prepare individuals for sustained employment. Dyslexia should not present an insuperable barrier to those candidates who demonstrate competence and commitment in their chosen field. Access to Work and additional learning support are two possible sources of funding to help provide equipment or other assistance for apprentices with dyslexia.

As my noble friend knows very well, new assistive technology is advancing at a very rapid rate, with apps and packages such as Prismo, Livescribe, Dragon and others. Dyslexia affects different people in different ways. Some solutions will suit some people, while other solutions will suit others. If it would be helpful, I will ask officials to set up a meeting with stakeholders, which would include the British Dyslexia Association and the Adult Dyslexia Organisation, to help to ensure that compatibility with assistive technology is considered when tests and other assessments are developed.

As my noble friend knows very well, new assistive technology is advancing at a very rapid rate, with apps and packages such as Prismo, Livescribe, Dragon and others. Dyslexia affects different people in different ways. Some solutions will suit some people, while other solutions will suit others. If it would be helpful, I will ask officials to set up a meeting with stakeholders, which would include the British Dyslexia Association and the Adult Dyslexia Organisation, to help to ensure that compatibility with assistive technology is considered when tests and other assessments are developed.

I am afraid that I do not have those figures to hand. If I can find details for the noble Baroness I will write to her.

I am afraid that I do not have those figures to hand. If I can find details for the noble Baroness I will write to her.

Yes, indeed, my Lords. There is a range of disabilities which can provide hurdles to young people embarking on apprenticeships. The National Apprenticeship Service looks at different ways of supporting diversity within apprenticeships and we recently commissioned a study from Peter Little to look at accessibility. We are implementing an action plan as a result of his report and he himself will help us to implement that.

Yes, indeed, my Lords. There is a range of disabilities which can provide hurdles to young people embarking on apprenticeships. The National Apprenticeship Service looks at different ways of supporting diversity within apprenticeships and we recently commissioned a study from Peter Little to look at accessibility. We are implementing an action plan as a result of his report and he himself will help us to implement that.

We already encourage schools to promote apprenticeships as a career path for people while they are at school, so that they will consider setting themselves up with the right sort of programmes of learning before they leave. Businesses increasingly go into schools to talk about possibilities, so there are ongoing programmes all the way through, which should help with what the noble Lord seeks to achieve.

We already encourage schools to promote apprenticeships as a career path for people while they are at school, so that they will consider setting themselves up with the right sort of programmes of learning before they leave. Businesses increasingly go into schools to talk about possibilities, so there are ongoing programmes all the way through, which should help with what the noble Lord seeks to achieve.

There are a great number of students at university who are dyslexic. The universities have their own methods of dealing with them. By and large, they have well established programmes of support and assistance to ensure that dyslexic undergraduates become dyslexic graduates.

There are a great number of students at university who are dyslexic. The universities have their own methods of dealing with them. By and large, they have well established programmes of support and assistance to ensure that dyslexic undergraduates become dyslexic graduates.

Yes, indeed. The point that the noble Lord made was about assistive technology. In my answer I said that it was developing very fast and offered to get the interested parties together to see whether we can find a way forward with that. On the subject of dyslexic apprentices, I point out that the apprentice of the year is a dyslexic woman called Emma Rogers, who gives credit to her college at Weston for having helped her through. She is a tremendous role model.

Yes, indeed. The point that the noble Lord made was about assistive technology. In my answer I said that it was developing very fast and offered to get the interested parties together to see whether we can find a way forward with that. On the subject of dyslexic apprentices, I point out that the apprentice of the year is a dyslexic woman called Emma Rogers, who gives credit to her college at Weston for having helped her through. She is a tremendous role model.

With the increasingly high profile of dyslexia and other forms of disability, it is becoming part of the teacher training programme, and teachers are very much more aware of trying to recognise the signs at an early point, when more help can be given to children, rather than, as so often happened in the past and can still happen, leaving it undiagnosed until pupils are quite advanced in the educational process. Schools have different ways of dealing with it, and by and large we get very good reports of good practice.

