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Kumar, Ashok
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Written questions (30)
House
Session
Year
Department
Member
More
Primary member
More
Kumar, Ashok (40)
Answering member
Legislative stage
Legislation
Subject
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Publisher
To ask the Secretary of State for Children, Schools and Families how many people took one or more science A-levels in (a) England, (b) the North East, (c) Tees Valley district and (d) Middlesbrough South and East Cleveland constituency in each of the last five years.
To ask the Secretary of State for Children, Schools and Families how many people took one or more science A-levels in (a) England, (b) the North East, (c) Tees Valley district and (d) Middlesbrough South and East Cleveland constituency in each of the last five years.
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
15 January 2009
For answer on
19 January 2009
Answered on
1 June 2009
The information is given in the following table:
| Number of pupils entered for at least one Science A level | |||||
|---|---|---|---|---|---|
| 2003/04 | 2004/05 | 2005/06 | 2006/07 | 2007/08 | |
| Middlesbrough South and East Cleveland | 221 | 205 | 225 | 220 | 241 |
| Tees Valley District | 672 | 667 | 644 | 619 | 701 |
| North East | 2,455 | 2,461 | 2,308 | 2,337 | 2,419 |
| England | 56,386 | 58,167 | 56,072 | 56,570 | 58,976 |
| Notes: 1. Figures relate to 16 to 18-year-olds (age at start of academic year, i.e. 31 August) in all maintained schools and colleges. 2. Figures include achievements in Biological, Human Biology, Chemistry, Physics, Single Award Science, Electronics, Environmental Science, Geology and Applied Science. Source: School and College Achievement and Attainment Tables data. |
Subjects
Science; GCE A-level
Date
1 June 2009
Reference
493 c273-6W; 249848
House
House of Commons
To ask the Secretary of State for Children, Schools and Families if his Department will bring forward proposals to make GCSE science courses more interesting and challenging for pupils.
To ask the Secretary of State for Children, Schools and Families if his Department will bring forward proposals to make GCSE science courses more interesting and challenging for pupils.
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
6 May 2009
For answer on
8 May 2009
Answered on
13 May 2009
A new programme of study for science at Key Stage 4 was introduced into schools for first teaching from September 2006. The new curriculum maintains the breadth, depth and challenge of the previous curriculum, but has a better balance between knowledge and understanding. Pupils now learn more about the applications and implications of science (for example, global warming and genetic screening).GCSE specifications were also revised from September 2006 to reflect the new programme of study. QCA are currently reviewing the GCSE science criteria again with a view to revised specifications being taught from September 2011: these changes will ensure that the content remains up to date and engaging, and will address concerns about the level of challenge in some assessments identified in the recent Ofqual review of the 2006 specifications. Awarding bodies have also made changes to this summer's assessments in response to the Ofqual report.
Subjects
Science; GCSE
Date
13 May 2009
Reference
492 c873W; 274090
House
House of Commons
To ask the Secretary of State for Innovation, Universities and Skills what assessment he has made of the adequacy of levels of research funding for science subjects in (a) Russell Group universities and (b) other universities in 2009-10; and if he will make a statement.
To ask the Secretary of State for Innovation, Universities and Skills what assessment he has made of the adequacy of levels of research funding for science subjects in (a) Russell Group universities and (b) other universities in 2009-10; and if he will make a statement.
Asked by
Ashok Kumar
(Labour)
Answered by
David Lammy
(Labour)
Answering body
Department for Innovation, Universities and Skills
Type
Written questions
Status
Answered
Tabled on
30 March 2009
For answer on
1 April 2009
Answered on
2 April 2009
Government funding for research in science and other subjects is now at record levels, with DIUS funding set to reach almost £6 billion by 2010/11. Research funding for universities is allocated on the basis of excellence—through the RAE in the case of the HEFCE Quality Related (QR) block grant, and through peer review of projects in the case of Research Councils. In relation to the recent HEFCE block grant allocation, HEFCE have safeguarded the proportion of funding going to Science Technology Engineering and Maths (STEM) subjects.
