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To ask Her Majesty’s Government how they will respond to the report by the Education and Employers Taskforce for Collins Language regarding the importance of languages acquisition for UK companies. [HL1106
To ask Her Majesty’s Government how they will respond to the report by the Education and Employers Taskforce for Collins Language regarding the importance of languages acquisition for UK companies. [HL1106
We welcome this report. Learning a language benefits both individuals and the wider economy. The Government are taking steps to improve language teaching. The English baccalaureate has started to reverse the long-term decline in numbers taking languages at GCSE. We have proposed that a foreign language be compulsory for seven to 11 year-olds in maintained schools from 2014, so that they benefit from being taught a language from an early age.
Work-related learning can be important for young people at school, but schools are best placed to decide what is appropriate to suit the needs and circumstances of their pupils. In higher education, modern languages are classed as strategically important and vulnerable subjects and continue to attract targeted funding to support the numbers of students taking up places. This will help to increase the pool of talented linguists seeking employment.
We believe it is important that employers are able to lead the skills system, so the qualifications and the training available, through colleges and other providers, properly reflect business needs.
The UK Commission for Employment and Skills, and the Sector Skills Councils, are now working with, and on behalf of, employers from all sectors to increase workforce skills. To assist with this process, we have introduced the Growth and Innovation Fund and the Employer Ownership Pilot; these assist businesses to define the vocational skills they need, which may include language skills, and develop new ways to meet them. We believe this will lead to a more responsive skills system better able to match employers’ demands.
To ask Her Majesty’s Government whether they will review the decision to remove, beyond 2013, the NVQ languages qualifications from the list of approved qualifications eligible for GCSE-equivalent performance points.[HL1105]
To ask Her Majesty’s Government whether they will review the decision to remove, beyond 2013, the NVQ languages qualifications from the list of approved qualifications eligible for GCSE-equivalent performance points.[HL1105]
Although a number of language NVQs were submitted for inclusion in the 2014 key stage 4 performance tables, they did not demonstrate the characteristics outlined in the Technical Guidance we published in October 2011.
Awarding organisations were informed of the decisions for their qualifications in January, and then had the opportunity to request a further review. The final list of qualifications that will count in 2014 was published in March and there will be no further review of qualifications for the 2014 performance tables.
Awarding organisations will, however, have the opportunity to submit qualifications for inclusion in the 2016 performance tables. Further details will be published on the department’s website in due course.
Schools are still able to offer qualifications not included in the performance tables that benefit particular individuals. It is for them to use their professional judgment to offer the appropriate qualifications best suited to their pupils’ needs and abilities.
To ask Her Majesty’s Government what assessment they have made of the list of valuable subjects published by Trinity College, Cambridge, which cites music and philosophy as valuable humanities subjects alongside history and geography.
To ask Her Majesty’s Government what assessment they have made of the list of valuable subjects published by Trinity College, Cambridge, which cites music and philosophy as valuable humanities subjects alongside history and geography.
To ask Her Majesty’s Government, further to the Written Answer by Lord Hill of Oareford on 14 September 2011 (WA 76), when in 2012 they plan to open up access to datasets, linked to unique pupil numbers, to enable parents and other groups to produce their own league tables; and...
To ask Her Majesty’s Government, further to the Written Answer by Lord Hill of Oareford on 14 September 2011 (WA 76), when in 2012 they plan to open up access to datasets, linked to unique pupil numbers, to enable parents and other groups to produce their own league tables; and...
To ask Her Majesty’s Government whether they will consider including music in the English Baccalaureate.
To ask Her Majesty’s Government whether they will consider including music in the English Baccalaureate.
To ask Her Majesty’s Government, further to the Written Answer by Lord Hill of Oareford on 14 September 2011 (WA 76), whether they will research the links between the economic and employment prospects of pupils studying music or other creative subjects in schools.
To ask Her Majesty’s Government, further to the Written Answer by Lord Hill of Oareford on 14 September 2011 (WA 76), whether they will research the links between the economic and employment prospects of pupils studying music or other creative subjects in schools.
To ask Her Majesty’s Government whether they plan to follow recommendations 5 and 9 of Darren Henley’s review of music education in England and to include music in the national curriculum and the English Baccalaureate.
To ask Her Majesty’s Government whether they plan to follow recommendations 5 and 9 of Darren Henley’s review of music education in England and to include music in the national curriculum and the English Baccalaureate.
To ask Her Majesty’s Government whether they will include music in the English Baccalaureate through the establishment of a sixth pillar of creative and cultural education subjects.
To ask Her Majesty’s Government whether they will include music in the English Baccalaureate through the establishment of a sixth pillar of creative and cultural education subjects.
To ask Her Majesty’s Government what assessment they have made of the link between the United Kingdom’s economic and employment prospects and the United Kingdom’s creative and cultural music education in schools.
To ask Her Majesty’s Government what assessment they have made of the link between the United Kingdom’s economic and employment prospects and the United Kingdom’s creative and cultural music education in schools.