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To ask the Secretary of State for Education and Skills, how many people from science and technology backgrounds have been seconded into the Civil Service in his Department in each of the last five years for which data are available. - Will write.

Asked by

Brian Iddon (Labour)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

20 November 2003

Reference

138626; 413 c1487W;413 c1483W

House

House of Commons

Dept for Environment Food and Rural Affairs

To ask the Secretary of State for Environment, Food and Rural Affairs, how many people from science and technology backgrounds have been seconded into the Civil Service in her Department in each of the last five years for which data are available.

Asked by

Brian Iddon (Labour)

Answering body

Department for Environment, Food and Rural Affairs

Type

Written questions

Status

Answered

Date

20 November 2003

Reference

138624; 413 c1243W;413 c1239-40W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, what plans he has to ensure that any increase in the level of tuition fees will not have an adverse impact on the (a) supply, (b) retention, (c) diversity and (d) quality of students on (i) teaching, (ii) science, (iii)...

Asked by

Paul Farrelly (Labour)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

20 November 2003

Reference

139908; 413 c1497-8W;413 c1493-4W

House

House of Commons

Dept of Trade and Industry

To ask the Secretary of State for Trade and Industry, if she will make a statement on the progress of joint working with the Foreign and Commonwealth Office on the promotion of UK science, engineering and technology.

Asked by

Ashok Kumar (Labour)

Answering body

Department of Trade and Industry

Type

Written questions

Status

Answered

Date

20 November 2003

Reference

137540; 413 c1443W;413 c1439W

House

House of Commons

Dept of Trade and Industry

To ask the Secretary of State for Trade and Industry, how many people from science and technology backgrounds have been seconded into the Civil Service in her Department in each of the last five years for which data are available.

Asked by

Brian Iddon (Labour)

Answering body

Department of Trade and Industry

Type

Written questions

Status

Answered

Date

20 November 2003

Reference

138627; 413 c1421W;413 c1417W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, what proportion of (a) technology, (b) sports, (c) arts, (d) languages, (e) engineering, (f) science, (g) mathematics and computing and (h) business and enterprise specialist schools select 10 per cent. of their pupil intake on the basis of aptitude. -...

Asked by

Nick Gibb (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

20 November 2003

Reference

413 c1489-90W;413 c1485-6W; 140194

House

House of Commons

Foreign and Commonwealth Office

To ask the Secretary of State for Foreign and Commonwealth Affairs, how many people from science and technology backgrounds have been seconded into the Civil Service in his Department in each of the last five years for which data are available. - Inc table.

Asked by

Brian Iddon (Labour)

Answering body

Foreign and Commonwealth Office

Type

Written questions

Status

Answered

Tabled on

11 November 2003

For answer on

19 November 2003

Answered on

19 November 2003

Dr. Iddon: To ask the Secretary of State for Foreign and Commonwealth Affairs how many people from science and technology backgrounds have been seconded into the Civil Service in his Department in each of the last five years for which data are available. [138623] Mr. Rammell: In line with the 2001 Government Cross Cutting Review of Science and Research and the 2000 Foreign and Commonwealth Office (FCO) review of science and technology (S&T) work, the FCO has increased the use of S&T expertise in its work. The FCO has established a new S&T network and recruited a new and diverse generation of high calibre S&T officers, both UK appointed and locally engaged. As well as scientific and technical expertise, many have experience in business, management consultancy and policymaking, as well as skills in diplomacy and international relations. For UK appointees, in each of the last five years the following numbers of people with a science and technology background have been recruited into the S&T network either on Fixed Term contract, loan from Other Government Departments or on secondment from outside the Civil Service: _________________________________________________________________________________________________. Number 1999 2 2000 2 2001 7 2002 2 2003 3 _________________________________________________________________________________________________.

Date

19 November 2003

Reference

413 c1057-8W; 138623

House

House of Commons

Foreign and Commonwealth Office

To ask the Secretary of State for Foreign and Commonwealth Affairs, if he will make a statement on the (a) funding, (b) remit and (c) functions of the science and technology network. - Inc figures.

