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My Lords, I appreciate that the Government cannot at this moment make any promises about what will happen in the longer term, but will the Minister take back the message that this House regards this issue as one of extreme importance and that in any negotiations which take place, we hope that those conducting them and her department will take this into account and do their utmost to make sure that these programmes continue at full pace?
My Lords, I appreciate that the Government cannot at this moment make any promises about what will happen in the longer term, but will the Minister take back the message that this House regards this issue as one of extreme importance and that in any negotiations which take place, we hope that those conducting them and her department will take this into account and do their utmost to make sure that these programmes continue at full pace?
I can certainly assure the noble Baroness and the House that we take these matters seriously. My honourable friend the Minister for Universities and Science is in close contact with universities to make sure that their voice is heard. As a Government, we take the importance of foreign languages extremely seriously, which is why compulsory modern languages are part of the EBacc and why it is good news that modern language GSCE numbers have increased by 20% since 2010, while A-level entries
have increased by nearly 4% since 2014. We are seeing improvements, which we want to continue, and are well aware of the importance of this issue.
I am grateful to the Minister for that reply, but is she aware that, in spite of similar reassurances given by the Minister of State for Universities and Science in the other place, there is already anecdotal evidence of researchers being asked to stand down from European programmes, particularly when they are the lead researcher? This is hard for all researchers in all areas, but particularly so for those in some of the more niche areas, such as—one that I know quite well—the science associated with cultural heritage, where we have global influence but depend very much indeed on European money to fund these programmes. They bring many talented young people over to this country on exchanges of one sort or another, partly under the Erasmus programme, partly under the Marie Curie programme. If we are not able to pursue this research, it will hit the UK’s soft power influence very substantially. Is the Minister aware of these difficulties that are likely to arise and how the Swiss example means that, unless we keep freedom of movement, associated status will be of no value?
I am grateful to the Minister for that reply, but is she aware that, in spite of similar reassurances given by the Minister of State for Universities and Science in the other place, there is already anecdotal evidence of researchers being asked to stand down from European programmes, particularly when they are the lead researcher? This is hard for all researchers in all areas, but particularly so for those in some of the more niche areas, such as—one that I know quite well—the science associated with cultural heritage, where we have global influence but depend very much indeed on European money to fund these programmes. They bring many talented young people over to this country on exchanges of one sort or another, partly under the Erasmus programme, partly under the Marie Curie programme. If we are not able to pursue this research, it will hit the UK’s soft power influence very substantially. Is the Minister aware of these difficulties that are likely to arise and how the Swiss example means that, unless we keep freedom of movement, associated status will be of no value?
I can certainly reassure the noble Baroness that Ministers are in close contact with Commissioner Moedas on the issue, particularly around Horizon 2020, and we are being vigilant about any problems that may start to emerge in the area. But, as I have said, UK organisations can continue to participate in Horizon 2020 under the same terms and conditions as currently, and should not be discriminated against; we will of course maintain a watch on this. We are in very close contact with the university sector and, as I have said, with the Commissioners.
To ask Her Majesty’s Government what assessment they have made of the impact of the outcome of the referendum on the United Kingdom’s membership of the European Union on the short-term and long-term participation of UK universities in Horizon 2020 research collaborations and the Erasmus Programme.
To ask Her Majesty’s Government what assessment they have made of the impact of the outcome of the referendum on the United Kingdom’s membership of the European Union on the short-term and long-term participation of UK universities in Horizon 2020 research collaborations and the Erasmus Programme.
My Lords, the referendum result has no immediate effect on the right of researchers to apply for or participate in Horizon 2020, nor on those currently participating in or about to embark on Erasmus exchanges. The future of UK access to European research and innovation funding and to the Erasmus programme will be determined as part of wider discussions with the EU.
To ask Her Majesty’s Government what considerations have led them to recommend the abolition of the statutory position of parent governors on school and academy governing boards.
To ask Her Majesty’s Government what considerations have led them to recommend the abolition of the statutory position of parent governors on school and academy governing boards.
My Lords, we are not abolishing parent governors. I pay tribute to the many thousands of parents who play this vital role, and I expect that many parents will continue to do so. Boards must be free to appoint parents for their skills and expertise to govern in the interests of all pupils. For the first time, all academies will in future be required to engage meaningfully with and listen to all parents.
I thank the Minister for his reply. I recognise that the Government are anxious to establish skills-based governing boards, but does he not recognise how incongruous it is that as the Government are to some extent discouraging parents from sitting on the governing boards of ordinary schools, they are at the same time extolling the role of parents in setting up free schools? Does he not also recognise that many parents like myself started as parent governors and learned through that experience and training the skills of critical analysis and leadership which allowed them to provide leadership within their communities, often going on later to stand as councillors and perhaps even Members of Parliament?
