Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to tackle antisemitism in schools.
Answered by Damian Hinds - Minister of State (Education)
It is deeply concerning to see the huge rise in antisemitism following Hamas’s terrorist attacks in Israel on 7 October 2023. To see this form of hatred also take place in education is unacceptable.
The government took immediate action in October 2023. First, to increase security measures at Jewish schools, colleges and nurseries - we announced £3 million of additional funding to the Community Security Trust.
The Secretary of State also wrote to all schools and colleges on 17 October 2023, urging them to support Jewish students and highlighting our political impartiality guidance and advice on the Prevent programme.
To support schools and colleges we published learning resources on our Educate Against Hate website.
We are also providing over £3 million of funding, between 10 August 2021 and 31 March 2024, to five anti-bullying organisations, which includes projects to tackle hate-related bullying on the basis of race and faith.
The department has networks of ‘Prevent’ practitioners who provide training to school staff on radicalisation and empower teachers to challenge extremism in the classroom.
We continue to monitor the situation carefully. Ministers have conducted several visits recently to listen to the experience of Jewish communities, including meeting with Dr David Landau who is Chair of Governors Menorah High School, one of the settings that temporarily closed in October over safety concerns.
We are engaging regularly with faith groups and school leadership organisations to understand their concerns and use it to shape our response. This includes the Board of Jewish Deputies and Chinuch UK.
In the Autumn Statement, on 22 November 2023, the government announced a further £7 million of funding over the next three years to help tackle antisemitism. This will help support schools, colleges, and universities to understand, recognise and deal with antisemitism effectively. We are preparing to issue an invitation for interested organisations to tender in the coming weeks.
If anyone feels that specific issues in education are not being addressed, they can raise them directly to the department through the Counter Extremism helpline or our “Report Extremism” online form. We then engage with the police and local authorities to consider what action is needed.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans his Department has to support international students enrolling onto higher education courses in the UK at the start of the 2021-22 academic year within the covid-international travel framework.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
International students are vital and valued members of our higher education (HE) community. The government has worked closely with the HE sector throughout this year to ensure existing rules and processes have been as flexible as possible, so that international students have been able to study in the UK as planned.
The department speaks regularly with its counterparts across the government, including the Department of Health and Social Care, Public Health England, the Department for Transport and Cabinet Office, among others, about how various COVID-19 policies may affect students.
The UK was one of the first countries to introduce important visa concessions for international students at the start of the COVID-19 outbreak, and we will do our utmost to ensure this flexibility remains for as long as needed. We will continue to work with our counterparts across the government to ensure that the UK remains as accessible and welcoming as possible next academic year.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment his Department has made of the adequacy of provision of financial education at a primary education level; and if his Department will make an assessment of the potential contribution of Global Money Week to improving that provision.
Answered by Nick Gibb
It is important that pupils are well prepared to manage their money, make sound financial decisions and know where to seek further information. The Department has introduced a rigorous mathematics curriculum, which provides pupils with the knowledge and skills to make important financial decisions and has also published statutory and non-statutory programmes of study for mathematics and citizenship that outline what pupils should be taught about financial education from Key Stages one to four.
In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds. To enable schools to plan their whole curriculum, the Department has also published a non-statutory citizenship curriculum for Key Stages one and two, stating that by the end of primary education pupils should be taught how to look after their money and realise that future wants and needs may be met through saving.
In the primary mathematics curriculum, there is a strong emphasis on the arithmetical knowledge that pupils should have. This knowledge is vital, as a strong understanding of numeracy will underpin pupils’ ability to manage budgets and money. There is also some specific content about financial education, including calculations with money.
Primary schools are free to include additional content on financial management in their curricula, including working with external experts, however, the Department does not monitor this and trusts schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular context.
The Department does not plan to make its own assessment of the contribution of Global Money Week to improving the provision of financial education at primary education level but will continue to work closely with the Money and Pensions Service and other stakeholders such as Her Majesty’s Treasury, to consider what can be gained from such initiatives and whether there is scope to provide further support for the teaching of financial education in schools.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether his Department has made an assessment of the potential merits of Kickstart Money’s live virtual financial education sessions delivered by MyBnk to help ensure financial education continues in schools during the covid-19 outbreak.
Answered by Nick Gibb
Education on financial matters ensures that pupils are well prepared to manage their money, make sound financial decisions and know where to seek further information if required. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds.
The Department also introduced a rigorous mathematics curriculum, which provides pupils with the knowledge and skills to make important financial decisions. The Department has published statutory programmes of study for mathematics and citizenship that outline what pupils should be taught about financial education from Key Stages 1 to 4.
In the primary mathematics curriculum, there is a strong emphasis on the arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money. There is also some specific content about financial education such as calculations with money.
The Department does not monitor or assess the resources that schools use and we trust schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations. We will continue to work closely with the Money and Pensions Service, and other stakeholders such as Her Majesty’s Treasury, to consider what can be learned from other sector initiatives and how to provide further support for the teaching of financial education in schools.
Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. The Department’s latest guidance on teaching to support children is set out here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to recommendation made in April 2016 by the APPG on Financial Education for Young People, what progress his Department has made on developing the delivery of financial education at a primary level; and if he will make a statement.
Answered by Nick Gibb
Education on financial matters ensures that pupils are well prepared to manage their money, make sound financial decisions and know where to seek further information if required. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds.
