Ian Sollom

Following feedback from the infected blood community, the previous administration committed to prioritising making payments to people living with infections as a result of contaminated blood or blood products first. This Government has upheld this commitment and we expect the Infected Blood Compensation Authority to begin making payments to people who are infected under the Infected Blood Compensation Scheme by the end of this year. Payments to the affected are expected to begin in 2025, following a second set of regulations.

The Government is committed to ensuring there is regular communication with the public on infected blood. We will ensure that the gov.uk pages are regularly reviewed and updated to ensure the information remains up to date and correct. The Infected Blood Compensation Authority (IBCA) also sends out a regular newsletter to those interested in the Infected Blood Compensation Scheme and also has a helpline available for the community to contact.

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child.

The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means.

The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child.

The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means.

The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

It is intended for Skills England to become an Executive Agency of the Department for Education. As with all other Executive Agencies, Skills England will be required to have robust governance arrangements and clear lines of accountability, including to parliament. This will be set out in a publicly available Framework Document.

My right hon. Friend, the Secretary of State for Education, recognises the critical importance of mathematics provision at universities. English universities are independent, autonomous institutions and are therefore free to choose which courses they run. The quality of these courses is assessed by the Office for Students, the regulator of higher education providers in England. The government acknowledges that robust mathematics education is essential for developing the skills needed in various sectors and for maintaining the UK's competitive edge in science, technology, engineering, and mathematics fields.

The government is committed to ensuring the provision of high-quality mathematics education across universities of all tariff levels. Measures include financial incentives to attract talented individuals into teaching key shortage subjects, such as mathematics.

My right hon. Friend, the Secretary of State for Education, recognises the critical importance of mathematics provision at universities. English universities are independent, autonomous institutions and are therefore free to choose which courses they run. The quality of these courses is assessed by the Office for Students, the regulator of higher education providers in England. The government acknowledges that robust mathematics education is essential for developing the skills needed in various sectors and for maintaining the UK's competitive edge in science, technology, engineering, and mathematics fields.

The government is committed to ensuring the provision of high-quality mathematics education across universities of all tariff levels. Measures include financial incentives to attract talented individuals into teaching key shortage subjects, such as mathematics.

My right hon. Friend, the Secretary of State for Education, recognises the critical importance of mathematics provision at universities. English universities are independent, autonomous institutions and are therefore free to choose which courses they run. The quality of these courses is assessed by the Office for Students, the regulator of higher education providers in England. The government acknowledges that robust mathematics education is essential for developing the skills needed in various sectors and for maintaining the UK's competitive edge in science, technology, engineering, and mathematics fields.

The government is committed to ensuring the provision of high-quality mathematics education across universities of all tariff levels. Measures include financial incentives to attract talented individuals into teaching key shortage subjects, such as mathematics.

The department will shortly be finalising business planning decisions on how we will allocate the budget for the next financial year. All decisions regarding the Adoption and Special Guardianship Support Fund are being made as part of these discussions, and an announcement will be made as soon as possible.

All future funding decisions will be considered as part of the next spending review.

The department acknowledges the challenging financial environment faced by the higher education (HE) sector. The Office for Students' (OfS) latest report on the HE sector's financial health, which was published in November, stated that the sector's financial context has become more challenging since its previous report in May. Their analysis suggests that up to 72% of providers could face deficit and up to 40% may have low liquidity if they do not take significant mitigating actions.

The report also found that international recruitment is significantly below the sector’s previous expectations. This government has taken a different stand on international students, and we have spoken clearly about it. In my right hon. Friend, the Secretary of State for Education’s first speech in July 2024, and the subsequent video messages addressed to international students, she set out that we welcome international students who make a positive impact on the UK’s HE sector and our economy and society as a whole. That is why international students are offered the opportunity to remain in the UK, and contribute to the society and economy, on a graduate visa for two or three years after their studies come to an end.

Nevertheless, all providers must continue to adapt to uncertainties and financial risks. As autonomous bodies independent of government, it is for providers to decide on effective business models and to how to manage their finances. However, the department is determined to secure the future of our world leading HE sector. That is why we have taken decisive action to support the sector in moving towards a more stable financial footing.

Sir David Behan has been appointed interim Chair of the OfS to oversee the important work of refocusing their role to concentrate on key priorities, including the HE sector’s financial stability. In December, the OfS announced temporary changes to its operations to allow greater focus on financial sustainability. The OfS will work more closely with providers under significant financial pressure in order to protect students’ interests.

