In order to drive up the quality of apprenticeships, the department has raised the bar on the duration of apprenticeships, the time given to learn off the job, and the quality of assessment. All apprenticeships are now driven by employers and achievement rates are increasing year on year.

There were 162,320 achievements in the 2022/23 academic year, which is an increase of 25,100 on 2021/22. This is encouraging; the department wants to further improve the quality of apprenticeships to ensure that as many apprentices as possible stay on their programme, achieve, and have a high-quality experience.

To support this ambition and drive-up quality, the department is investing £7.5 million in a workforce development programme for teachers and trainers of apprentices, increasing the apprenticeship funding rate for English and mathematics by 54%, and has asked Ofsted to inspect all apprenticeship providers by 2025.

The department is also making sure that apprenticeships continue to meet apprentices’ and employers’ needs in a fast-changing world. Last year, the department reviewed over 125 apprenticeships to reflect technological advancements and employer needs, and approved funding uplifts for 80 apprenticeships, with the average increase being 35%.

​​The department is aware of this report and will consider its findings in future policy development. Design and technology is compulsory in state-maintained schools from key stages 1 to 3, and pupils in maintained schools have an entitlement to study design and technology at key stage 4. Design and technology is included in Progress 8 and Attainment 8, which are headline measures for school accountability.

My Lords, as an integral part of the process to set up Oak National Academy as an arm’s-length body, the department produced a business case which passed internal government clearances. It included an assessment of the potential market impact and was published by the Government on 1 November of this year. Monitoring market impact will be a priority throughout Oak National Academy’s lifetime and will be factored into its ongoing evaluation and two-year review.

To ask His Majesty’s Government what assessment they have made of the impact of funding for Oak National Academy on the education technology market in England.

My Lords, I refer to my entry in the register of Members’ interests, in particular my work with ScaleUp Capital and Perlego. Fifteen years ago, the BBC decided to provide free education material to schools but, quite rightly, the BBC’s regulator, the BBC Trust, closed it down as an unacceptable market intervention. Given that the creation of the Oak National Academy is opposed by publishers, multi-academy trusts, the educational technology sector and even the teaching unions, can my noble friend tell me why the Government have decided to nationalise the education technology and publishing sector? Can she tell me why they have decided to spend £45 million on a quango employing 80 people that nobody wants? In short, can she explain why the Government want to be the BBC?

My Lords, I refer your Lordships to my interests in the register, particularly as a member of the board at Century Tech. The Government are splurging £43 million on Oak, which is used by only just over 5% of England’s teachers but which allows Ministers, in the words of Jon Coles, the chief executive of one of the largest MATs, to promote their own preferred curriculum model. I now regularly hear from private equity investors that they are put off investing in education resources in this country because of the distortion caused by the Government clumsily entering the market at scale. Please can the noble Baroness tell the House what competitor analysis the department has undergone and why it thinks this significant investment will aid growth and choice for teachers?

My Lords, however good the materials from the Oak Academy may be, I was very pleased to hear what the Minister said about other materials. I would like her to reassure the House that there is no intention, and never will be, that Oak Academy materials will become mandatory in schools, or even be perceived as required on the basis of support for those materials from Ofsted, to the exclusion of other curriculum materials and pedagogical style.

My Lords, I remind the House of my registered interests. Will the Government assure us that if we are using this to support teachers, it will be an example of the style of help that can be used in areas such as better education around special educational needs? If so, when will we get an idea of how this will fit in—possibly through the reaction to the review, for which we are all waiting?

My Lords, I declare an interest as the honorary president of BESA, the British Educational Suppliers Association, whose members have grave concerns about the Oak proposals, and

who are mainly highly motivated and innovative small and medium-sized enterprises. Has my noble friend had time to read today's Times Educational Supplement, which points out that four out of 10 of all lessons on Oak started by pupils are not finished, with the worst take-up in disadvantaged areas? Can she comment on that? Could not the funding allocated to Oak be better spent working with tools on solutions that they know work best for their pupils?

My Lords, following on from the question of the noble Baroness and her mention of the Times Educational Supplement article, the analysis also shows no clear trend between Oak usage and a school’s Ofsted rating in schools overall. Therefore, why is this investment being made if it is not improving Ofsted ratings and school performance?

My Lords, first, I welcome and associate myself with the Minister’s comments about private children’s homes.

It has been reported that Oak National Academy is considering allowing private companies to sell its lessons on for profit. I remember that, when it was first set up, it was envisaged that no individual would be able to profit from the activities of the new body. However, now facing legal challenge, the Department for Education has add to row back on geoblocking Oak outside the UK and make users aware that alternatives are available. Can the Minister update the House on this ongoing legal challenge and her department’s progress towards establishing the promised “thriving commercial market” for Oak National Academy?

