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To ask the Secretary of State for Education, if she will make an estimate of the number and proportion of people enrolled in (a) T level foundation year and (b) T levels who have not completed those courses in each of the last three academic years.
To ask the Secretary of State for Education, if she will make an estimate of the number and proportion of people enrolled in (a) T level foundation year and (b) T levels who have not completed those courses in each of the last three academic years.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of recent trends in levels of interest rates for student loan repayments on the accessibility of higher education.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of recent trends in levels of interest rates for student loan repayments on the accessibility of higher education.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of student debt on the financial security of young people.
To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of student debt on the financial security of young people.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, whether she has made an assessment of the reasons behind recent trends in levels of student loan interest rates.
To ask the Secretary of State for Education, whether she has made an assessment of the reasons behind recent trends in levels of student loan interest rates.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of student accommodation.
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of student accommodation.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, if her Department will make an estimate of the median level of student debt held by people in Wellingborough constituency.
To ask the Secretary of State for Education, if her Department will make an estimate of the median level of student debt held by people in Wellingborough constituency.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many degree apprenticeships were (a) advertised and (b) completed in (i) Wellingborough constituency, (ii) Northamptonshire and (iii) London in each of the last five years.
To ask the Secretary of State for Education, how many degree apprenticeships were (a) advertised and (b) completed in (i) Wellingborough constituency, (ii) Northamptonshire and (iii) London in each of the last five years.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what steps her Department plans to take to promote (a) vocational training and (b) apprenticeships in the (i) digital and (ii) manufacturing industries in (A) the North West and (B) Southport constituency.
To ask the Secretary of State for Education, what steps her Department plans to take to promote (a) vocational training and (b) apprenticeships in the (i) digital and (ii) manufacturing industries in (A) the North West and (B) Southport constituency.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many staff have left the Student Loans Company in each year since 2015.
To ask the Secretary of State for Education, how many staff have left the Student Loans Company in each year since 2015.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many staff have left the Office for Students in each year since its creation.
To ask the Secretary of State for Education, how many staff have left the Office for Students in each year since its creation.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, whether she has made an assessment with Cabinet colleagues of the potential national security implications of Confucius Institutes on UK university campuses.
To ask the Secretary of State for Education, whether she has made an assessment with Cabinet colleagues of the potential national security implications of Confucius Institutes on UK university campuses.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, whether he is taking steps to monitor activities at Confucius Institutes.
To ask the Secretary of State for Education, whether he is taking steps to monitor activities at Confucius Institutes.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many staff have left the Engineering Construction Industry Training Board in each year since 2015.
To ask the Secretary of State for Education, how many staff have left the Engineering Construction Industry Training Board in each year since 2015.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many 19-24 year olds not in employment, education or training who used the National Careers Service made positive progress in 2022-23.
To ask the Secretary of State for Education, how many 19-24 year olds not in employment, education or training who used the National Careers Service made positive progress in 2022-23.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many people accessed the National Careers Service (a) through its website, (b) over the phone and (c) face-to-face in financial year 2022-23.
To ask the Secretary of State for Education, how many people accessed the National Careers Service (a) through its website, (b) over the phone and (c) face-to-face in financial year 2022-23.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many staff have left the Construction Industry Training Board in each year since 2015.
To ask the Secretary of State for Education, how many staff have left the Construction Industry Training Board in each year since 2015.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what the (a) budget and (b) outturn spending were for (i) 16-19 learning, (ii) Adult Education Budget, (iii) Adult Skills Fund, (iv) free courses for jobs, (v) skills bootcamps, (vi) Multiply, (vii) Advanced Learner Loans, (viii) Advanced Learner Loans Bursary Fund, (ix)...
To ask the Secretary of State for Education, what the (a) budget and (b) outturn spending were for (i) 16-19 learning, (ii) Adult Education Budget, (iii) Adult Skills Fund, (iv) free courses for jobs, (v) skills bootcamps, (vi) Multiply, (vii) Advanced Learner Loans, (viii) Advanced Learner Loans Bursary Fund, (ix)...
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, how many staff have left the Institute for Apprenticeships and Technical Education in each year since its creation.
To ask the Secretary of State for Education, how many staff have left the Institute for Apprenticeships and Technical Education in each year since its creation.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the graduate visa scheme on the achievement of the Government's objectives in the International Education Strategy.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the graduate visa scheme on the achievement of the Government's objectives in the International Education Strategy.
Strengthening the UK's visa offer for international higher education students was an important element of the International Education Strategy (IES) and its objectives, particularly the ambitious target of attracting 600,000 international students. The IES update in 2021 incorporated the graduate route to reflect its importance in achieving the outlined ambitions.
With 679,970 international students in the 2021/22 academic year, the UK has met the IES international student ambition of attracting 600,000 international students per year by 2030 for two years running in both 2020/21 and 2021/22. The department is on track and will continue working towards the IES education export ambition of £35 billion per year by 2030 with £27.9 billion revenue in 2021. Data used to track progress against these two ambitions is published annually.
To ask the Secretary of State for Education, with reference to her Department's guidance entitled Qualifications that overlap with T Levels, updated on 29 March 2023, whether she has made a recent assessment of the potential impact of the withdrawal of funding for new starts for (a) BTEC and (b)...
To ask the Secretary of State for Education, with reference to her Department's guidance entitled Qualifications that overlap with T Levels, updated on 29 March 2023, whether she has made a recent assessment of the potential impact of the withdrawal of funding for new starts for (a) BTEC and (b)...
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and that provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that A levels and T Levels are the best route at Level 3 to achieving those outcomes, supported by a range of Alternative Academic Qualifications and Technical Occupational Qualifications that are necessary, high quality and have a clear purpose.
The scale and complexity of the qualifications landscape means it is hard for students to make good choices about what they study. The qualifications currently funded do not consistently offer good progression outcomes and the department’s reforms are designed to fix this problem. The department’s new technical qualifications are based on the Institute for Apprenticeships And Technical Education’s employer led occupational standards, which means that young people can be confident they are studying the skills, knowledge and behaviours that employers need.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole. It can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
An additional impact assessment, which is the most recent assessment produced, was conducted on the Wave 1 and 2 overlap list, which can be found here: https://assets.publishing.service.gov.uk/media/6421be532fa8480013ec0c23/EIA_updated_final_wave_1_2_T_Level_overlap_inc_Health_and_Science.pdf. These waves correlate to the qualifications defunded as of August 1 2024.