Moreover, the government has made the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. The department will set out a long term plan for sector reform this summer.

The department will continue to work closely with the OfS in order to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

The department acknowledges the challenging financial environment faced by the higher education (HE) sector. The Office for Students' (OfS) latest report on the HE sector's financial health, which was published in November, stated that the sector's financial context has become more challenging since its previous report in May. Their analysis suggests that up to 72% of providers could face deficit and up to 40% may have low liquidity if they do not take significant mitigating actions.

The report also found that international recruitment is significantly below the sector’s previous expectations. This government has taken a different stand on international students, and we have spoken clearly about it. In my right hon. Friend, the Secretary of State for Education’s first speech in July 2024, and the subsequent video messages addressed to international students, she set out that we welcome international students who make a positive impact on the UK’s HE sector and our economy and society as a whole. That is why international students are offered the opportunity to remain in the UK, and contribute to the society and economy, on a graduate visa for two or three years after their studies come to an end.

Nevertheless, all providers must continue to adapt to uncertainties and financial risks. As autonomous bodies independent of government, it is for providers to decide on effective business models and to how to manage their finances. However, the department is determined to secure the future of our world leading HE sector. That is why we have taken decisive action to support the sector in moving towards a more stable financial footing.

Sir David Behan has been appointed interim Chair of the OfS to oversee the important work of refocusing their role to concentrate on key priorities, including the HE sector’s financial stability. In December, the OfS announced temporary changes to its operations to allow greater focus on financial sustainability. The OfS will work more closely with providers under significant financial pressure in order to protect students’ interests.

Moreover, the government has made the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. The department will set out a long term plan for sector reform this summer.

The department will continue to work closely with the OfS in order to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

The department acknowledges the challenging financial environment faced by the higher education (HE) sector. The Office for Students' (OfS) latest report on the HE sector's financial health, which was published in November, stated that the sector's financial context has become more challenging since its previous report in May. Their analysis suggests that up to 72% of providers could face deficit and up to 40% may have low liquidity if they do not take significant mitigating actions.

The report also found that international recruitment is significantly below the sector’s previous expectations. This government has taken a different stand on international students, and we have spoken clearly about it. In my right hon. Friend, the Secretary of State for Education’s first speech in July 2024, and the subsequent video messages addressed to international students, she set out that we welcome international students who make a positive impact on the UK’s HE sector and our economy and society as a whole. That is why international students are offered the opportunity to remain in the UK, and contribute to the society and economy, on a graduate visa for two or three years after their studies come to an end.

Nevertheless, all providers must continue to adapt to uncertainties and financial risks. As autonomous bodies independent of government, it is for providers to decide on effective business models and to how to manage their finances. However, the department is determined to secure the future of our world leading HE sector. That is why we have taken decisive action to support the sector in moving towards a more stable financial footing.

Sir David Behan has been appointed interim Chair of the OfS to oversee the important work of refocusing their role to concentrate on key priorities, including the HE sector’s financial stability. In December, the OfS announced temporary changes to its operations to allow greater focus on financial sustainability. The OfS will work more closely with providers under significant financial pressure in order to protect students’ interests.

Moreover, the government has made the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. The department will set out a long term plan for sector reform this summer.

The department will continue to work closely with the OfS in order to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

As of 31 December 2024, buildings have been handed over at 23 schools. Of these, demolition and ground works are complete at nine schools, with a further six forecast to reach practical completion this financial year.

The programme started in 2020, with the first projects announced in 2021. In line with initial expectations for the programme, just under half of School Rebuilding Programme projects have commenced various stages of delivery activity, despite some market challenges caused by significant global events. The remaining projects have been given indicative start dates for delivery over the next few years based on a prioritisation of need, with building projects taking up to five years from commencement to complete.

School buildings are integral to high and rising standards and need to be fit for the future.

We have committed to rebuilding or refurbishing 518 schools and sixth form colleges through the School Rebuilding Programme (SRP).

The Autumn Budget 2024 included £1.4 billion for the 2025/26 financial year to drive the ongoing delivery of the current programme. Future capital funding for schools beyond 2025/26 will be confirmed following the next multi-year phase of the Spending Review.

Annual capital budgets to date for the SRP are published within the Supplementary and Main Estimates on parliament.uk. These budgets are combined with the legacy Priority School Building Programme.

