Equipping young people with the skills of the future is vital not only for green jobs, as we have heard, but for other emerging technologies. However, many such jobs will be underpinned by an understanding and appreciation of engineering. Will my right hon. Friend therefore consider introducing a new design, technology and engineering course as one of the science options?

The number of teachers remains high, with more than 461,000 working in state-funded schools across the country, which is 20,000 more than in 2010. One of the department’s top priorities is to ensure that it continues to attract and retain high-quality teachers.

As detailed in the initial teacher training (ITT) census publication for the 2021/22 academic year, 23% of the postgraduate ITT target for design and technology was achieved (341 postgraduate trainees). This position was driven in part by a decrease in the number of trainees, but also an increase in target. Furthermore, the 2020/21 training year and recruitment cycle was atypical with the economic impact of the COVID-19 outbreak prompting an increase in the numbers of people going into teaching. This was expected to decline to normal levels this year as the labour market became and continues to become more competitive, as observed across the country.

To combat shortages of design and technology teachers, the department is offering a £15,000 tax-free bursary for design and technology trainee teachers in the 2022/23 academic year. All design and technology trainees on tuition fee-funded ITT routes are also able to apply for a tuition fee loan and maintenance loan to support their living costs. Additional student finance is also available depending on individual circumstances, such as the Childcare Grant.

Alongside its financial incentives package, the department is driving an ambitious transformation programme to overhaul the process of becoming a teacher, from stimulating initial interest through world-class marketing through to the start of training.

The teaching marketing campaign provides inspiration and support to explore a career in teaching and directs people to the ‘Get Into Teaching’ service. Through a new website, prospective candidates can access support and advice through expert one-to-one teacher training advisers, a contact centre and a national programme of events. The ‘get school experience’ digital service also arranges school experience placements between prospective candidates and schools. ‘Get Into Teaching’ is also developing innovative activities to build a pipeline of future interest in teaching, with a focus on shortage subjects.

In October 2021, the government’s new digital service, ‘apply for teacher training’, was rolled out. This is a key milestone in the delivery of a more streamlined, user-friendly application route for candidates across the country and the world. New data and insight from government services will also drive innovation with a view to boosting recruitment in priority subjects.

Since September 2020, all courses offered by ITT providers have been aligned to a mandatory core content framework (CCF), which was published in November 2019. The framework sets out a minimum entitlement for all trainee teachers.

In September 2021, the early career framework (ECF) was implemented, entitling early career teachers (ECTs) to a further 2 years of development support and training. The core content and early career frameworks contain the same key evidence statements of what makes great teaching. This deliberate alignment has established an entitlement to at least a 3-year structured package of support for all those entering teaching.

The number of teachers remains high, with more than 461,000 working in state-funded schools across the country, which is 20,000 more than in 2010. One of the department’s top priorities is to ensure that it continues to attract and retain high-quality teachers.

As detailed in the initial teacher training (ITT) census publication for the 2021/22 academic year, 23% of the postgraduate ITT target for design and technology was achieved (341 postgraduate trainees). This position was driven in part by a decrease in the number of trainees, but also an increase in target. Furthermore, the 2020/21 training year and recruitment cycle was atypical with the economic impact of the COVID-19 outbreak prompting an increase in the numbers of people going into teaching. This was expected to decline to normal levels this year as the labour market became and continues to become more competitive, as observed across the country.

To combat shortages of design and technology teachers, the department is offering a £15,000 tax-free bursary for design and technology trainee teachers in the 2022/23 academic year. All design and technology trainees on tuition fee-funded ITT routes are also able to apply for a tuition fee loan and maintenance loan to support their living costs. Additional student finance is also available depending on individual circumstances, such as the Childcare Grant.

Alongside its financial incentives package, the department is driving an ambitious transformation programme to overhaul the process of becoming a teacher, from stimulating initial interest through world-class marketing through to the start of training.

The teaching marketing campaign provides inspiration and support to explore a career in teaching and directs people to the ‘Get Into Teaching’ service. Through a new website, prospective candidates can access support and advice through expert one-to-one teacher training advisers, a contact centre and a national programme of events. The ‘get school experience’ digital service also arranges school experience placements between prospective candidates and schools. ‘Get Into Teaching’ is also developing innovative activities to build a pipeline of future interest in teaching, with a focus on shortage subjects.

In October 2021, the government’s new digital service, ‘apply for teacher training’, was rolled out. This is a key milestone in the delivery of a more streamlined, user-friendly application route for candidates across the country and the world. New data and insight from government services will also drive innovation with a view to boosting recruitment in priority subjects.

Since September 2020, all courses offered by ITT providers have been aligned to a mandatory core content framework (CCF), which was published in November 2019. The framework sets out a minimum entitlement for all trainee teachers.

In September 2021, the early career framework (ECF) was implemented, entitling early career teachers (ECTs) to a further 2 years of development support and training. The core content and early career frameworks contain the same key evidence statements of what makes great teaching. This deliberate alignment has established an entitlement to at least a 3-year structured package of support for all those entering teaching.

The 2020/21 academic year saw an increase of more than 5,000 in the full time equivalent of teachers in state-funded secondary schools in England. This equates to a 2.5% growth on the year before, the largest observed in the last 10 years, and has resulted in the largest qualified teacher workforce since 2015/16.

Added to this, one of the department’s top priorities is to ensure that we continue to attract and retain high-quality teachers across all subjects. In October this year our new digital service, Apply for Teacher Training, was also rolled out. This is a key milestone in the delivery of a more streamlined, user-friendly application route for candidates across the country and the world.