Subjects
Research; Science
Date
2 April 2009
Reference
490 c1334W;490 c1330W; 268355
House
House of Commons
To ask the Secretary of State for Innovation, Universities and Skills what recent steps he has taken to promote scientific research in universities in (a) England, (b) the North East and (c) Tees Valley district.
To ask the Secretary of State for Innovation, Universities and Skills what recent steps he has taken to promote scientific research in universities in (a) England, (b) the North East and (c) Tees Valley district.
Asked by
Ashok Kumar
(Labour)
Answered by
David Lammy
(Labour)
Answering body
Department for Innovation, Universities and Skills
Type
Written questions
Status
Answered
Tabled on
13 March 2009
For answer on
17 March 2009
Answered on
24 March 2009
Government investment in science and research is at record levels, and will reach just under £6 billion by 2010-11. Much of this funding is allocated to universities.This takes Government support for the UK's research base to its highest ever level and will enable the UK to maintain its leading position in research excellence, as well as helping to build a stronger economy.Funding is allocated on the basis of research excellence, not geographical location.In 2006-07, Higher Education Funding Council for England (HEFCE) recurrent research grants and Research Council grants to universities in England totalled £2.3 billion, of which £97 million went to universities in the north-east."Source:""Higher Education Statistics Agency, Resources of Higher Education Institutions 2006-07)"
Subjects
Research; Science
Date
24 March 2009
Reference
490 c342-3W; 264373
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what steps he is taking to raise the school science examination standards in (a) England, (b) the North East, (c) Tees Valley and (d) Middlesbrough South and East Cleveland.
To ask the Secretary of State for Children, Schools and Families what steps he is taking to raise the school science examination standards in (a) England, (b) the North East, (c) Tees Valley and (d) Middlesbrough South and East Cleveland.
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
15 January 2009
For answer on
19 January 2009
Answered on
9 February 2009
The Department for Children, Schools and Families has responsibility for the curriculum in England only; responsibility for the rest of the United Kingdom was devolved to the Scottish Parliament and the Assemblies for Wales and Northern Ireland.The Government's ambition is to create an education and training environment throughout the whole of England that delivers the best in science teaching and learning at every stage. To support this ambition we announced in January 2008 a £140 million strategy over the period 2008-11 to educate the next generation of scientists and mathematicians and help recruit and train more science and mathematics teachers. Much work is already under way to improve standards of science teaching and learning, including:"Raising attainment through the Secondary National Strategy;""Streamlining the curriculum to make it more manageable and focus on the key concepts of science, as well as its excitement and relevance;""Supporting 500 science and engineering clubs for pupils at key stage 3 with an interest and aptitude for science.""Providing additional incentives to recruit more high quality science graduates into science teaching.""Improving the quality of teaching by making available good quality continuing professional development through the network of Science Learning Centres, which we fund jointly with the Wellcome Trust."
Subjects
Education; Science
Date
9 February 2009
Reference
487 c1729W; 249819
House
House of Commons
That this House notes the extraordinary achievements of Charles Darwin; notes that 2009 marks both the 200th anniversary of Darwin's birth and the 150th anniversary of the publication of On the Origin of Species; welcomes proposals for the creation of a Darwin Day in recognition of the ground-breaking work of the British scientist responsible for the theory of evolution by natural selection; and calls for Darwin's birthday, 12 February, to be designated a public holiday in honour of one of the fathers of modern science and one of Britain's greatest, if not the greatest, scientific minds.
That this House notes the extraordinary achievements of Charles Darwin; notes that 2009 marks both the 200th anniversary of Darwin's birth and the 150th anniversary of the publication of On the Origin of Species; welcomes proposals for the creation of a Darwin Day in recognition of the ground-breaking work of...