The department also publishes information on all contracts awarded over £10,000, including rebuilding projects, normally within 30 days of the contract being signed. These are published on GOV.UK at: https://www.contractsfinder.service.gov.uk/Search.

School buildings are integral to high and rising standards and need to be fit for the future.

We have committed to rebuilding or refurbishing 518 schools and sixth form colleges through the School Rebuilding Programme (SRP).

The Autumn Budget 2024 included £1.4 billion for the 2025/26 financial year to drive the ongoing delivery of the current programme. Future capital funding for schools beyond 2025/26 will be confirmed following the next multi-year phase of the Spending Review.

Annual capital budgets to date for the SRP are published within the Supplementary and Main Estimates on parliament.uk. These budgets are combined with the legacy Priority School Building Programme.

The department also publishes information on all contracts awarded over £10,000, including rebuilding projects, normally within 30 days of the contract being signed. These are published on GOV.UK at: https://www.contractsfinder.service.gov.uk/Search.

The department procures contractors from its frameworks to deliver the vast majority of projects, including the School Rebuilding Programme. Information on the contractors on its frameworks, including the criteria for selecting contractors for individual projects, can be found on GOV.UK, and is available here: https://www.gov.uk/government/publications/school-buildings-construction-framework-2021/appendix-d-framework-contractors.

It is the responsibility of those who run schools, academy trusts, local authorities and voluntary aided school bodies, to manage the maintenance of their schools and alert the department if there is a concern with a building. Local authorities and academy trusts do not need to report the use of temporary classrooms to the department, therefore, the department does not hold this data. The department does provide support on a case-by-case basis, working with the sector, if it is alerted to a serious safety issue. The department always puts the safety and wellbeing of children and staff in schools and colleges at the heart of its policy decisions.

High and rising school standards, including in mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. Our Core Maths suite of qualifications is designed to prepare students for the mathematical demands of university study, employment and life by strengthening and building on students’ existing skills with a focus on using and applying mathematics. In the 2024/2025 academic year, a Core Maths premium of £900 per year per student was introduced into the 16-19 funding formula to support students’ participation in programmes with core mathematics qualifications. Guidance is available at: https://www.gov.uk/government/publications/16-to-19-funding-core-maths-premium/16-to-19-funding-core-maths-premium#eligible.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE, an expert in education policy. The review will seek to deliver an excellent foundation in reading, writing and maths and will look at ensuring all young people aged 16-19 have access to rigorous, high value qualifications and training.

Results data is published by the Joint Council for Qualifications (JCQ) annually. Departmental officials have discussed with JCQ what data they might report for summer 2025 and beyond. While JCQ regularly review what and how they publish their data, they are an independent organisation, and this is a matter for them to consider.

The department funds the Advanced Mathematics Support Programme (AMSP), to promote the value of, and discuss positive encouragement for, level 3 mathematics and Core Maths in particular. The AMSP monitors engagement with the programme and provides support to increase the uptake of Core Maths.

This government recognises the vital role that further education (FE) teachers and providers play in equipping learners with the opportunities and skills that they need to succeed in their education, and will consider workforce sufficiency and what this might mean for FE funding in future years.

The Autumn Budget 2024 set out the government’s commitment to skills by providing an additional £300 million revenue funding for FE to ensure young people are developing the skills this country needs. The department will set out in due course how this funding will be distributed.

Government plays no role in recommending or setting pay or terms and conditions of employment within the FE sector. Institutions remain solely responsible for the pay, contractual conditions and terms of service for their workforce, and for managing their own industrial relations.

The department encourages sixth form colleges both to ensure good industrial relations and, if necessary, to take appropriate mitigations to ensure that young people’s learning can continue during industrial action.

This government recognises the vital role that further education (FE) teachers and providers play in equipping learners with the opportunities and skills that they need to succeed in their education, and will consider workforce sufficiency and what this might mean for FE funding in future years.

The Autumn Budget 2024 set out the government’s commitment to skills by providing an additional £300 million revenue funding for FE to ensure young people are developing the skills this country needs. The department will set out in due course how this funding will be distributed.

Government plays no role in recommending or setting pay or terms and conditions of employment within the FE sector. Institutions remain solely responsible for the pay, contractual conditions and terms of service for their workforce, and for managing their own industrial relations.

The department encourages sixth form colleges both to ensure good industrial relations and, if necessary, to take appropriate mitigations to ensure that young people’s learning can continue during industrial action.