Asked by

Ashok Kumar (Labour)

Answering body

Foreign and Commonwealth Office

Type

Written questions

Status

Answered

Tabled on

5 November 2003

For answer on

19 November 2003

Answered on

19 November 2003

Dr. Kumar: To ask the Secretary of State for Foreign and Commonwealth Affairs if he will make a statement on the (a) funding, (b) remit and (c) functions of the science and technology network. [137535] Mr. Rammell: Following a review in 2000 the FCO has established a new network of S & T (science and technology) attache«s to help capitalise on and enhance the UK science base, to help companies access overseas innovation and technology, to facilitate high-tech trade and attract foreign investment and to use S & T as a vehicle to maximise the UK's impact abroad. £3 million of funding was provided through SR2000. A further £750,000 of programme and staffing resource was made available through SR2002. By 2005 there will be a dedicated FCO S & T officer in 34 of our overseas posts in 22 countries. Several other posts have also joined the network and make use of S & T to further bilateral relations. The network reports to a wide customer base and works with a number of UK organisations with an interest in S & T overseas. These include Government Departments, parliamentary and devolved institutions, public sector bodies, universities, research and trade organisations and industry. The FCO works in close partnership on international S & T issues, with the Office of Science and Technology (OST), the Department of Trade and Industry (DTI) (especially its team of International Technology Promoters), UK Trade & Investment, the British Council and the Research Councils (RCUK). The FCO's S & T network adds value to the UK by addressing the following objectives: To inform UK science policy development, benchmarking UK S & T performance against other nations and using S & T to secure UK influence in international negotiations. To promote the UK as the international partner of choice in S & T collaboration, and attract overseas expertise, in areas which match or complement existing or potential UK strengths. To enhance wealth creation by using S & T to facilitate trade and inward investment, with development of the UK knowledge economy through commercially edged high technology collaboration. To use S & T for public diplomacy to project the UK as a creative, dynamic, technologically advanced nation. The network is co-ordinated by the S & T unit within the Global Issues Directorate of the FCO. The work of the network and profiles of the new generation of S & T officers are presented in the FCO's S & T annual report, available on the FCO website: www.fco.gov.uk/policy/ global-issues/science-and-technology. The new network provides informed insight into S & T activity in the host country and an assessment of opportunities and risks for the UK. Through developing networks of opinion formers and key contacts the attache«s are well placed to stimulate bilateral interactions. The integrated approach of the S & T attache«s with their commercial and public diplomacy colleagues means projection of the UK as a world leading science base and development of a technologically innovative, knowledge based, economy.

Date

19 November 2003

Reference

137535; 413 c1056-7W

House

House of Commons

Dept for Culture Media and Sport

To ask the Secretary of State for Culture, Media and Sport, how many people from science and technology backgrounds have been seconded into the Civil Service in her Department in each of the last five years for which data are available. - Includes fact that disproportionate cost.

Asked by

Brian Iddon (Labour)

Answering body

Department for Culture, Media and Sport

Type

Written questions

Status

Answered

Date

18 November 2003

Reference

138625; 413 c765W

House

House of Commons

Home Office

To ask the Secretary of State for the Home Department, how many people from science and technology backgrounds have been seconded into the Civil Service in his Department in each of the last five years for which data are available. - Inc table.

Asked by

Brian Iddon (Labour)

Answering body

Home Office

Type

Written questions

Status

Answered

Tabled on

11 November 2003

For answer on

18 November 2003

Answered on

18 November 2003

Dr. Iddon: To ask the Secretary of State for the Home Department how many people from science and technology backgrounds have been seconded into the Civil Service in his Department in each of the last five years for which data are available. [138628] Fiona Mactaggart: Secondments are part of the Interchange initiative, which promotes the exchange of people and good practice between the Civil Service and other organisations--public, private and voluntary. Interchange provides opportunities for civil servants to learn new skills, widen their experience and develop ideas, it also brings in skills and experiences from other sectors. 198 staff were seconded into the Home Office during the period 1 April 1998 to 31 March 2003. The Home Office records data on inward secondees according to their originating sector, but it does not specifically collate data on secondees with a science and technology background. The annual number of inward secondments to the Home Office from outside the Civil Service was: _________________________________________________________________________________________________. Year 1998-99 25 1999-2000 30 2000-2001 21 2001-2002 44 2002-2003 78 _________________________________________________________________________________________________.

Date

18 November 2003

Reference

138628; 413 c843W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, what subject qualifications a teacher requires to teach (a) mathematics, (b) English and (c) science at (i) Key Stage I, (ii) Key Stage II, (iii) Key Stage III, (iv) Key Stage IV and (v) AS/A2 level.

Asked by

Lord Willis of Knaresborough (Liberal Democrat)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

17 November 2003

Reference

138533; 413 c560W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, how many lessons in (a) mathematics, (b) science and (c) English were identified in the 2003 Curriculum and Staffing Survey as being taught by teachers without a subject-specific qualification in the subject being taught.- Including figures.