Primary sponsor
Ashok Kumar
(Labour)
Type
Early day motions
Subjects
Science
Date
12 January 2009
Reference
377
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what steps his Department plans to take to improve teaching provision for science in schools.
To ask the Secretary of State for Children, Schools and Families what steps his Department plans to take to improve teaching provision for science in schools.
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
8 December 2008
For answer on
10 December 2008
Answered on
11 December 2008
The Government announced in January 2008 a £140 million strategy to educate the next generation of scientists and mathematicians and help recruit and train more science and mathematics teachers. Much work is underway to improve the number of specialist teachers, this includes:"increasing the value of the teacher training bursary for science graduates to £9,000 in September 2006, and the ‘Golden Hello’ for new science teachers rose to £5,000 for trainees who trained on PGCE and equivalent courses from September 2005;""continuing to recruit science graduates into teaching with incentives for providers of £2,000 per recruit to attract more physics and chemistry teachers;""offering courses to enhance physics and chemistry subject skills for those entering teaching who do not have a recent degree, or who have a related degree, in the subject;""piloting accredited courses to give existing science teachers without a physics or chemistry specialism the deep subject knowledge and pedagogy they need to teach these subjects effectively, those who gain accreditation will receive a £5,000 incentive. These courses are to be rolled out nationally from July 2009;""setting up a mentoring scheme to support newly qualified science teachers which is to be piloted from July 2009;""introducing a new cadre of science specialist higher level teaching assistants to support teachers;""funding the Student Associate Scheme in which science undergraduates spend time in school supporting teachers; and""establishing the Transition to Teaching programme to get employers to encourage talented staff to retrain as secondary school teachers in physics, chemistry, ICT and mathematics."The Government are also committed to improving the quality of teaching and learning. The Secondary National Strategy provides continuing professional development for science teachers focused on raising pupils’ attainment. In partnership with the Wellcome Trust we have set up a national network of Science Learning Centres to provide professional development for science teachers, technicians and other science educators. The training focuses on encouraging innovative and exciting teaching practice that will enthuse and inspire young people. Together with the Wellcome Trust and industry, we are funding ‘Project Enthuse’ to enable science teachers to experience high quality professional development in contemporary science at the National Science Learning centre over the next five years and DCSF is also funding Impact Awards available to teachers attending the regional Science Learning Centres.
Subjects
Teachers; Science
Date
11 December 2008
Reference
485 c279W; 242373
House
House of Commons
Last week, the Chancellor announced an extra £30 million for a science fund for schools. May I ask the Secretary of State how schools in my constituency can access this fund? I invite him to come to my constituency to see the excellent work being carried out at Freebrough engineering college to train future scientists and engineers.
Last week, the Chancellor announced an extra £30 million for a science fund for schools. May I ask the Secretary of State how schools in my constituency can access this fund? I invite him to come to my constituency to see the excellent work being carried out at Freebrough engineering college to train future scientists and engineers.
Asked by
Ashok Kumar
(Labour)
Answering body
Department for Children, Schools and Families
Topical questions - 1st Supplementary
Status
Answered
Answered on
17 March 2008
Naturally, I would be extremely pleased to visit my hon. Friend's constituency, particularly as he is a consistent advocate for the importance of science. The £10 million of Government funding for Project Enthuse that was pledged by the Chancellor last week will be matched, we expect, by equal investment from business and the Wellcome Trust to make £30 million. Secondary schools will be able to develop the skills and knowledge of their science teachers through professional development as a result of that investment.
Subjects
Finance; Schools; Teachers; Training; Science
Date
17 March 2008
Reference
473 c614-5
Chamber / Committee
House of Commons chamber
House
House of Commons
I praise the Minister and the Government for all they have done to promote science. Never in my lifetime have I seen a Government promote science as well as this Government have. Given that nuclear power is once again on the political agenda, I am seriously concerned that there are no undergraduate courses in nuclear engineering in this country. I urge the Minister to talk to the universities and to explore the possibility of setting up nuclear engineering courses, as there is no doubt in my mind that we will need far more nuclear engineers in the future.