The government does not set or recommend pay in further education (FE) providers, which have the freedom to make their own arrangements in line with their local circumstances.

This government recognises the vital role that FE teachers and providers play in equipping learners with the opportunities and skills that they need to succeed in their education and throughout life.

That is why the October Budget set out the government’s commitment to skills, by providing an additional £300 million revenue funding for FE to ensure young people are developing the skills this country needs. The department will set out in due course how this funding will be distributed.

High and rising school standards, including in mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. Our Core Maths suite of qualifications is designed to prepare students for the mathematical demands of university study, employment and life by strengthening and building on students’ existing skills with a focus on using and applying mathematics. In the 2024/2025 academic year, a Core Maths premium of £900 per year per student was introduced into the 16-19 funding formula to support students’ participation in programmes with core mathematics qualifications. Guidance is available at: https://www.gov.uk/government/publications/16-to-19-funding-core-maths-premium/16-to-19-funding-core-maths-premium#eligible.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE, an expert in education policy. The review will seek to deliver an excellent foundation in reading, writing and maths and will look at ensuring all young people aged 16-19 have access to rigorous, high value qualifications and training.

Results data is published by the Joint Council for Qualifications (JCQ) annually. Departmental officials have discussed with JCQ what data they might report for summer 2025 and beyond. While JCQ regularly review what and how they publish their data, they are an independent organisation, and this is a matter for them to consider.

The department funds the Advanced Mathematics Support Programme (AMSP), to promote the value of, and discuss positive encouragement for, level 3 mathematics and Core Maths in particular. The AMSP monitors engagement with the programme and provides support to increase the uptake of Core Maths.

English universities are independent, autonomous institutions and are therefore free to choose which courses they run. Quality is assessed by the Office for Students, the regulator of higher education (HE) providers in England.

The factor that makes the biggest difference to a young person’s education in schools and colleges is high quality teaching, but there are shortages of qualified teachers across the country. This is why the department is committed to recruiting an additional 6,500 expert teachers across schools, both mainstream and specialist, and colleges, over the course of this parliament.

Our measures will include getting more teachers into key subjects, such as mathematics, supporting areas that face recruitment challenges or shortages of qualified teachers, and tackling retention issues.

The department has recently announced the Initial Teacher Training financial incentives package for the 2025/26 recruitment cycle, which is worth up to £233 million, and represents a £37 million increase on the last cycle. This includes a range of measures, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free, to encourage talented trainees to key subjects such as mathematics, physics, chemistry and computing.

The department is also supporting the retention of teachers within the profession, alongside additional recruitment. As of 14 October, eligible early career teachers in priority science, technology, engineering, and mathematics (STEM) and technical subjects can claim targeted retention incentive payments worth up to £6,000 after tax, with payments made available to college teachers in key STEM and technical subjects for the first time.

The government recognises that our universities make a vital contribution to our economy, society and to industry and innovation. We recognise the need to put our world-leading HE sector on a secure footing to ensure that all students have confidence that they will receive the world-class HE experience they deserve.

English universities are independent, autonomous institutions and are therefore free to choose which courses they run. Quality is assessed by the Office for Students, the regulator of higher education (HE) providers in England.

The factor that makes the biggest difference to a young person’s education in schools and colleges is high quality teaching, but there are shortages of qualified teachers across the country. This is why the department is committed to recruiting an additional 6,500 expert teachers across schools, both mainstream and specialist, and colleges, over the course of this parliament.

Our measures will include getting more teachers into key subjects, such as mathematics, supporting areas that face recruitment challenges or shortages of qualified teachers, and tackling retention issues.

The department has recently announced the Initial Teacher Training financial incentives package for the 2025/26 recruitment cycle, which is worth up to £233 million, and represents a £37 million increase on the last cycle. This includes a range of measures, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free, to encourage talented trainees to key subjects such as mathematics, physics, chemistry and computing.

The department is also supporting the retention of teachers within the profession, alongside additional recruitment. As of 14 October, eligible early career teachers in priority science, technology, engineering, and mathematics (STEM) and technical subjects can claim targeted retention incentive payments worth up to £6,000 after tax, with payments made available to college teachers in key STEM and technical subjects for the first time.

The government recognises that our universities make a vital contribution to our economy, society and to industry and innovation. We recognise the need to put our world-leading HE sector on a secure footing to ensure that all students have confidence that they will receive the world-class HE experience they deserve.

