Higher Education Institutions will be expected to provide reasonable adjustments under the duties placed upon them by the Equality Act 2010. Disabled Students’ Allowances will remain available where additional support is required to enable disabled students to access their studies successfully.

Discussions are underway with experts in the sector. Disabled students whose needs cannot be met by the reasonable adjustments made by Higher Education Institutions will continue to receive support through Disabled Students’ Allowances.

Discussions are underway with the higher education sector to ensure they are ready to meet their legal duties under the Equality Act 2010 by 2015.

The Higher Education Funding Council for England (HEFCE) is currently undertaking a review of provision and support for disabled students in higher education.

My Lords, my noble friend raises an important point. Clearly, we are in part of the technological revolution and the Government wish to go digital, but it is certainly important that those who do not have the facility are still able to conduct business in a traditional way. As I say, it is important to improve delivery wherever we can.

Learning providers and awarding organisations have specific duties under the Equality Act. Part 9 of the Act sets out the proceedings that can be brought and the remedies that can be awarded in the event of any breach.

The next Skills Funding Statement will include a statement to remind training providers of their Equality Act duties. Awarding organisations are also liable to enforcement action by Ofqual if they fail to comply with formal regulatory requirements over equality.

Ofqual has been working with awarding organisations and disability groups including the British Dyslexia Association to address current problems with the incompatibility of some assessment products with assistive technology.

Guidance on reasonable adjustments is available from awarding organisations; many use the comprehensive guidance produced by the Joint Council for Qualifications. Ofqual is responsible for regulating qualifications.

Apprentices with learning difficulties or disabilities who did not pass a Key Skills qualification are already able to take a Functional Skills qualification. We have made arrangements for the Apprenticeship Certification Authority, FISSS to award an apprenticeship certificate when candidates in these circumstances achieve the relevant Functional Skills qualification(s) even if they completed the other parts of the apprenticeship some time earlier.

Full funding for study towards Functional Skills qualifications is available for adults who do not already have level 2 qualifications in English and maths. Individuals should contact their local college or training provider to enquire about eligibility for funding and enrolling on a functional skills course.

We are working with Ofqual to ensure that there is good information for candidates about complaints, retakes and appeals, including material on the appropriate websites. We are commissioning advice for disabled apprentices on reasonable adjustments, including assistive technology; this will be published on the National Apprenticeship Service website.

Learning providers and awarding organisations have specific duties under the Equality Act. Part 9 of the Act sets out the proceedings that can be brought and the remedies that can be awarded in the event of any breach.

The next Skills Funding Statement will include a statement to remind training providers of their Equality Act duties. Awarding organisations are also liable to enforcement action by Ofqual if they fail to comply with formal regulatory requirements over equality.

Ofqual has been working with awarding organisations and disability groups including the British Dyslexia Association to address current problems with the incompatibility of some assessment products with assistive technology.

Guidance on reasonable adjustments is available from awarding organisations; many use the comprehensive guidance produced by the Joint Council for Qualifications. Ofqual is responsible for regulating qualifications.

Apprentices with learning difficulties or disabilities who did not pass a Key Skills qualification are already able to take a Functional Skills qualification. We have made arrangements for the Apprenticeship Certification Authority, FISSS to award an apprenticeship certificate when candidates in these circumstances achieve the relevant Functional Skills qualification(s) even if they completed the other parts of the apprenticeship some time earlier.

Full funding for study towards Functional Skills qualifications is available for adults who do not already have level 2 qualifications in English and maths. Individuals should contact their local college or training provider to enquire about eligibility for funding and enrolling on a functional skills course.

We are working with Ofqual to ensure that there is good information for candidates about complaints, retakes and appeals, including material on the appropriate websites. We are commissioning advice for disabled apprentices on reasonable adjustments, including assistive technology; this will be published on the National Apprenticeship Service website.

Learning providers and awarding organisations have specific duties under the Equality Act. Part 9 of the Act sets out the proceedings that can be brought and the remedies that can be awarded in the event of any breach.

The next Skills Funding Statement will include a statement to remind training providers of their Equality Act duties. Awarding organisations are also liable to enforcement action by Ofqual if they fail to comply with formal regulatory requirements over equality.

Ofqual has been working with awarding organisations and disability groups including the British Dyslexia Association to address current problems with the incompatibility of some assessment products with assistive technology.

Guidance on reasonable adjustments is available from awarding organisations; many use the comprehensive guidance produced by the Joint Council for Qualifications. Ofqual is responsible for regulating qualifications.

Apprentices with learning difficulties or disabilities who did not pass a Key Skills qualification are already able to take a Functional Skills qualification. We have made arrangements for the Apprenticeship Certification Authority, FISSS to award an apprenticeship certificate when candidates in these circumstances achieve the relevant Functional Skills qualification(s) even if they completed the other parts of the apprenticeship some time earlier.