I praise the Minister and the Government for all they have done to promote science. Never in my lifetime have I seen a Government promote science as well as this Government have. Given that nuclear power is once again on the political agenda, I am seriously concerned that there are no undergraduate courses in nuclear engineering in this country. I urge the Minister to talk to the universities and to explore the possibility of setting up nuclear engineering courses, as there is no doubt in my mind that we will need far more nuclear engineers in the future.
Asked by
Ashok Kumar
(Labour)
Answering body
Department for Innovation, Universities and Skills
Oral questions - Supplementary
Status
Answered
Answered on
15 November 2007
There is a lot of nuclear engineering research capacity, particularly in the north-west, and we had the recent announcement of the development of a nuclear skills academy. This is an important area, not least because the Nuclear Decommissioning Agency is doing substantial work and will continue to do so over the next 20 to 30 years. The Government will have to make decisions on a new generation of nuclear power capacity. Those decisions have not been taken yet, but I would expect the academic community to want to do its bit to ensure that we have the high level of skills that will be required in the future if the Government make those decisions.
Subjects
Higher education; Engineering; Nuclear power; Science; Nuclear engineering; Young people
Date
15 November 2007
Reference
467 c804
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Education and Skills how many university science departments closed in each of the last 10 years; and what steps he is taking to seek to prevent further closures.
To ask the Secretary of State for Education and Skills how many university science departments closed in each of the last 10 years; and what steps he is taking to seek to prevent further closures.
Asked by
Ashok Kumar
(Labour)
Answered by
Bill Rammell
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
13 June 2007
For answer on
15 June 2007
Answered on
18 June 2007
Information on the closure, merger or opening of particular university departments is not collected by the Department. However, some science subjects are starting to become more popular and the measures we are taking to increase demand and the extra £75 million announced last year should help to sustain capacity as demand increases. We have consistently made clear that if a science department closes at one institution, the Higher Education Funding Council for England should seek to maintain capacity elsewhere and we announced last year that the Council should report to us on how provision can be maintained in this way.The latest figures from UCAS for students applying to enter full-time undergraduate courses in 2007 show that applications for the main science subjects have risen significantly: Physics is up by 12 per cent., chemistry by 11 per cent. and biology by 6 per cent.
Subjects
Higher education; Science
Date
18 June 2007
Reference
143561; 461 c1469-70W
House
House of Commons
To ask the Secretary of State for Education and Skills what steps his Department is taking to increase the number of students studying science at A-level.
To ask the Secretary of State for Education and Skills what steps his Department is taking to increase the number of students studying science at A-level.
Asked by
Ashok Kumar
(Labour)
Answered by
Bill Rammell
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
8 January 2007
For answer on
11 January 2007
Answered on
11 January 2007
The Government set out a range of initiatives in the ‘Science and Innovation Investment Framework 2004-2014: Next Steps’ document which should encourage the study of science to A level and beyond.
Subjects
Science; GCE A-level
Date
11 January 2007
Reference
114159; 455 c716W;455 c714W
House
House of Commons
To ask the Secretary of State for Education and Skills what guidance he issues to school science departments on the suitability of teaching materials from the organisation Truth in Science for the delivery of national curriculum science.
To ask the Secretary of State for Education and Skills what guidance he issues to school science departments on the suitability of teaching materials from the organisation Truth in Science for the delivery of national curriculum science.
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
4 December 2006
For answer on
6 December 2006
Answered on
11 December 2006
The science programme of study sets out the legal requirements of the national curriculum. It clearly states that pupils should be taught: how uncertainties in scientific knowledge and scientific ideas change over time; the role of the scientific community in validating these changes; that variation within species can lead to evolutionary changes; and, similarities and differences between species can be measured and classified.Neither intelligent design nor creationism is a recognised scientific theory and they are not included in the science curriculum. The Truth in Science information pack is not therefore an appropriate resource to support the science curriculum.The Department is currently working with the Qualifications and Curriculum Authority to communicate this message to schools.