I thank the Minister for his reply. I recognise that the Government are anxious to establish skills-based governing boards, but does he not recognise how incongruous it is that as the Government are to some extent discouraging parents from sitting on the governing boards of ordinary schools, they are at the same time extolling the role of parents in setting up free schools? Does he not also recognise that many parents like myself started as parent governors and learned through that experience and training the skills of critical analysis and leadership which allowed them to provide leadership within their communities, often going on later to stand as councillors and perhaps even Members of Parliament?
I am grateful for the noble Baroness’s support on parental engagement in free schools. I agree with the point she has made about people being able to develop their skills. We very much want parents to be involved, and school governing bodies provide an opportunity for them to acquire new skills. That is one of the reasons why many employers encourage their staff, particularly their younger staff, to sit on the governing bodies of schools and academies, and indeed we have an active programme with employers to develop this.
My Lords, could the Minister explain how these arrangements fit in with the new devolution agenda? In particular, will London and Manchester take over responsibility for the regional schools commissioners?
My Lords, could the Minister explain how these arrangements fit in with the new devolution agenda? In particular, will London and Manchester take over responsibility for the regional schools commissioners?
As I said, regional schools commissioners and their head teacher boards are local people immersed in their local areas. They are professionals who bring consistent high expectation and responsiveness to their role. They have all been directly involved in helping turn around failing schools and have no truck with an excuses culture. So I feel that they are the right people. As we all know, sometimes petty local adult politics gets in the way of the right decision for children.
My Lords, is the Minister aware that there is a strong link between innovation and productivity and that Britain continues to lag well behind our competitors in business R&D? Can he tell the House precisely how the Government are proposing to encourage businesses to increase their contribution to R&D?
My Lords, is the Minister aware that there is a strong link between innovation and productivity and that Britain continues to lag well behind our competitors in business R&D? Can he tell the House precisely how the Government are proposing to encourage businesses to increase their contribution to R&D?
My Lords, among the many complexities that I hinted at is the separate evidence about the UK’s standing in the world on a number of matters. Particularly in our universities, the UK’s performance in R&D is rising in the relevant tables, which contrasts with some of the measurements of productivity. That is among the many puzzling aspects of ongoing developments here and elsewhere.
Is the Minister aware that one of the main factors that inhibit those applying for part-time retraining in different areas is what is called the ELQ rule—in other words, where they already have a qualification they cannot take another one at the same level? Does the Minister have any proposals for easing that? It has already been done for the STEM subjects but it would be a good idea to ease it up for other areas so that people can retrain, even if at the same level.
Is the Minister aware that one of the main factors that inhibit those applying for part-time retraining in different areas is what is called the ELQ rule—in other words, where they already have a qualification they cannot take another one at the same level? Does the Minister have any proposals for easing that? It has already been done for the STEM subjects but it would be a good idea to ease it up for other areas so that people can retrain, even if at the same level.
I am happy to say that we have expanded the number of courses where you can get second degree student support so that now people wanting to take subjects allied to medicine, biological and veterinary sciences, agriculture and related sciences, and physical and mathematical sciences can access that support.
Lords question for short debate on what consideration they have given to removing international students from the net migration figures by including them as non-immigrant admissions, as is done in the United States.
Lords question for short debate on what consideration they have given to removing international students from the net migration figures by including them as non-immigrant admissions, as is done in the United States.
To ask Her Majesty’s Government what was the overall level of public funding for apprenticeships in (1) England, and (2) the construction sector, for apprentices aged (a) 16 to 18, (b) 19 to 24, and (c) 24 and over, for the latest year for which information is available.
To ask Her Majesty’s Government what was the overall level of public funding for apprenticeships in (1) England, and (2) the construction sector, for apprentices aged (a) 16 to 18, (b) 19 to 24, and (c) 24 and over, for the latest year for which information is available.
Funding responsibility for the Apprenticeship Programme is shared between the Department for Business, Innovation and Skills which funds adult apprenticeships and the Department for Education which funds 16-18 year olds. This is a demand-led budget and not allocated to any particular sector. Employers and providers are relied upon to work together to offer sufficient opportunities to meet local demand.
For the 2015/16 financial year, the Department for Business, Innovation and Skills will provide £770million to fund apprenticeships for those aged 19+ and the Department for Education will provide £797.5million to fund apprenticeships for those aged 16-18.