Full funding for study towards Functional Skills qualifications is available for adults who do not already have level 2 qualifications in English and maths. Individuals should contact their local college or training provider to enquire about eligibility for funding and enrolling on a functional skills course.

We are working with Ofqual to ensure that there is good information for candidates about complaints, retakes and appeals, including material on the appropriate websites. We are commissioning advice for disabled apprentices on reasonable adjustments, including assistive technology; this will be published on the National Apprenticeship Service website.

Learning providers and awarding organisations have specific duties under the Equality Act. Part 9 of the Act sets out the proceedings that can be brought and the remedies that can be awarded in the event of any breach.

The next Skills Funding Statement will include a statement to remind training providers of their Equality Act duties. Awarding organisations are also liable to enforcement action by Ofqual if they fail to comply with formal regulatory requirements over equality.

Ofqual has been working with awarding organisations and disability groups including the British Dyslexia Association to address current problems with the incompatibility of some assessment products with assistive technology.

Guidance on reasonable adjustments is available from awarding organisations; many use the comprehensive guidance produced by the Joint Council for Qualifications. Ofqual is responsible for regulating qualifications.

Apprentices with learning difficulties or disabilities who did not pass a Key Skills qualification are already able to take a Functional Skills qualification. We have made arrangements for the Apprenticeship Certification Authority, FISSS to award an apprenticeship certificate when candidates in these circumstances achieve the relevant Functional Skills qualification(s) even if they completed the other parts of the apprenticeship some time earlier.

Full funding for study towards Functional Skills qualifications is available for adults who do not already have level 2 qualifications in English and maths. Individuals should contact their local college or training provider to enquire about eligibility for funding and enrolling on a functional skills course.

We are working with Ofqual to ensure that there is good information for candidates about complaints, retakes and appeals, including material on the appropriate websites. We are commissioning advice for disabled apprentices on reasonable adjustments, including assistive technology; this will be published on the National Apprenticeship Service website.

Learning providers and awarding organisations have specific duties under the Equality Act. Part 9 of the Act sets out the proceedings that can be brought and the remedies that can be awarded in the event of any breach.

The next Skills Funding Statement will include a statement to remind training providers of their Equality Act duties. Awarding organisations are also liable to enforcement action by Ofqual if they fail to comply with formal regulatory requirements over equality.

Ofqual has been working with awarding organisations and disability groups including the British Dyslexia Association to address current problems with the incompatibility of some assessment products with assistive technology.

Guidance on reasonable adjustments is available from awarding organisations; many use the comprehensive guidance produced by the Joint Council for Qualifications. Ofqual is responsible for regulating qualifications.

Apprentices with learning difficulties or disabilities who did not pass a Key Skills qualification are already able to take a Functional Skills qualification. We have made arrangements for the Apprenticeship Certification Authority, FISSS to award an apprenticeship certificate when candidates in these circumstances achieve the relevant Functional Skills qualification(s) even if they completed the other parts of the apprenticeship some time earlier.

Full funding for study towards Functional Skills qualifications is available for adults who do not already have level 2 qualifications in English and maths. Individuals should contact their local college or training provider to enquire about eligibility for funding and enrolling on a functional skills course.

We are working with Ofqual to ensure that there is good information for candidates about complaints, retakes and appeals, including material on the appropriate websites. We are commissioning advice for disabled apprentices on reasonable adjustments, including assistive technology; this will be published on the National Apprenticeship Service website.

Learning providers and awarding organisations have specific duties under the Equality Act. Part 9 of the Act sets out the proceedings that can be brought and the remedies that can be awarded in the event of any breach.

The next Skills Funding Statement will include a statement to remind training providers of their Equality Act duties. Awarding organisations are also liable to enforcement action by Ofqual if they fail to comply with formal regulatory requirements over equality.

Ofqual has been working with awarding organisations and disability groups including the British Dyslexia Association to address current problems with the incompatibility of some assessment products with assistive technology.

Guidance on reasonable adjustments is available from awarding organisations; many use the comprehensive guidance produced by the Joint Council for Qualifications. Ofqual is responsible for regulating qualifications.

Apprentices with learning difficulties or disabilities who did not pass a Key Skills qualification are already able to take a Functional Skills qualification. We have made arrangements for the Apprenticeship Certification Authority, FISSS to award an apprenticeship certificate when candidates in these circumstances achieve the relevant Functional Skills qualification(s) even if they completed the other parts of the apprenticeship some time earlier.

Full funding for study towards Functional Skills qualifications is available for adults who do not already have level 2 qualifications in English and maths. Individuals should contact their local college or training provider to enquire about eligibility for funding and enrolling on a functional skills course.