Subjects
Curriculum; Science
Date
11 December 2006
Reference
454 c875W;454 c879W; 104919
House
House of Commons
To ask the Secretary of State for Education and Skills what steps he is taking to improve the teaching of science and mathematics in schools to engage young people more effectively.
To ask the Secretary of State for Education and Skills what steps he is taking to improve the teaching of science and mathematics in schools to engage young people more effectively.
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
20 November 2006
For answer on
22 November 2006
Answered on
27 November 2006
The Government are engaging young people more effectively in science and mathematics by improving the quality of teaching and learning through a number of different ways. These include:"Improving the quality of teaching by ensuring all science and mathematics teachers have access to good quality continuing professional development through the network of Science Learning Centres and the National Centre for Excellence in the Teaching of Mathematics. Support and guidance is also available through the National Strategies.""Reviewing the Key Stage 3 science and mathematics curricula to ensure that they offer teachers more flexibility to meet pupils' individual learning needs. The Key Stage 4 science curriculum has already been revised to make it more manageable and to focus on the key conceptual underpinnings of science, as well as its excitement and relevance.""Developing innovative Key Stage 3 mathematics lesson materials through a £4 million partnership with the Bowland Trust that will draw on the interests of pupils while bringing out mathematical ways of thinking.""Piloting 250 after-school science and engineering clubs, offering an engaging and stretching programme of activities to Key Stage 3 pupils with an interest and potential in science.""Restructuring mathematics GCSE to place functional skills at its heart so that pupils will not be able to get a grade C or better without passing a functional skills unit."
Subjects
Curriculum; Science; Mathematics
Date
27 November 2006
Reference
102531; 453 c430W
House
House of Commons
To ask the Secretary of State for Education and Skills what steps his Department is taking to improve the teaching of (a) science and (b) mathematics in schools.
To ask the Secretary of State for Education and Skills what steps his Department is taking to improve the teaching of (a) science and (b) mathematics in schools.
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
1 November 2006
For answer on
6 November 2006
Answered on
8 November 2006
The Government are improving the quality of teaching in science and mathematics through measures to improve the recruitment, retention and professional development of teachers. These include:"A range of incentives to attract more science and mathematics teachers into the profession.""Pre-teacher training courses to enhance intending teachers’ subject knowledge in physics, mathematics and chemistry.""Recruiting, training and supporting a cadre of specialist science and mathematics higher level teaching assistants to support qualified teachers.""Professional development, support and guidance to teachers through the National Strategies, the network of Science Learning Centres and the National Centre for Excellence in the Teaching of Mathematics. This includes renewing the Primary Framework for Mathematics last month.""An accredited diploma to give science and mathematics teachers without an initial specialism in the subject the knowledge and skills to teach physics, chemistry or mathematics effectively."
Subjects
Curriculum; Science; Mathematics
Date
8 November 2006
Reference
451 c1753W;451 c1755W; 99903
House
House of Commons
Given that the Prime Minister said recently that we are going to have a new generation of nuclear power plants, what are we doing to ensure that we have adequate science graduates to meet the needs of the nuclear industry in the future?
Given that the Prime Minister said recently that we are going to have a new generation of nuclear power plants, what are we doing to ensure that we have adequate science graduates to meet the needs of the nuclear industry in the future?
Asked by
Ashok Kumar
(Labour)
Answering body
Department for Education and Skills
Oral questions - Supplementary
Status
Answered
Answered on
12 October 2006
Some 135,000 students are studying engineering and technology overall, although I do not have the figures for the nuclear industry in particular. However, that represents a good supply of engineers. If the Government were to decide to go ahead with new nuclear power stations—that will obviously be a matter for debate in the House—we would keep the need for additional engineers under review. I might add that Cogent, which is the sector skills council for the nuclear industry, has applied to establish a national skills academy. We will consider that over the next few weeks as a mechanism to ensure that there is an adequate supply of engineers for the industry.