Is my noble friend aware of the results of a recent report that found that, notwithstanding the concerns raised by noble Lords, the Oak Academy had a positive impact

on the workload of teachers using its resources, saving nearly half of them three hours a week, the equivalent of three weeks during a school year? Will my noble friend and her fellow Ministers continue to champion a range of ways to improve educational access and resources for schools, because this immeasurably helps reduce the burden of our hardworking teachers?

The department continues to work in partnership with the Department for Digital, Culture, Media, and Sport and support their newly launched strategy to make the digital economy more inclusive, competitive, and innovative by supporting the growth of Digital, Cyber, and Artificial Intelligence strategies.

The department recognises the important role that small and medium sized employers (SMEs) play in creating apprenticeship opportunities, particularly for younger people and those in disadvantaged areas. On 1 June, we reset the reservation levels for all employers who do not pay the levy to zero. This means that employers will be able to make up to 10 new reservations to fund new starts.

Furthermore, we have just published a tender calling for suppliers to engage with SMEs, to encourage more apprenticeship starts. We are using this SME Pathfinder to improve opportunities for individuals and productivity for SMEs in sectors and areas of the country where these are needed most.

Employers in the digital sector have developed 26 high-quality apprenticeships standards including: level 3 Data Technician, level 4 Software Developer and level 7 Artificial Intelligence Data Specialist.

In the 2020/21 academic year there were 14,760 apprenticeship starts in the Digital sector subject area, with a further 10,130 starts so far in the second quarter of the 2021/22 academic year.

The department is also encouraging all employers to offer more flexible training models. There are two flexi-job apprenticeship agencies supporting the digital sector, ensuring apprentices are ready to work on-site and can benefit from the high-quality long-term training that an apprenticeship provides.

We continue to make improvements to the apprenticeship levy transfer system to make it easier for large employers to make full use of their levy funds and support more employers, including SMEs, to take on new apprentices in the technology sectors.

The department continues to work in partnership with the Department for Digital, Culture, Media, and Sport and support their newly launched strategy to make the digital economy more inclusive, competitive, and innovative by supporting the growth of Digital, Cyber, and Artificial Intelligence strategies.

The department recognises the important role that small and medium sized employers (SMEs) play in creating apprenticeship opportunities, particularly for younger people and those in disadvantaged areas. On 1 June, we reset the reservation levels for all employers who do not pay the levy to zero. This means that employers will be able to make up to 10 new reservations to fund new starts.

Furthermore, we have just published a tender calling for suppliers to engage with SMEs, to encourage more apprenticeship starts. We are using this SME Pathfinder to improve opportunities for individuals and productivity for SMEs in sectors and areas of the country where these are needed most.

Employers in the digital sector have developed 26 high-quality apprenticeships standards including: level 3 Data Technician, level 4 Software Developer and level 7 Artificial Intelligence Data Specialist.

In the 2020/21 academic year there were 14,760 apprenticeship starts in the Digital sector subject area, with a further 10,130 starts so far in the second quarter of the 2021/22 academic year.

The department is also encouraging all employers to offer more flexible training models. There are two flexi-job apprenticeship agencies supporting the digital sector, ensuring apprentices are ready to work on-site and can benefit from the high-quality long-term training that an apprenticeship provides.

We continue to make improvements to the apprenticeship levy transfer system to make it easier for large employers to make full use of their levy funds and support more employers, including SMEs, to take on new apprentices in the technology sectors.

The recently published Digital Strategy (June 2022) identifies the supply of digitally and tech-enabled workers, at all levels, as crucial for the UK’s long-term economic prosperity. It estimates that the digital skills gap costs the UK economy £63 billion per year in lost potential gross domestic product. This gap cuts across all areas of the economy and is expected to widen. The department's Employer Skills Survey (2019) identifies that two-fifths of skills gaps (38%) involved a deficiency in digital skills, which includes both basic computer literacy and IT skills, as well as more advanced or specialist IT skills.

Building on the vision of the Skills for Jobs White Paper (January 2021), the department is working closely with the industry to tailor training offers to meet their needs and strengthen progression routes into the tech sector. We are growing the prestigious apprenticeships programme, rolling out T Levels and Higher Technical Qualifications, and investing in Institutes of Technology. We have overhauled the outdated ICT curriculum and replaced it with computing and invested £84 million to improve the quality of computing teaching in England and to inspire the next generation of computer scientists. The newly formed Digital Skills Council will provide a crucial forum for developing these interventions, ensuring they are relevant and responsive to emerging technologies.

