Asked by: Lord Bishop of Sheffield (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the impact of generative artificial intelligence on the further education sector.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Generative artificial intelligence (AI) will support with the delivery of the government’s Plan for Change.
The government has published the AI Opportunities Action Plan, which is available here: https://www.gov.uk/government/publications/ai-opportunities-action-plan/ai-opportunities-action-plan. This considered barriers to AI take-up across the economy and made 50 recommendations. The further education sector will enable the delivery of short new courses in areas such as AI, digital, and engineering. These will be funded through the Growth and Skills Levy to support Industrial Strategy sectors from April 2026.
In August 2025, the department published a policy paper setting out the opportunities and challenges for the use of generative AI in the education sector. This is available at: https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education?pStoreID=Http.
We are working with the education sector, educational technology industry experts, and academics to build the evidence base and support the education sector to use AI safely, responsibly, and effectively. This includes publishing free support, available here: https://www.gov.uk/government/collections/using-ai-in-education-settings-support-materials.
Asked by: Lord Bishop of Sheffield (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what consultations they are holding with the higher education and further education sectors regarding the implications of the policy reforms introduced in the White Paper Restoring control over the immigration system, published on 12 May.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The immigration White Paper sets out a series of measures that will achieve a reduction in net migration, while maintaining the UK’s globally competitive offer to international students and making a significant contribution to growth by boosting our skills base.
This includes the commitment to explore the introduction of a levy on higher education (HE) provider income from international students, with proceeds to be reinvested in the domestic HE and skills system. We will set out more details around the levy in the Autumn Budget.
We are committed to engaging with the sector on the design of the international student levy and want to understand specific concerns providers have as early as possible.
Asked by: Lord Bishop of Sheffield (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to promote and support vocational development and training between United Kingdom further education institutions and their equivalents overseas.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
This government is committed to supporting educational partnerships between the UK and our overseas partners, including in further education.
The UK’s International Education Champion, Sir Steve Smith, spearheads overseas activities, opening up partnership opportunities and developing strong relationships. Sir Steve's international missions promote all sectors and areas of education. We are currently reviewing the UK’s International Education Strategy to ensure that it continues to reflect the priorities of the entire education sector and provides an attractive offer, including on vocational training and skills, to our global partners. We are working closely with the sector and aiming to publish the refreshed strategy this year.
Asked by: Lord Bishop of Sheffield (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to introduce material into the National Curriculum regarding the role of the United Kingdom in the creation of Council of Europe.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The national curriculum for citizenship (key stages 3 and 4) provides a framework that would enable schools to discuss this matter. For example, pupils should be taught about local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world.
There is also considerable flexibility within the current history curriculum which would allow for teaching about this matter, for example in the statutory theme ‘challenges for Britain, Europe and the wider world 1901 to the present day’.
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The review seeks to deliver a curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes needed to thrive.
The Review Group has now published its interim report, which sets out its initial findings and confirms the key areas for further work. The report highlights the successes of the current system, making clear that the most trusted and valued aspects of our system will remain, whilst setting a positive vision for the future. The report is attached and can also be found here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.
The Review’s final report and recommendations will be published in the autumn with the government’s response.
Asked by: Lord Bishop of Sheffield (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the finding in the Joseph Rowntree Foundation report UK Poverty 2024: The essential guide to understanding poverty in the UK, published on 23 January, that of all entrants into first class undergraduate degrees in 2021–22, "just one per cent had a parent who was long-term unemployed or had never worked"; and what steps they are taking to reduce this educational attainment gap.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department will support the aspiration of every person who meets the requirements and wants to go to university, regardless of their background, where they live and their personal circumstances.
Too many people across our country do not get the chance to succeed. The department will act to address the persistent gaps for different student groups and to break down the barriers to opportunity. Opportunity should be available to all and it is the department’s aspiration that no groups are left behind.
The data cited in the Joseph Rowntree report is sobering. The department’s data shows that the progression rate to higher education (HE) for pupils who received free school meals at age 15 fell for the first time in nearly two decades, falling from 29.2% in the 2021/22 academic year to 29% in 2022/23.
The department expects universities to strengthen efforts to improve access and outcomes for disadvantaged students. There are already many examples of great practice throughout the sector which show a real commitment to social justice. These include targeting outreach support to those who are least likely to enter HE and working with local colleges to develop study pathways. However, the department wants HE providers to play a stronger role in expanding access and improving outcomes for disadvantaged students, making sure they are delivering strong and ambitious access and participation plans.
As part of this, the department is exploring how it can best support disadvantaged pupils at every stage of the student journey, from prior attainment to access, progression and outcomes. The department will consider the right level of transparency for students, the support available for different groups and ensure that providers commit to, and are held to account for, an ambitious approach to access and participation.
For the 2025/26 academic year, the department will be increasing loans for living costs by 3.1%. This approach ensures that the most support is targeted at students from the lowest income families, while keeping the student finance system financially sustainable.
The government continues to provide means-tested non-repayable grants to low-income students with children and/or adults who are financially dependent on them.
Asked by: Lord Bishop of Sheffield (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government whether they intend to include an assessment of the unique challenges facing further education colleges and institutions in their ongoing curriculum and assessment review.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The terms of reference were published in July and can be found here: https://www.gov.uk/government/groups/curriculum-and-assessment-review.
The review will seek to address the key problems and hard barriers to achievement in curriculum and assessment, including post-16 education. It will look at ensuring all young people aged 16 to 19 have access to rigorous and high-value qualifications and training that will give them the skills they need to ensure they are ready for the changing workplace.
Professor Francis is supported by an expert group of individuals with experience throughout the education system. Primary, secondary and post-16 sectors are represented to give due authority and respect to the expertise of education professionals in shaping the curriculum and outcomes they deliver.
The review will be undertaken in close consultation with education professionals and other experts, parents, children and young people, and stakeholders such as employers, colleges, universities and trade unions.
The Review Group has recently launched a call for evidence, which sets out key questions and themes where it would particularly welcome input, closing on 22 November. The review will also include a range of engagement activity across every region during the autumn term, including visits to schools and colleges, as well as Q&A events and discussions with young people.
The Review Group will publish an interim report in the new year setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025.