Asked by

Lord Willis of Knaresborough (Liberal Democrat)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

17 November 2003

Reference

138536; 413 c560W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, what steps he has taken to ensure that teachers without formal qualifications in (a) mathematics, (b) science and (c) English receive professional development to teach these subjects.

Asked by

Lord Willis of Knaresborough (Liberal Democrat)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

17 November 2003

Reference

138537; 413 c561W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, what estimate he has made of the number of additional (a) mathematics, (b) science and (c) English teachers that would need to be recruited if all lessons at Key Stage III and Key Stage IV were to be taught by...

Asked by

Lord Willis of Knaresborough (Liberal Democrat)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

17 November 2003

Reference

413 c561W; 138538

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, what is being done to promote scientific careers to school students; and what involvement professional bodies have in such information and promotion schemes. - Including ref to Investing in Innovation and SET for Success.

Asked by

Ashok Kumar (Labour)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

5 November 2003

For answer on

12 November 2003

Answered on

12 November 2003

Dr. Kumar: To ask the Secretary of State for Education and Skills what is being done to promote scientific careers to school students; and what involvement professional bodies have in such information and promotion schemes. [137539] Alan Johnson: Our strategy for science, engineering and technology was set out in "Investing in Innovation" published in July 2002 in response to the recommendations made in Sir Gareth Roberts' report "SET for Success". Our response to Baroness Greenfield's report "SET Fair" outlines our strategy to tackle under-representation of women in science. Both of these included looking at the promotion of science careers. We are working closely with colleagues at the DTI and the Promoting SET for Women Unit to take forward the recommendations in those reports. We believe that a good way of promoting science, including careers, in schools is by introducing current scientific developments into the classroom. As well as making science both exciting and relevant this will give young people an understanding of the role of science in society. We are working with a range of bodies, including professional bodies, to achieve this. We have consulted on the programme of study for science at Key Stage 4, following a review by the QCA. The new programme of study will set out a core for science, suitable for all learners, to increase flexibility of qualifications at Key Stage 4. From September 2003, a new science GCSE, "Science in the 21st Century" will be piloted in 50 schools. It aims to provide a sound and stimulating science education that will engage all students with contemporary science issues; and to increase the number of young people studying science subjects post-16. Connexions Personal Advisers provide independent advice to students on all careers, including scientific careers. The Science and Engineering Ambassadors' scheme (SEAs) launched jointly by this Department and the DTI in January 2002, aims to show young people the links between what they learn at school and the world of work. Ambassadors work with young people across the key stages and give them an understanding of the opportunities that a science, engineering or technology based career can offer.

Date

12 November 2003

Reference

137539; 413 c351W

House

House of Commons

Westminster Hall adjournment debate on GM science review

Westminster Hall adjournment debate on GM science review.

Lead member

Joan Ruddock

Answering member

Elliot Morley

Department

Department for Environment, Food and Rural Affairs

Type

Adjournment debates

Date

11 November 2003

Reference

413 c1-23WH

House

House of Commons

Cabinet Office;Chancellor of the Duchy of Lancaster

To ask the Minister for the Cabinet Office, what action has been taken to bring more people from science and technology backgrounds into the Civil Service on secondments as recommended by the Council for Science and Technology in its review in 1999 of Science and Technology Across Government.

Asked by

Brian Iddon (Labour)

Answering body

Cabinet Office

Type

Written questions

Status

Answered

Date

6 November 2003

Reference

133944; 412 c729-30W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, if he will make a statement on the trends in the percentage of Year 10 and 11 lessons inspected by Ofsted and recorded as set by ability in (a) history, (b) geography, (c) modern languages, (d) science and (e) English...