In addition, the department has established a new Unit for Future Skills to improve the quality of jobs and skills data and to make these available and more accessible to policymakers, stakeholders, and the public. Last month the Unit for Future Skills published new data products on the routes that learners take through education and into employment in different industry sectors (including the IT sector), which can be found here: https://www.gov.uk/government/groups/unit-for-future-skills.

The recently published Digital Strategy (June 2022) identifies the supply of digitally and tech-enabled workers, at all levels, as crucial for the UK’s long-term economic prosperity. It estimates that the digital skills gap costs the UK economy £63 billion per year in lost potential gross domestic product. This gap cuts across all areas of the economy and is expected to widen. The department's Employer Skills Survey (2019) identifies that two-fifths of skills gaps (38%) involved a deficiency in digital skills, which includes both basic computer literacy and IT skills, as well as more advanced or specialist IT skills.

Building on the vision of the Skills for Jobs White Paper (January 2021), the department is working closely with the industry to tailor training offers to meet their needs and strengthen progression routes into the tech sector. We are growing the prestigious apprenticeships programme, rolling out T Levels and Higher Technical Qualifications, and investing in Institutes of Technology. We have overhauled the outdated ICT curriculum and replaced it with computing and invested £84 million to improve the quality of computing teaching in England and to inspire the next generation of computer scientists. The newly formed Digital Skills Council will provide a crucial forum for developing these interventions, ensuring they are relevant and responsive to emerging technologies.

In addition, the department has established a new Unit for Future Skills to improve the quality of jobs and skills data and to make these available and more accessible to policymakers, stakeholders, and the public. Last month the Unit for Future Skills published new data products on the routes that learners take through education and into employment in different industry sectors (including the IT sector), which can be found here: https://www.gov.uk/government/groups/unit-for-future-skills.

The study of air cleaning units in primary schools, funded by the Department of Health and Social Care, is run by the class-ACT (air cleaning technology) consortium and led by the Centre for Applied Educational Research at the University of Leeds.

The trial has provided valuable informal interim feedback on the practicalities of introducing ACT in schools. These interim findings have been published by the Class-ACT consortium as a 10-step guide for schools, published in the Times Educational Supplement on 27 January. This article can be found here: https://www.tes.com/magazine/analysis/general/covid-schools-ventilation-10-step-guide-using-air-cleaning-units.

The study of air cleaning technologies is still ongoing, findings are planned to be published in late 2022.

China is a leading member of the international community and we have a strong and constructive relationship with China in many areas. It has to be part of the solution to any major global problem we face; whether ensuring we do not face another devastating global health crisis, supporting vulnerable countries or addressing climate change. Our approach to China remains clear-eyed and rooted in our values and our interests.

The security and resilience of the UK’s telecoms networks is of paramount importance. That is why the Government undertook the Telecoms Supply Chain Review, a comprehensive review of the supply arrangements for telecoms infrastructure in the UK.

One example of where the government is seeking to diversify its supply chain is in 5G technology. On 2 July the Government published its response to the Diversification Taskforce’s recommendations on solutions and opportunities to diversify the supply market for 5G.

We will progress action across all four areas that the Taskforce focused on. As a part of our ambitious diversification strategy, we will be looking to identify opportunities to diversify component supply chains, both geographically and in terms of the range of suppliers, in order to establish greater resilience against shocks or market disruption.

The Integrated Review reflects that we need to adapt to a more competitive world. We are implementing a robust framework for our relationship with China which allows us to manage disagreements, defend our values while preserving space to tackle transnational challenges such as climate change. Our approach will remain consistent even if difficulties emerge."

The Integrated Review articulates the UK’s goal to extend the impact and influence of the UK’s ‘Science and Technology Power’ by 2030, and the need to secure and develop critical and emerging technologies where there is a realistic prospect of delivering strategic advantage. A new ‘own-collaborate-access’ framework, will guide our approach:

• Own: where the UK plays a leading and owning role, end-to-end from discovery to commercialisation. This will always involve elements of collaboration and access.

• Collaborate: where the UK is not able to establish a dominant position, but can provide unique contributions that allow us to collaborate with others to achieve our goals.

• Access: where the UK will seek to acquire critical science and technology from others, through options, deals and relationships.

To this end the Prime Minister has recently announced he will chair a new National Science and Technology Council, and the creation of a National Technology Advisor role, initially held by Sir Patrick Vallance to support the new committee and provide leadership.