Subjects
Higher education; Engineering; Science; Student numbers
Date
12 October 2006
Reference
450 c428
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Education and Skills how many science courses have been available in (a) higher and (b) further education establishments in each year since 1997 in (i) England, (ii) each English region and (iii) the Tees Valley.
To ask the Secretary of State for Education and Skills how many science courses have been available in (a) higher and (b) further education establishments in each year since 1997 in (i) England, (ii) each English region and (iii) the Tees Valley.
Asked by
Ashok Kumar
(Labour)
Answered by
Bill Rammell
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
22 May 2006
For answer on
24 May 2006
Answered on
16 June 2006
Information on the numbers of courses offered by institutions is not held centrally. The following tables show the number of students enrolled on science courses since 1997.
| Undergraduate students¹ enrolled on science courses² Government Office Region³ 1997-98 to 2004-05 | ||
|---|---|---|
| Region of institution | 1997-98 | 1998-99 |
| North | 27,970 | 29,850 |
| North West | 62,540 | 66,125 |
| Yorkshire and Humberside | 51,645 | 54,420 |
| East Midlands | 36,450 | 37,350 |
| West Midlands | 44,090 | 45,300 |
| East Anglia | 9,165 | 9,765 |
| South East | 79,960 | 79,645 |
| South West | 36,235 | 38,170 |
| Greater London | 81,760 | 83,735 |
| Total English Regions | 429,815 | 444,360 |
| The Tees Valley | 6,005 | 5,740 |
| Region of institution | 1999-2000 | 2000-01 | 2001-02 | 2002-03 | 2003-04 | 2004-05 |
| North East | 30,435 | 31,600 | 31,090 | 34,740 | 36,130 | 36,285 |
| North West | 68,570 | 70,760 | 71,000 | 77,570 | 82,135 | 81,925 |
| Yorkshire and Humberside | 55,725 | 56,095 | 56,105 | 64,210 | 62,235 | 62,320 |
| East Midlands | 36,190 | 37,345 | 38,410 | 42,850 | 46,895 | 46,470 |
| West Midlands | 46,315 | 47,995 | 49,500 | 54,595 | 57,415 | 57,350 |
| Eastern | 33,890 | 33,065 | 34,680 | 39,900 | 39,095 | 42,080 |
| South East | 52,620 | 53,370 | 54,200 | 59,815 | 103,220 | 110,420 |
| South West | 38,770 | 39,785 | 41,330 | 45,010 | 47,355 | 47,550 |
| Greater London | 89,715 | 93,975 | 98,040 | 105,845 | 106,410 | 109,870 |
| Total English Regions | 452,230 | 463,990 | 474,360 | 524,540 | 580,885 | 594,270 |
| The Tees Valley | 7,310 | 9,020 | 8,450 | 10,360 | 11,070 | 10,655 |
| ¹ Based on a snapshot count of students, as at 1 December each year. ² A new method of allocating students to subject groups was introduced in 2002-03, the main effect of which was to increase the number of students allocated to specific named subjects and decrease the number of students allocated to "Combined Subject" courses. This will have contributed to the rise in science enrolments between 2001-02 and 2002-03. Science includes medicine/dentistry, subjects allied to medicine, biological sciences, veterinary sciences, veterinary science, agriculture, physical sciences, mathematical sciences, computer science, engineering/technology and architecture. ³ The classification of Government Office regions was revised in 2000-01. Merseyside has been included with the north west. Source: Higher Education Statistics Agency (HESA) student record. Figures have been rounded to the nearest 5. |
| Learning Aim Enrolments in FE in Science and Mathematics Area of Learning for 2002-03 to 2004-05 | |||
|---|---|---|---|
| Enrolments by Region | 2002-03 | 2003-04 | 2004-05 |
| National Office | 25,394 | 716 | 674 |
| East England | 50,529 | 41,182 | 38,906 |
| East Midlands | 39,945 | 30,263 | 29,877 |
| Greater London | 86,676 | 72,696 | 64,060 |
| North-East | 35,756 | 30,567 | 27,992 |