With the increasingly high profile of dyslexia and other forms of disability, it is becoming part of the teacher training programme, and teachers are very much more aware of trying to recognise the signs at an early point, when more help can be given to children, rather than, as so often happened in the past and can still happen, leaving it undiagnosed until pupils are quite advanced in the educational process. Schools have different ways of dealing with it, and by and large we get very good reports of good practice.

The right reverend Prelate makes a very valid point. The apprenticeships we have been focusing on particularly are the ones for the younger age group. However, apprenticeships are certainly available for adults, and are being taken up in rather larger numbers by adults than they are by younger people. The possibilities are increasing for people with dyslexia to come into a very useful work-based programme of learning.

The right reverend Prelate makes a very valid point. The apprenticeships we have been focusing on particularly are the ones for the younger age group. However, apprenticeships are certainly available for adults, and are being taken up in rather larger numbers by adults than they are by younger people. The possibilities are increasing for people with dyslexia to come into a very useful work-based programme of learning.

In a great many practical craft areas, dyslexia is no handicap. You can see absolutely wonderful examples of craftsmanship in this country achieved by people with a whole range of disabilities. We want to promote craftsmanship in the country as much as we can.

In a great many practical craft areas, dyslexia is no handicap. You can see absolutely wonderful examples of craftsmanship in this country achieved by people with a whole range of disabilities. We want to promote craftsmanship in the country as much as we can.

To ask Her Majesty’s Government, for the latest year for which figures are available, what proportion of apprenticeships aimed at those aged (1) 16–18, (2) 19–24, and (3) over 24, were delivered by (a) further education colleges, (b) independent education providers, and (c) employers.[HL1360]

To ask Her Majesty’s Government, for the latest year for which figures are available, what proportion of apprenticeships aimed at those aged (1) 16–18, (2) 19–24, and (3) over 24, were delivered by (a) further education colleges, (b) independent education providers, and (c) employers.[HL1360]

To ask Her Majesty’s Government how they define apprenticeships for the purpose of the figures published as to the number of young people employed in that capacity.[HL1046]

To ask Her Majesty’s Government how they define apprenticeships for the purpose of the figures published as to the number of young people employed in that capacity.[HL1046]

To ask Her Majesty’s Government what was the total number of staff employed within the Student Loans Company on 1 May 2013; and how many of them were (1) under the age of 21, (2) apprentices under the age of 21, and (3) apprentices over the age of 21.[HL962]

To ask Her Majesty’s Government what was the total number of staff employed within the Student Loans Company on 1 May 2013; and how many of them were (1) under the age of 21, (2) apprentices under the age of 21, and (3) apprentices over the age of 21.[HL962]

To ask Her Majesty’s Government what action they are taking to provide employers with information about the business benefits of hiring an apprentice. [HL685]

To ask Her Majesty’s Government what action they are taking to provide employers with information about the business benefits of hiring an apprentice. [HL685]

To ask Her Majesty’s Government how many new apprenticeships have been created in each of the 10 districts of Greater Manchester since 2010.[HL226]

To ask Her Majesty’s Government how many new apprenticeships have been created in each of the 10 districts of Greater Manchester since 2010.[HL226]

To ask Her Majesty’s Government how the Traineeships described in the document The Future of Apprenticeships in England; Next steps from the Richmond review will provide for the specific needs of Gypsy, Traveller or Roma applicants.[HL6663]

To ask Her Majesty’s Government how the Traineeships described in the document The Future of Apprenticeships in England; Next steps from the Richmond review will provide for the specific needs of Gypsy, Traveller or Roma applicants.[HL6663]

To ask Her Majesty’s Government how many apprenticeships have been established in each of the constituencies in Greater Manchester in each of the last three years.[HL5799]

To ask Her Majesty’s Government how many apprenticeships have been established in each of the constituencies in Greater Manchester in each of the last three years.[HL5799]