Asked by: Baroness Coussins (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they plan to issue guidance to the Office for Students and institutions of higher education that modern foreign languages should be classified as strategically vulnerable subjects and fall within category C1 of the Strategic Priorities Grant.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
In the 2024/25 academic year, over half of the £1.4 billion recurrent funding to higher education providers allocated through the Strategic Priorities Grant is supporting the provision of strategically important high-cost subjects that support the NHS and wider healthcare policy and high-cost science, technology, engineering and mathematics subjects, for example medicine and dentistry, science, engineering. This is in recognition of the higher costs of teaching those subjects.
The department will continue to work with the Office for Students (OfS) to ensure that costs of provision are assessed. My right hon. Friend, the Secretary of State for Education, will issue guidance to the OfS in due course setting out her funding priorities for 2025/26.
Asked by: Baroness Coussins (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the reduction in the number of university degree courses on modern foreign languages.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The Higher Education Statistics Agency (HESA), now part of Jisc, collects and publishes data on student enrolments across all UK higher education (HE) providers. This includes data on full person equivalents enrolled in different subject areas, categorised using the HE coding of subjects system. Counts of enrolments across all subjects from 2019/20 to 2022/23 are published in Table 52 of HESA’s Student Data, which can be found here: https://www.hesa.ac.uk/data-and-analysis/students/table-52.
Table 52 can be used to determine that there were 34,840 entrants to a HE course in ‘language and area studies’ in the 2022/23 academic year and of these, 11,245 were studying a language or culture other than English, down by 12% from 2020/21. In the absence of a clear definition of ‘modern foreign languages’, all non-English languages have been included for completeness.
Analysing the HESA student record, the department estimates that there were 4,845 courses in ‘languages and area studies’, excluding English studies, with at least one enrolment in 2022/23, down from 5,590 in 2020/21. The HESA data only includes courses where students have enrolled, so it is not possible to quantify the number of courses being offered with no enrolments.
HE providers are autonomous and independent institutions. This means they are ultimately responsible for the decisions that they make with regards to which courses they choose to deliver.
Asked by: Baroness Coussins (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they plan to increase the bursary for trainee modern foreign language teachers from £25,000 to £28,000, in line with the bursaries available for science, technology and mathematics subjects.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
High quality teaching is the factor that makes the biggest difference to a child’s education and there are now 468,693 full-time equivalent teachers in state-funded schools in England. Nevertheless, the department knows that there is further to go to get more teachers into certain subjects, including modern foreign languages. This is why the department will recruit 6,500 new expert teachers and focus its support on subjects where it is needed most. The department will support areas that face recruitment challenges and tackle retention issues.
The department already has in place a range of measures specifically for modern foreign languages. This includes bursaries of £25,000 and scholarships of £27,000 for French, Spanish and German. The total initial teacher training (ITT) financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, which is a £15 million increase on the last cycle.
The department reviews bursaries each year before deciding the offer for trainees starting ITT the following academic year. In doing this, the department takes account of several factors including historic recruitment, forecast economic conditions, and teacher supply need in each subject. The department will continue to review the way bursaries are allocated to ensure it is supporting teacher sufficiency and spending money where it is needed most.
As well as working to recruit the best languages graduates domestically, the department is supporting recruitment of skilled graduates from overseas. The department’s ITT bursaries and scholarships are available to all non-UK trainees in languages. This means that for the 2024/25 academic year, international language trainees are eligible for bursaries worth £25,000 and scholarships worth £27,000. An international relocation payment is also available for non-UK teachers of languages starting in the 2024/25 academic year and is worth up to £10,000.
The department is also committed to tackling retention and has made available a range of resources to help address teacher workload and wellbeing and support schools to introduce flexible working practices. The department’s ‘Improve workload and wellbeing for school staff’ service, developed alongside school leaders, includes a workload reduction toolkit to support schools to identify opportunities to cut excessive workload. It also includes the education staff wellbeing charter, which sets out commitments from the government, Ofsted, schools, and colleges to protect and promote the wellbeing of staff so that teachers not only remain in the profession, but thrive in it.
Asked by: Baroness Coussins (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is their response to the calculation, published by the National Education Union, on 9 November 2023, that there is a shortfall of almost 4000 qualified teachers of modern foreign languages, based on the Department for Education's School Workforce Census of subject specialist teachers with a post A-level qualification in their English Baccalaureate subject.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
High quality teaching is the factor that makes the biggest difference to a child’s education and there are now 468,693 full-time equivalent teachers in state-funded schools in England. Nevertheless, the department knows that there is further to go to get more teachers into certain subjects, including modern foreign languages. This is why the department will recruit 6,500 new expert teachers and focus its support on subjects where it is needed most. The department will support areas that face recruitment challenges and tackle retention issues.