Asked by

Nick Gibb (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

20 October 2003

For answer on

5 November 2003

Answered on

5 November 2003

Mr. Gibb: To ask the Secretary of State for Education and Skills if he will make a statement on the trends in the percentage of Year 10 and 11 lessons inspected by Ofsted and recorded as set by ability in (a) history, (b) geography, (c) modern languages, (d) science and (e) English between 1996 and 2002. [133829] Mr. Miliband: The following tables show the percentages of lessons that inspectors recorded as setted by ability by subject in each year for pupils in years 10 and 11. These data are among the background information which are collected by inspectors to assist them in making judgments about standards achieved in schools and are not part of a representative survey of the use of setting by schools. The table figures provide a useful indicative picture of the use of setting across subjects, with setting being used in the vast majority of schools in mathematics, more than three-quarters of schools in science, and between half and three quarters of schools in English and modern foreign languages. A more detailed study, undertaken over a number of years with a consistent sample of schools, would be needed to enable secure judgments to be made about trends. _________________________________________________________________________________________________. Year 10 Year 11 History 1996 27 27 1996/97 23 22 1997/98 24 23 1998/99 21 24 1999/2000 21 23 2000/01 23 25 2001/02 20 19 1996-2002 23 23 Geography 1996 34 37 1996/97 30 29 1997/98 28 32 1998/99 30 32 1999/2000 35 33 2000/01 29 31 2001/02 24 23 1996-2002 30 30 Modern Languages 1996 66 67 1996/97 69 65 1997/98 67 66 1998/99 69 69 1999/2000 68 67 2000/01 70 70 2001/02 70 69 1996-2002 69 67 Science 1996 70 68 1996/97 77 69 1997/98 76 76 1998/99 76 76 1999/2000 77 77 2000/01 85 82 2001/02 85 86 1996-2002 78 76 English 1996 45 54 1996/97 55 50 1997/98 56 58 1998/99 51 49 1999/2000 52 56 2000/01 59 61 2001/02 56 59 1996-2002 54 54 Mathematics 1996 85 83 1996/97 90 86 1997/98 91 89 1998/99 90 91 1999/2000 89 89 2000/01 93 92 2001/02 92 92 1996-2002 90 89 _________________________________________________________________________________________________.

Date

5 November 2003

Reference

133829; 412 c703-4W;412 c702-4W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, what assessment he has made of the implications of access to field work in schools for the promotion of environmental awareness; and whether the provision for field work within the national curriculum will ensure that enough employees with adequate skills...

Asked by

Cheryl Gillan (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

28 October 2003

For answer on

3 November 2003

Answered on

3 November 2003

Mrs. Gillan: To ask the Secretary of State for Education and Skills (1) what assessment he has made of the implications of access to field work in schools for the promotion of environmental awareness; and whether the provision for field work within the national curriculum will ensure that enough employees with adequate skills are available to bodies who carry out environmental impact assessments; [135904] (2) what assessment he has made of whether the encouragement of fieldwork as a teaching method is adequately supported by teacher training courses; [135905] (3) what assessment he has made of the Growing Schools Initiative as a sufficient alternative to a formal requirement for out of classroom activity for the (a) science GCSE and (b) biology A-level curricula; [135906] (4) whether his Green Action Plan for Education will specify the need for out of class room activity as part of the national curriculum for appropriate subjects. [135907] Mr. Miliband: No assessment has been made of the implications of access to fieldwork in schools for the promotion of environmental awareness. It is important to note, however, that there are requirements for Education for Sustainable Development both in Geography and in Science, including science GCSE and AS/A Level qualifications. Although the National Curriculum is not designed to provide vocational training, under the proposed 14-19 reforms set out in the Green Paper `Excellence and Opportunity', young people would have greater flexibility in selecting their options, and may choose to pursue courses which cover environmental impacts. No assessment has been made of whether the encouragement of fieldwork as a teaching method is adequately supported by teacher training courses. However, under the standards for qualified teacher status and requirements for initial teacher training, teacher trainers use non-school settings such as fieldwork, visits to museums and other off-site locations. All newly qualified teachers are now required to be able to plan opportunities for pupils to learn in out-of-school contexts. Teacher training providers can also take trainees' prior achievement into account. This means, for example, that a trainee teacher who has previously worked in a fieldwork centre can have this experience taken into account when their training needs are assessed. In addition to this, we anticipate that, overtime, our new Science Learning Centres, the preferred suppliers for six of which along with a national centre were recently announced, will help science teachers and technicians to develop their skills in out of the classroom teaching. No assessment has been made of the Growing Schools Programme providing an alternative to out of classroom activity for Science GCSE or `A' level biology because it is not an alternative. Growing Schools supports teachers in using the outdoors for teaching subjects across the curriculum for pupils of all ages, including in Science GCSE and Biology A level. The Department's Sustainable Action Plan for Education and Skills does not specify the need for out of classroom activity as part of the National Curriculum. However the Geography programmes of study at Key Stages 1, 2 and 3 do specify the requirement for all pupils to carry out fieldwork investigations outside the classroom.

Date

3 November 2003

Reference

412 c447-8W;412 c455-7W; 135904;135905;135906;135907

House

House of Commons

Ashton of Upholland, Baroness

What steps they will take to remedy the shortage of teachers who specialise in science. [HL 5010]. - Includes figures.

Asked by

Lord Taylor of Warwick (Conservative)

Type

Written questions

Status

Answered

Date

29 October 2003

Reference

654 c48WA; HL 5010

House

House of Lords

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House

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Primary member

Answering member

Legislative stage

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