The Department also introduced a rigorous mathematics curriculum, which provides pupils with the knowledge and skills to make important financial decisions. The Department has published statutory programmes of study for mathematics and citizenship that outline what pupils should be taught about financial education from Key Stages 1 to 4.
In the primary mathematics curriculum, there is a strong emphasis on the arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money. There is also some specific content about financial education such as calculations with money.
The Department does not monitor or assess the resources that schools use and we trust schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations. We will continue to work closely with the Money and Pensions Service, and other stakeholders such as Her Majesty’s Treasury, to consider what can be learned from other sector initiatives and how to provide further support for the teaching of financial education in schools.
Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. The Department’s latest guidance on teaching to support children is set out here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential merits of early intervention financial education at a primary level; and if he will make a statement.
Answered by Nick Gibb
Education on financial matters ensures that pupils are well prepared to manage their money, make sound financial decisions and know where to seek further information if required. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds.
The Department also introduced a rigorous mathematics curriculum, which provides pupils with the knowledge and skills to make important financial decisions. The Department has published statutory programmes of study for mathematics and citizenship that outline what pupils should be taught about financial education from Key Stages 1 to 4.
In the primary mathematics curriculum, there is a strong emphasis on the arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money. There is also some specific content about financial education such as calculations with money.
The Department does not monitor or assess the resources that schools use and we trust schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations. We will continue to work closely with the Money and Pensions Service, and other stakeholders such as Her Majesty’s Treasury, to consider what can be learned from other sector initiatives and how to provide further support for the teaching of financial education in schools.
Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. The Department’s latest guidance on teaching to support children is set out here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans he has to support the families of pupils on free school meals in Harrow East constituency during the school summer holidays in 2020.
Answered by Vicky Ford
I refer the hon. Members to the answer I gave on 23 June 2020 to Question 54195.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with the Secretary of State for the Home Department on ensuring that the UK continues to attract international students to British universities after the UK leaves the EU.
Answered by Chris Skidmore
Ministers within the Department for Education have regular discussions with the Home Office on ways to ensure the UK remains an attractive study destination, and the UK already has a strong offer for overseas students who graduate in the UK. International graduates can remain in the UK to work following their studies by switching to several existing visa routes, including Tier 2 (skilled worker) visas.
As you will be aware, the Immigration White Paper, published in December 2018, proposes increasing the post-study leave period for international students following completion of studies to 12 months for those completing a PhD, and to 6 months for all full-time postgraduate and undergraduate students at institutions with degree awarding powers. These proposals go beyond recommendations set out in the Migration Advisory Committee’s report and will benefit tens of thousands of international students. During the Home Office’s 12-month engagement programme on the Immigration White Paper, business and stakeholders from a wide range of sectors, including the Higher Education sector, will be able to feed in their views on white paper proposals.
In addition, the International Education Strategy, published on 16 March 2019, sets out actions to continue to provide a welcoming environment for international students, and includes our ambition to increase the number of international students we host to 600,000 by 2030. One of the actions within the strategy includes considering where processes could be improved to improve the visa experience for international students.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps he has taken to encourage more students to study STEM degrees.
Answered by Chris Skidmore
Overall numbers of students studying science, technology, engineering and mathematics (STEM) are rising. The share of students studying science subjects at English Higher Education providers has increased from 41% in 2010/11 to 45% in 2016/17.
Despite rising STEM student numbers, we are far from complacent and we know that employer groups continue to point to an unmet demand for higher level STEM skills. This issue seems to be particularly acute in sectors such as manufacturing, construction, engineering, science and technology. We are therefore implementing a number of initiatives across government to increase the numbers of STEM graduates. For example:
Effective careers guidance and advice is also key to supporting young people to undertake learning in areas that will give them the skills employers are looking for. The government’s careers strategy sets out a long-term plan to build a world class careers system to achieve this ambition. We are increasing the information available to students to ensure they can make informed choices about what and where to study.
As set out in the Industrial Strategy White Paper, the Skills Advisory Panels (SAPs) programme aims to ensure that the local provision of skills, and the delivery of skills policy in local areas, meets and responds to changing employer needs. SAPs analysis will inform Local Industrial Strategies and local post-16 skills provision, so that skills provision better meets labour market needs.
Degree apprenticeships also allow universities to build partnerships with businesses and employers and to work together to create a skilled workforce. Employers are working in partnership with universities and professional bodies to meet the high-level technical skills that employers and our economy need to prosper.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the level of (a) female and (b) BAME representation in top university positions.
Answered by Chris Skidmore
Diversity and equality in higher education is a priority for this government. Higher education institutions are independent bodies and responsible for decisions about who they employ. Like every employer they must ensure they meet their obligations under the Equality Act 2010.
Important progress has been made on the number of women in leadership roles in higher education, particularly in the increase in the proportion of female Chairs of Governing Bodies and female Vice-Chancellors. Sector-led gender initiatives, such as the Athena SWAN Charter and the Aurora development scheme, demonstrate the importance the sector attaches to tackling the barriers that hinder women’s progression in higher education careers.
On 1 February, the government announced measures to tackle ethnic disparities in higher education including encouraging higher education providers to make use of tools such as the Race at Work Charter and the Race Equality Charter to drive forward a step-change in the recruitment and progression of ethnic minority employees.
The government has also consulted on ethnicity pay reporting in order to inform future government policy.