| North-West | 85,789 | 75,601 | 68,740 |
| South-East | 81,984 | 71,333 | 69,410 |
| South-West | 42,660 | 38,143 | 40,495 |
| West Midlands | 70,339 | 58,726 | 54,783 |
| Yorkshire and Humberside | 52,353 | 50,926 | 45,789 |
| National Total | 571,425 | 47U.153 | 440,726 |
| National Total—All FE Enrolments —All Subjects | 8,249,256 | 7,872,271 | 7,845,818 |
| Enrolments at Tees Valley Local LSC | ||
| 2002-03 | Tees Valley | 14,669 |
| 2003-04 | Tees Valley | 12,515 |
| 2004-05 | Tees Valley | 12,475 |
| Note: FE learning aim enrolments on aims classified as being in the 'Science and Mathematics' area of learning are given. Area of Learning is used rather than sector subject area as there is more historical data using this classification. Local office classification is based on the relation between providers and their lead LLSC. Data is not supplied for prior to 2002-03 as the definitions of programme areas and how to count learners changed at that point. Source: Learning and Skills Council (LSC) Individualised Learner Record 2002-03, 2003-04 and 2004-05 |
Subjects
Students; Science
Date
16 June 2006
Reference
73654; 447 c1442-3W
House
House of Commons
I thank the Minister for that reply. Does he agree that, if we are to maintain a strong defence industry, we need to encourage more young people to study engineering? Will he use his good offices to build strong links between the defence industry and engineering colleges, and will he congratulate Freeborough community college in my constituency, which has just been designated as an engineering college?
I thank the Minister for that reply. Does he agree that, if we are to maintain a strong defence industry, we need to encourage more young people to study engineering? Will he use his good offices to build strong links between the defence industry and engineering colleges, and will he congratulate Freeborough community college in my constituency, which has just been designated as an engineering college?
Asked by
Ashok Kumar
(Labour)
Answering body
Ministry of Defence
Oral questions - 1st Supplementary
Status
Answered
Answered on
27 February 2006
I know that my hon. Friend has a distinguished background as a chemical engineer. I agree that we need to value our engineers and encourage young people to go into engineering. Defence and engineering go hand in hand, and there are many examples of how strong links between engineering, training and defence have brought great benefits to colleges and students alike. I certainly congratulate Freeborough community college on having attained the status of an engineering college.
Subjects
Curriculum; Defence; Higher education; Engineering; Schools; Technology; Research; Vocational education; Science; Specialist schools
Date
27 February 2006
Reference
443 c14-5
Chamber / Committee
House of Commons chamber
House
House of Commons
What recent discussions he has had with the defence industry on encouraging the take-up of defence-related courses in educational establishments. [53941]
What recent discussions he has had with the defence industry on encouraging the take-up of defence-related courses in educational establishments. [53941]
Asked by
Ashok Kumar
(Labour)
Answered by
Lord Touhig
(Labour)
Answering body
Ministry of Defence
Oral questions - Lead
Status
Answered
Tabled on
16 February 2006
For answer on
27 February 2006
Answered on
27 February 2006
The Government recognise the need for a stronger supply of skilled research and technology staff, and the defence sector is no exception. The Ministry of Defence actively promotes the education of science, engineering and technology in our schools and colleges through dedicated presentations and visits to schools by technical experts.