To ask Her Majesty’s Government how many 18 to 21-year olds in England are (1) in full-time education, and (a) employed, (b) unemployed, and (c) economically inactive, and (2) not in full-time education and (a) employed, (b) unemployed, and (c) economically inactive.
To ask Her Majesty’s Government how many 18 to 21-year olds in England are (1) in full-time education, and (a) employed, (b) unemployed, and (c) economically inactive, and (2) not in full-time education and (a) employed, (b) unemployed, and (c) economically inactive.
The information requested falls within the responsibility of the UK Statistics Authority. I have asked the Authority to reply.
Lords motion to take note of the role of adult education and lifelong learning and the need to develop the skills needed to strengthen the United Kingdom economy. Agreed to on question.
Lords motion to take note of the role of adult education and lifelong learning and the need to develop the skills needed to strengthen the United Kingdom economy. Agreed to on question.
To ask Her Majesty’s Government what is the resource cost charge in England of (1) full-time fee loans in higher education, (2) full-time maintenance loans in higher education, (3) part-time fee loans in higher education, and (4) adult further education fee loans, for those aged 24 and over who are...
To ask Her Majesty’s Government what is the resource cost charge in England of (1) full-time fee loans in higher education, (2) full-time maintenance loans in higher education, (3) part-time fee loans in higher education, and (4) adult further education fee loans, for those aged 24 and over who are...
We estimate that the Resource Accounting and Budgeting (RAB) charge for full time tuition fee and maintenance loans, and part time fee loans, is between 20% and 25%.
We estimate that the Resource Accounting and Budgeting (RAB) charge for Advanced Learner Loans is around 40%. BIS is collecting data on learners as it emerges and based on this data we regularly review and update the RAB charge estimate for Advanced Learner Loans.
These estimates take into account the changes to student finance and the new HM Treasury discount rate used to value the student loan book announced at Spending Review and Autumn Statement 2015. We will update our estimates in summer 2016 and publish these at the same time as BIS accounts.
To ask Her Majesty’s Government what are their estimates for the extra cost of supply teachers of HMRC’s proposals on not allowing staff engaged through agencies to claim tax relief on their travel and subsistence expenses.
To ask Her Majesty’s Government what are their estimates for the extra cost of supply teachers of HMRC’s proposals on not allowing staff engaged through agencies to claim tax relief on their travel and subsistence expenses.
No estimates have been made for the extra cost of supply teachers following restrictions to tax relief on travel and subsistence expenses for those working through employment intermediaries. The planned changes will put supply teachers employed through an intermediary on the same terms as other supply teachers, either contracted directly, or through an agency contract.
To ask Her Majesty’s Government what cross-Government estimates they have made in 2016–17 departmental budgets for the extra cost of agency and contract staff of HMRC’s proposals on not allowing staff employed through agencies or contractors to claim tax relief on their travel and subsistence expenses.
To ask Her Majesty’s Government what cross-Government estimates they have made in 2016–17 departmental budgets for the extra cost of agency and contract staff of HMRC’s proposals on not allowing staff employed through agencies or contractors to claim tax relief on their travel and subsistence expenses.
No cross-government estimates have been made for the extra cost of agency and contract staff in 2016-17 departmental budgets, following the restriction of tax relief on travel and subsistence for workers engaged through an employment intermediary.
The changes are aimed at ensuring the tax system provides no individuals or business with an unfair advantage by preventing temporary workers, who are employed through employment intermediaries, and their employers, from benefiting for relief for home-to-work travel and subsistence expenses. This relief is not generally available to other workers who are employed directly or through temporary work contracts.
To ask Her Majesty’s Government whether the annual £210 million ring-fenced funding for adult community education is to be continued; and if not, what level of funding such community education will receive in future.
To ask Her Majesty’s Government whether the annual £210 million ring-fenced funding for adult community education is to be continued; and if not, what level of funding such community education will receive in future.
We have protected the core adult skills participation budget in cash terms, at £1.5 billion. Further details on what the settlement means for the Further Education sector is set out in the Skills Funding Letter.
To ask Her Majesty’s Government how many (1) 16 year olds, (2) 17 year olds, and (3) 18 year olds, started an apprenticeship in (a) England, and (b) each region in England in the latest period for which figures are available.
To ask Her Majesty’s Government how many (1) 16 year olds, (2) 17 year olds, and (3) 18 year olds, started an apprenticeship in (a) England, and (b) each region in England in the latest period for which figures are available.
Table 1 shows Apprenticeship starts in 2014/15 by learners aged 16-18 by region and age.