The department already has in place a range of measures specifically for modern foreign languages. This includes bursaries of £25,000 and scholarships of £27,000 for French, Spanish and German. The total initial teacher training (ITT) financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, which is a £15 million increase on the last cycle.
The department reviews bursaries each year before deciding the offer for trainees starting ITT the following academic year. In doing this, the department takes account of several factors including historic recruitment, forecast economic conditions, and teacher supply need in each subject. The department will continue to review the way bursaries are allocated to ensure it is supporting teacher sufficiency and spending money where it is needed most.
As well as working to recruit the best languages graduates domestically, the department is supporting recruitment of skilled graduates from overseas. The department’s ITT bursaries and scholarships are available to all non-UK trainees in languages. This means that for the 2024/25 academic year, international language trainees are eligible for bursaries worth £25,000 and scholarships worth £27,000. An international relocation payment is also available for non-UK teachers of languages starting in the 2024/25 academic year and is worth up to £10,000.
The department is also committed to tackling retention and has made available a range of resources to help address teacher workload and wellbeing and support schools to introduce flexible working practices. The department’s ‘Improve workload and wellbeing for school staff’ service, developed alongside school leaders, includes a workload reduction toolkit to support schools to identify opportunities to cut excessive workload. It also includes the education staff wellbeing charter, which sets out commitments from the government, Ofsted, schools, and colleges to protect and promote the wellbeing of staff so that teachers not only remain in the profession, but thrive in it.
Asked by: Baroness Coussins (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many teachers of modern foreign languages (MFL) have been recruited by maintained (1) secondary schools, and (2) primary schools, as a result of the inclusion of MFL teachers on the Shortage Occupation List announced on 4 March 2021.
Answered by Baroness Barran - Shadow Minister (Education)
The department does not hold data on the number of Modern Foreign Languages (MFL) secondary level teachers recruited as a result of the inclusion of MFL on the Shortage Occupation List (SOL). Primary level MFL teachers are not included on the SOL.
Asked by: Baroness Coussins (Crossbench - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what is the regional breakdown of successful applications to the Turing Scheme from (1) schools, (2) further education, and (3) universities.
Answered by Baroness Barran - Shadow Minister (Education)
The success rate of schools applying to participate in the Turing Scheme over the two years the scheme has operated are:
The Turing Scheme is demand-led and competitive. There has been significant interest in the Turing Scheme this year, with many more applications than last year. All successful applications received funding, but may not have received their full requested budget due to high demand.
Successful applications are required to score at least 50 marks out of 100, and at least 50% in each of four qualitative criteria which are:
All applications were independently assessed by sector experts, who ensured all successful projects met the quality standards required. 70 applications failed on the levelling up criterion. Others had less well-developed projects. This could be due to some of those applicants having less experience in designing projects of this type and securing funding for them. 67% of applicants for the 2022/23 academic year were new applicants, and 71% of applicants that failed were new applicants.
The Turing Scheme has a strong focus on supporting levelling up by providing opportunities for pupils from disadvantaged backgrounds. In the 2021/22 academic year, 48% of 41,000 approved placements for all sectors, which includes schools, further education/vocational education and training, (FE/VET) and higher education (HE), were for participants from disadvantaged backgrounds. 52% of 38,000 approved placements for all sectors in the 2022/23 academic year are for participants from disadvantaged backgrounds. The Turing Scheme uses a range of measures based on sector standards across the UK to define what we mean by participants from disadvantaged backgrounds. These are listed in full on the Turing Scheme website: https://www.turing-scheme.org.uk/about/widening-access/.
The tables below show the percentage of placements allocated for participants from disadvantaged backgrounds, by sector, for the 2021/22 and 2022/23 academic years.
Table 1: Placements by sector for the 2021/22 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 28,997 | 6,888 | 5,139 | 41,024 |
No. of participants from disadvantaged backgrounds | 13,817 | 3,843 | 2,053 | 19,713 |
% of participants from disadvantaged backgrounds | 47.6% | 55.8% | 39.9% | 48.1% |
Table 2: Placements by sector for the 2022/23 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 23,986 | 9,605 | 4,721 | 38,312 |
No. of participants from disadvantaged backgrounds | 12,356 | 5,554 | 2,022 | 19,932 |
% of participants from disadvantaged backgrounds | 52% | 58% | 43% | 52% |
A full regional breakdown of schools, FE/VET, and HE is provided on the Turing Scheme website: https://www.turing-scheme.org.uk/funding-opportunities/funding-results-2022-23/. Data is subject to change until grant agreements are in place.