1-8 of 8 results for subject:"Japanese language"
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To ask the Secretary of State for International Trade, how many civil servants in his Department speak fluent (a) Mandarin, (b) Arabic, (c) Japanese and (d) Spanish.
To ask the Secretary of State for International Trade, how many civil servants in his Department speak fluent (a) Mandarin, (b) Arabic, (c) Japanese and (d) Spanish.
The Department for International Trade does not currently hold central data on the language skills of its workforce. Nevertheless, its workforce of over 3400 people operates successfully in over 108 markets. This requires a range of linguistic skills and abilities, especially in our overseas posts, which form part of the UK mission to that country.
To ask the Secretary of State for Defence, how many personnel in the (a) Army, (b) RAF and (c) Royal Navy are trained at proficiency level (i) 1, (ii) 2, (iii) 3, (iv) 4 and (v) 5 in (A) Mandarin Chinese, (B) Japanese and (C) Korean.
To ask the Secretary of State for Defence, how many personnel in the (a) Army, (b) RAF and (c) Royal Navy are trained at proficiency level (i) 1, (ii) 2, (iii) 3, (iv) 4 and (v) 5 in (A) Mandarin Chinese, (B) Japanese and (C) Korean.
There are approximately 145 personnel across all three services that are trained in Mandarin Chinese, Japanese or Korean. It is not possible to provide a detailed breakdown for these languages because of the strategic and operational sensitivities surrounding them.
The Ministry of Defence's (MOD) language requirements for intelligence or other purposes are met from a Departmental pool of Armed Forces and civilian personnel (and from contractors when needed). Cultural and language skills are a key operational enabler; therefore the Department reviews its future requirements for linguists regularly and trains its personnel accordingly.
To ask the Secretary of State for Education, if her Department will take steps to encourage schools to teach Japanese as a foreign language.
To ask the Secretary of State for Education, if her Department will take steps to encourage schools to teach Japanese as a foreign language.
Since September 2014, maintained primary schools in England must teach a modern or ancient foreign language to pupils at Key Stage 2 (ages 7 to 11). Maintained secondary schools must teach a modern foreign language to pupils at Key Stage 3
(ages 11 to 14). Schools can choose which languages to teach.
The Government is committed to increasing the proportion of the population gaining language qualifications at Key Stages 4 and 5, including Japanese. As a result of the English Baccalaureate (EBacc), the number of students in state-funded mainstream schools studying a language at GCSE has increased from 40% in 2010 to 49% in 2016.
In August we confirmed that EBacc entry would become a headline measure in school performance tables from this year, alongside EBacc achievement. This will encourage schools to enter more pupils for the EBacc and for languages in future, which should increase the pool of potential people studying languages at A level and beyond.
The Government also supports the efforts of the Japan Foundation to help schools teach Japanese. The Japan Foundation encourages and offers support to schools by providing teacher training, resources and financial assistance of up to £3,000 for schools wanting to develop Japanese teaching.
To ask the Secretary of State for Education, what plans the Government has to increase the study of Japanese in schools.
To ask the Secretary of State for Education, what plans the Government has to increase the study of Japanese in schools.
The government supports the efforts of the Japan Foundation to help schools teaching Japanese. Since September 2014, maintained primary schools in England must teach a modern or ancient foreign language to pupils at key stage 2 (ages 7 to 11). Schools can choose which language or languages to teach and should enable pupils to make substantial progress in one language by the end of primary school.
The government took action in 2010 to halt the decline in the number of school children taking language GCSEs by including it within the English Baccalaureate. This has had a positive effect on the take up of languages in schools. The proportion of the cohort in state funded schools entered for a modern foreign language has risen from 40 per cent in 2010 to 49 per cent in 2015. The government’s goal is that, in time, at least 90 per cent of pupils enter GCSEs in the EBacc subjects of English, maths, science, humanities and languages.
Whether they propose to intervene to ensure that university departments of national and regional importance remain available; and whether south-east Asians studies and Chinese, Japanese and Korean languages are examples of departments which are currently under threat of closure; and whether they have any plans to intervene in the proposed...
Whether they propose to intervene to ensure that university departments of national and regional importance remain available; and whether south-east Asians studies and Chinese, Japanese and Korean languages are examples of departments which are currently under threat of closure; and whether they have any plans to intervene in the proposed...
To ask the Secretary of State for Education and Skills, how many pupils took (a) Japanese and (b) Latin at (i) GCSE and (ii) A level in each year since 1995; and if he will make a statement. - Tables given.
To ask the Secretary of State for Education and Skills, how many pupils took (a) Japanese and (b) Latin at (i) GCSE and (ii) A level in each year since 1995; and if he will make a statement. - Tables given.
In how many primary, secondary & higher schools/colleges/ universities Japanese, Chinese, Arabic & Korean will be taught during current academic year. - Includes table for universities & polytechnics & other colleges of further & higher education.
In how many primary, secondary & higher schools/colleges/ universities Japanese, Chinese, Arabic & Korean will be taught during current academic year. - Includes table for universities & polytechnics & other colleges of further & higher education.
How many passes were achieved in GCSE or A-levels last academic year in Chinese, Japanese, Arabic & Korean. - Includes table for England in 1987.
How many passes were achieved in GCSE or A-levels last academic year in Chinese, Japanese, Arabic & Korean. - Includes table for England in 1987.