Table 1: 16-18 Apprenticeship starts by age and region, 2014/15 | ||||||||
Region | Age | 16 | 17 | 18 | ||||
North East | 1,850 | 2,910 | 3,820 | |||||
North West | 4,710 | 6,660 | 8,620 | |||||
Yorkshire and the Humber | 3,670 | 5,500 | 7,200 | |||||
East Midlands | 2,970 | 4,410 | 5,450 | |||||
West Midlands | 2,960 | 4,960 | 6,490 | |||||
East of England | 2,970 | 4,070 | 5,580 | |||||
London | 1,820 | 3,350 | 4,810 | |||||
South East | 3,560 | 5,360 | 7,270 | |||||
South West | 3,110 | 4,310 | 5,740 | |||||
England Total | 27,600 | 41,500 | 55,000 | |||||
Other | 400 | 530 | 620 | |||||
Grand Total | 28,000 | 42,100 | 55,600 | |||||
Notes: | ||||||||
1) Volumes are rounded to the nearest 10 except totals which are rounded to the nearest hundred. | ||||||||
2) Age is calculated based on age at start of the programme. | ||||||||
3) Age is based upon self-declaration by the learner. | ||||||||
4) Region is based upon the home postcode of the learner. Where the postcode is outside of England, learners are included in the 'Other' category. Where postcode is not known this is also included in the 'Other' category. | ||||||||
5) These figures are based on the geographic boundaries of regions as of May 2010. | ||||||||
To ask Her Majesty’s Government, in the main expenditure estimates of July for the Department for Education, what is the breakdown of the £4 billion budget line "other" currently assigned to Education Funding Agency funding of academy schools.
To ask Her Majesty’s Government, in the main expenditure estimates of July for the Department for Education, what is the breakdown of the £4 billion budget line "other" currently assigned to Education Funding Agency funding of academy schools.
We refer to both the £4 billion budget in the department’s Main Estimate, and the £1.6 billion of ‘other expenditure’ by the Education Funding Agency (EFA), identified in the July Memorandum to the Education Select Committee.
The £4 billion identified in the Main Estimate relates to the department’s £4.7 billion capital budget, of which £4,115,299 is paid out via the EFA. This capital investment enables local authorities to discharge their duties: to ensure that there are enough school places; to maintain the school estate; to undertake major replacement and refurbishment projects for schools in the worst condition through the Priority Schools Building Programmes; and to facilitate education reform through the Free Schools programme.
The Memorandum to the Education Select Committee provides a breakdown of expenditure within the Estimate Lines. The EFA’s major programme budget includes an ‘other’ heading that totals £1.6 billion. This heading groups together the smaller school’s programmes, including Universal Infant Free School Meals, Private Finance Initiative funding, Post-16 Free School Meals, Post-16 Bursary Fund, and Post-16 Learner Support.
The academy schools net expenditure totals £17 billion for programme and capital, the majority being for resource expenditure.
To ask Her Majesty’s Government whether, in developing their plans for improving the careers service for young people up to the age of 18, they have consulted the National Careers Service about possible collaboration.
To ask Her Majesty’s Government whether, in developing their plans for improving the careers service for young people up to the age of 18, they have consulted the National Careers Service about possible collaboration.
The Department for Education works closely with the National Careers Service (NCS), which supports young people directly through a website, telephone helpline and webchat service and through a brokerage role with schools and employers.
We consulted the NCS in advance of establishing The Careers & Enterprise Company, and since then the two organisations have worked together to understand where and how services can be coordinated to ensure that they complement each other.
In the spring we will publish a strategy for improved careers provision for young people and we are engaging with the NCS as we develop our proposals. In particular the NCS will support one of our key aims, which is to ensure that young people and their parents or carers can access the information they need to make informed decisions on their education, training and employment options.
To ask Her Majesty’s Government what is the breakdown of the £172 million Learner Support budget of the Skills Funding Agency for 2015–16.
To ask Her Majesty’s Government what is the breakdown of the £172 million Learner Support budget of the Skills Funding Agency for 2015–16.
The Learner Support budget is predominantly demand-led and meets the costs of Discretionary Learner Support for grant-funded learners and the Advanced Learner Loan Bursary Fund for loan-funded learners. It also covers the government’s costs of the Professional and Career Development Loan scheme and Dance and Drama Awards for young adults.
The forecasted total expenditure for the 2015-16 financial year currently stands at around £132 million. Discretionary Learner Support assists the most learners and may equate to nearly £86 million, while the Bursary Fund may equate to about £35 million of the expenditure. The remainder will be for the costs of Professional and Career Development Loans (c£2.5 million) and Dance and Drama Awards (c£8.5 million).