School applications and admissions are handled by the local authority and individual schools’ admission authorities. Therefore, the department does not hold information on the reasons for applications to state-funded schools being refused.

All mainstream, state-funded schools must comply with the statutory ‘school admissions code’ and with equalities legislation. The code is clear that admission authorities must not discriminate against disabled children or those with special educational needs (SEN), and that their admission arrangements will not disadvantage unfairly, either directly or indirectly, a child with a disability or SEN. The school admissions code can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1001050/School_admissions_code_2021.pdf.

A parent refused a place at a school they have applied for must be offered the right to appeal to an independent appeal panel.

More information on school applications and appeals can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/secondary-and-primary-school-applications-and-offers, and here: https://explore-education-statistics.service.gov.uk/find-statistics/admission-appeals-in-england#releaseHeadlines-tables.

The department publishes figures from the school census on suspensions and permanent exclusions from state-funded schools in England. The most recent full academic year release, for the 2022/23 academic year, is available at: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2022-23.

The latest release covers the 2023/24 autumn term and is available at: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2023-24-autumn-term.

Published figures include numbers and rates of suspensions and permanent exclusions by school phase and characteristics, including special educational needs provision. A table has been created from the 2022/23 academic year publication here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f661eaa5-0158-4c2d-710a-08dd0ae16946.

Data is not yet available for the whole 2023/24 academic year. Data is collected two terms in arrears to allow time for Independent Review Panels to review exclusion decisions before data is collected.

The department publishes figures from the school census on suspensions and permanent exclusions from state-funded schools in England. The most recent full academic year release, for the 2022/23 academic year, is available at: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2022-23.

The latest release covers the 2023/24 autumn term and is available at: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2023-24-autumn-term.

Published figures include numbers and rates of suspensions and permanent exclusions by school phase and characteristics, including special educational needs provision. A table has been created from the 2022/23 academic year publication here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f661eaa5-0158-4c2d-710a-08dd0ae16946.

Data is not yet available for the whole 2023/24 academic year. Data is collected two terms in arrears to allow time for Independent Review Panels to review exclusion decisions before data is collected.

Information on pupil absence, including persistent absence and breakdowns by pupil characteristics, is published in the ‘Pupil absence in schools in England’ statistical release. This can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2022-23.

The most recent data available is for the autumn and spring terms of the 2023/24 academic year. Data for the full 2023/24 academic year will be published in March 2025.

Data is collected in sessions as opposed to hours missed. One session is equal to half a day. The number of overall absence sessions for persistent absentees, broken down by special educational need status, can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/dabc07e5-3cb8-48ca-7115-08dd0ae16946.

Academies are required to have a complaints procedure in place that adheres to Part 7 of the Education (Independent School Standards) Regulations 2014. Where parents or carers have concerns, they should first approach the academy, and it is their responsibility to handle and resolve complaints. If a complainant has concerns that an academy did not handle a complaint in line with the regulations, they can then escalate to the department, whose role it is to consider whether the academy followed the correct process.

For members of the wider community who do not have a child at the academy, the regulations do not apply. However, the department still expects academies to handle complaints swiftly and respectfully.

My right hon. Friend, the Secretary of State for Education holds academies to a high level of accountability through their funding agreement. Where wider concerns are raised, for example, as a result of poor governance or lack of compliance with the framework, the department will intervene proportionately to ensure compliance.

As part of the King’s Speech, we have committed to legislate to require all schools, including academies, to cooperate with the local authority on school admissions and place planning, and to give local authorities greater powers to deliver their function and ensure that admissions decisions account for the needs of the community.

In July, my right hon. Friend, the Secretary of State for Education, announced a short review of qualifications reform. The rapid review is focused on Level 3 qualifications currently scheduled to have funding removed on 31 July 2025.

The department understands the need to provide certainty to the sector, students and parents about what qualifications will be available in the 2025/26 academic year.

The department is working as quickly as possible to provide clarity to the sector, which is why we moved immediately to pause the defunding due to happen from August this year and will conclude and communicate outcomes of the review by the end of the calendar year. This will enable schools and colleges to reflect the outcomes of the review in their delivery planning and marketing materials in the new year.

It is also worth noting that large portions of qualifications are unaffected by the review and provide certainty to the sector. These include A levels and T Levels, new alternative academic qualifications, new technical occupational qualifications, and the qualifications in the subjects, routes and qualification types not covered by the defunding lists, including further applied general qualifications.