To combat shortages of design and technology teachers, the department is offering a £15,000 tax-free bursary for design & technology trainee teachers in 2022/23 academic year. All design and technology trainees on tuition fee-funded initial teacher training routes are also able to apply for a tuition fee loan and maintenance loan to support their living costs. Additional student finance is also available depending on individual circumstances, such as the Childcare Grant.

The department has also now launched our early career framework (ECF) reforms, as part of the department’s teacher recruitment and retention strategy. These reforms provide a funded entitlement for all early career teachers in England to access high quality professional development at the start of their career.

To support international recruitment across all subjects including design and technology, the department are also piloting a new Support Overseas Teachers acclimatisation service in 2022. This is designed to provide newly recruited overseas trained teachers moving to England with pre-arrival training and support during the first term, to ensure they make a successful transition to teaching in England, with the intention of improving retention.

The 2020/21 academic year saw an increase of more than 5,000 in the full time equivalent of teachers in state-funded secondary schools in England. This equates to a 2.5% growth on the year before, the largest observed in the last 10 years, and has resulted in the largest qualified teacher workforce since 2015/16.

Added to this, one of the department’s top priorities is to ensure that we continue to attract and retain high-quality teachers across all subjects. In October this year our new digital service, Apply for Teacher Training, was also rolled out. This is a key milestone in the delivery of a more streamlined, user-friendly application route for candidates across the country and the world.

To combat shortages of design and technology teachers, the department is offering a £15,000 tax-free bursary for design & technology trainee teachers in 2022/23 academic year. All design and technology trainees on tuition fee-funded initial teacher training routes are also able to apply for a tuition fee loan and maintenance loan to support their living costs. Additional student finance is also available depending on individual circumstances, such as the Childcare Grant.

The department has also now launched our early career framework (ECF) reforms, as part of the department’s teacher recruitment and retention strategy. These reforms provide a funded entitlement for all early career teachers in England to access high quality professional development at the start of their career.

To support international recruitment across all subjects including design and technology, the department are also piloting a new Support Overseas Teachers acclimatisation service in 2022. This is designed to provide newly recruited overseas trained teachers moving to England with pre-arrival training and support during the first term, to ensure they make a successful transition to teaching in England, with the intention of improving retention.

The Political Declaration is explicit that the UK and EU should take forward urgent work to establish alternative arrangements that guarantee there will be no hard border on the island of Ireland on a permanent basis. Given the urgency and importance of these considerations, that work will draw upon all appropriate expertise within Government.

The role of the GCSA and departmental CSAs in preparations for leaving the EU is to provide science advice in all relevant areas. They are doing so across a range of areas on a regular basis.

Our policy is clear – we are committed to ensuring that there is no hard border between Northern Ireland and Ireland and to ensuring the same unfettered access for Northern Ireland's businesses to the whole of the UK's internal market. We have said categorically that there will be no physical infrastructure or related checks and controls at the border.

In the course of meetings across a variety of sectors and industry groups, the Secretary of State discussed the UK’s proposed customs arrangements following our exit from the EU, the Northern Ireland and Ireland land border has also been discussed.

Since the referendum, HMRC officials and the Border Delivery Group have also met with over 300 businesses and representative bodies covering a wide range of sectors and interests as well as engaging with a wide range of suppliers in relation to UK border arrangements both for EU Exit and longer term future border arrangements.

My department has been coordinating work with HMRC, Border Force and the cross-government Border Delivery Group on this issue. They are working on finding technological facilitations in relation to the border between Northern Ireland and Ireland, and ensuring that the UK has a functioning customs regime when we leave the EU.

What representations the Government has received from the science and technology sector on priorities for its negotiations on the UK leaving the EU.

I thank the Minister for that answer. The life sciences and pharma sectors are concerned that they need globally recognised and equivalent regulations to compete internationally. Can the Minister assure me that he will continue to work closely with these sectors to ensure they have the best possible opportunities in the Brexit negotiations?

In Europe’s largest space innovation competition this year, the UK took the top prize and four major awards. We have been one of the leaders in, and most successful exploiters of, space technology, and it is vital that this support continues. In particular, can the Minister confirm that the European Space Agency is entirely independent and not an EU organisation, and that our membership of and participation in ESA will continue, as will the UK’s involvement in space research?

May I thank the Minister for taking time last week to meet me and science and engineering companies from my constituency? Will he heed the calls made at that meeting, specifically to continue the easy and free movement of scientists across Europe and to maintain our participation in European projects?

Is it the Government’s policy to exit the European Medicines Agency at the same time as we exit the EU?

T.G. Eakin, which is located in my constituency, is a successful business that supplies medical equipment throughout the world. It is imperative that such businesses are kept informed of progress. Will the Minister outline how his Department will achieve that?

The absence of a Government plan for the science and technology sector is causing huge uncertainty. The Minister will be aware that the current funding arrangements for the ITER project, which includes a JET—Joint European Torus—centre for fusion energy in the UK, run out in 2018. If he can say nothing else about the Government’s plan, will he confirm that the UK will seek to maintain full participation in the w programme?

The Department has a wide programme of engagements to ensure that the views of the science and technology sector are heard. For example, we have recently met representatives of the life sciences and tech sectors, and will continue to meet them in the coming months. While it is too early to speculate on our future relationship with EU science and research programmes, as part of our commitment to make Britain the global go-to nation for scientists, innovators and tech investors, we will be investing an extra £2 billion in research and development by the end of this Parliament.