We are working with Ofqual to ensure that there is good information for candidates about complaints, retakes and appeals, including material on the appropriate websites. We are commissioning advice for disabled apprentices on reasonable adjustments, including assistive technology; this will be published on the National Apprenticeship Service website.

Learning providers and awarding organisations have specific duties under the Equality Act. Part 9 of the Act sets out the proceedings that can be brought and the remedies that can be awarded in the event of any breach.

The next Skills Funding Statement will include a statement to remind training providers of their Equality Act duties. Awarding organisations are also liable to enforcement action by Ofqual if they fail to comply with formal regulatory requirements over equality.

Ofqual has been working with awarding organisations and disability groups including the British Dyslexia Association to address current problems with the incompatibility of some assessment products with assistive technology.

Guidance on reasonable adjustments is available from awarding organisations; many use the comprehensive guidance produced by the Joint Council for Qualifications. Ofqual is responsible for regulating qualifications.

Apprentices with learning difficulties or disabilities who did not pass a Key Skills qualification are already able to take a Functional Skills qualification. We have made arrangements for the Apprenticeship Certification Authority, FISSS to award an apprenticeship certificate when candidates in these circumstances achieve the relevant Functional Skills qualification(s) even if they completed the other parts of the apprenticeship some time earlier.

Full funding for study towards Functional Skills qualifications is available for adults who do not already have level 2 qualifications in English and maths. Individuals should contact their local college or training provider to enquire about eligibility for funding and enrolling on a functional skills course.

We are working with Ofqual to ensure that there is good information for candidates about complaints, retakes and appeals, including material on the appropriate websites. We are commissioning advice for disabled apprentices on reasonable adjustments, including assistive technology; this will be published on the National Apprenticeship Service website.

My noble friend speaks with great passion and personal experience on this subject; I have heard him do so many times, and we have already met on this subject. The Government are aware of the technical issues with assisted technology in the English and maths assessments. We are meeting the British Dyslexia Association, Ofqual and the Dyslexia Trust to try to ensure that we send a very clear message to all involved, providers and examiners, that there is the ability to use screen readers, in the case of dyslexia, as well as other assistive technology. I think that my noble friend knows that he has my personal commitment —if he does not know, I give it to him now—that we will do as much as we can to sort this out.

My Lords, Teachers’ Standards requires that all teachers have a clear understanding of the needs of all pupils, including those with SEN, and must be able to adapt their teaching to meet those needs. All teachers must also now receive IT in synthetic phonics, and Ofsted inspects against that. Also, the draft SEN code of practice that we published on 4 October requires that teachers’ ability to meet SEN is included in schools’ approach to professional development and their performance management arrangements. We have invested heavily in SEN training, educational psychologists and other programmes over the past few years, but I am sure there is more to be done.

My Lords, there is a gap in literacy and numeracy levels for pupils with SEN, some of whom have their needs identified late. Twenty-three per cent get grade A* to C in GCSE English and maths compared with 59% nationally. All pupils need high quality teaching in the basics. Our focus on phonics is playing a key part in that. It also supports earlier identification of issues such as dyslexia, so that schools provide effective support in line with our SEN reforms.

My noble friend again is correct. Tourism and sport help so much with dialogue between nations. Not only is that the case with rugby league but in 2015 VisitEngland will be actively supporting the organisers of the Rugby World Cup. Across the piece, many sports are very important to tourism.

My noble friend makes a good point. Working with local communities is vital. We are very grateful for the support that reservists and, indeed, regulars receive from their local communities, and we hope that this will continue. While we are vacating a small number of sites, we will retain more than 300 locations across the UK where individuals can undertake service in the Army Reserve.

My Lords, final data for 2010-11 show that 18,940 learners participating on an apprenticeship programme self-declared that they had dyslexia. They had a success rate of 72.6% compared to 76.4% overall. All apprenticeships are stretching and prepare individuals for sustained employment. Dyslexia should not present an insuperable barrier to those candidates who demonstrate competence and commitment in their chosen field. Access to Work and additional learning support are two possible sources of funding to help provide equipment or other assistance for apprentices with dyslexia.

As my noble friend knows very well, new assistive technology is advancing at a very rapid rate, with apps and packages such as Prismo, Livescribe, Dragon and others. Dyslexia affects different people in different ways. Some solutions will suit some people, while other solutions will suit others. If it would be helpful, I will ask officials to set up a meeting with stakeholders, which would include the British Dyslexia Association and the Adult Dyslexia Organisation, to help to ensure that compatibility with assistive technology is considered when tests and other assessments are developed.

I am reluctant to give my noble friend that assurance here and now, but I am very willing to discuss this with him further to see whether we can do whatever we can to alleviate his fears.