Subjects
Curriculum; Defence; Higher education; Engineering; Schools; Technology; Research; Vocational education; Science
Date
27 February 2006
Reference
443 c14; 53941
Chamber / Committee
House of Commons chamber
House
House of Commons
As a former chemical engineer, I too congratulate the Minister on his speech at the institution. As the Government are seriously considering and exploring the nuclear option for our energy programme, has my hon. Friend assessed whether we have adequate undergraduates studying physics and nuclear engineering to deliver that option?
As a former chemical engineer, I too congratulate the Minister on his speech at the institution. As the Government are seriously considering and exploring the nuclear option for our energy programme, has my hon. Friend assessed whether we have adequate undergraduates studying physics and nuclear engineering to deliver that option?
Asked by
Ashok Kumar
(Labour)
Answering body
Department for Education and Skills
Oral questions - Supplementary
Status
Answered
Answered on
9 February 2006
Again, I thank my hon. Friend for his kind remarks—perhaps I should quit while I am ahead.
We are attracting more undergraduates to science courses. This year, there has been a 10 per cent. increase in the number of applicants for science courses, so we are making huge progress. Perhaps some of the science and engineering skills that those young people are developing will be needed by the Conservatives as they develop their new flip-flop machine.
Subjects
Admissions; Further education; Higher education; Students; Science; Nuclear physics; Nuclear engineering; Education; Engineering; Training; Young people
Date
9 February 2006
Reference
442 c993
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Education and Skills what steps are being taken to encourage more pupils to study (a) physics, (b) chemistry and (c) mathematics at A level.
To ask the Secretary of State for Education and Skills what steps are being taken to encourage more pupils to study (a) physics, (b) chemistry and (c) mathematics at A level.
Asked by
Ashok Kumar
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
7 December 2005
For answer on
12 December 2005
Answered on
19 December 2005
The Government's recent 14–19 Education and Skills White Paper reaffirms our commitment, as outlined in the 10-year Science and Innovation Investment Framework and our response to Professor Smith's inquiry into post-14 mathematics education, to encourage more young people to study physics, chemistry and mathematics at A level. We are taking this forward by improving teaching and learning across all school phases by:"introducing a newly structured A level, for first teaching from September 2004, making AS/A level mathematics more flexible and manageable;""introducing a new programme of study for science at key stage 4, leading to new GCSEs. The new programme maintains the breadth, depth and challenge of the current curriculum, while catering for a wide range of young people's interests and aptitudes which will ensure that the science taught in schools inspires young people to pursue further study;""developing a new two tier mathematics GCSE so that all young people have the opportunity to achieve a grade C;""asking QCA to develop and test a new curriculum and assessment model for mathematics from entry level to level 3 which will incorporate changes resulting from work that QCA has been doing in response to recommendations in the Smith report;""renewing and updating the Primary National Strategy framework for the teaching of mathematics, to ensure that it supports schools and settings to raise attainment still further;""reviewing science and mathematics at key stage 3, especially in relation to the new science programme at key stage 4 and the review of the Primary National Strategy;""providing innovative and exciting continuing professional development for teachers and technicians through the national network of science learning centres;""establishing a National Centre for Excellence in the teaching of mathematics, that will develop a continuing professional development framework for mathematics teachers and quality assure mathematics continuing professional development programmes;""introducing, from September 2004, a framework for the teaching and learning of mathematics in post-16 education;""agreeing to the expansion of the Mathematics in Education and Industry project with a view to establishing a network of centres to improve take-up and teaching of GCE further mathematics;""improving teacher recruitment in science and mathematics by increasing the value of the teacher training bursaries for science and mathematics graduates and ‘golden hellos' for new science and mathematics teachers;""piloting courses designed to enhance subject knowledge of those who wish to do initial teacher training in physics, chemistry or mathematics but who do not have the necessary subject knowledge."
Subjects
Chemistry; Pupils; Science; Mathematics; Physics; GCE A-level
Date
19 December 2005
Reference
37021; 440 c2426-7W
House
House of Commons