Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with devolved Administrations on providing additional support for (a) school and (b) higher education students in the context of the increases in the cost of living.
Answered by Robin Walker
Education policy is devolved, and so cost of living issues for institutions is the responsibility of the devolved administrations. Ministers in the department meet regularly with their devolved counterparts and my right hon. Friend, the Secretary of State for Education, is looking forward to attending the next meeting of education ministers from across the UK in Edinburgh next week.
The department secured an excellent settlement for England in the Spending Review, and so this will be reflected in Scotland, Wales and Northern Ireland through the Barnett Formula.
It is for devolved administrations to determine how to spend this generous settlement, but in England we have carefully budgeted for a range of policies that will help universities, schools, their staff, and families which will help to meet the challenges in the cost of living right now. This includes our very successful Holiday Activities and Food scheme, National Tutoring Programme, and of course a huge increase in core school funding that means schools are better placed to cover cost increases.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the judgment in R (Fox) v Secretary of State for Education [2015] EWHC 3404, what recent assessment he has made of the potential impact of the proposed reforms to sections 3 and 6 of the Human Rights Act 1998 on his policies on the delivery of religious education.
Answered by Robin Walker
Whilst the administrative court ruled against the department in the case of R (Fox) v Secretary of State for Education, the government considered the judgment to have no broader impact on any aspect of its policy in relation to the religious education curriculum or religious studies GCSE subject content for schools, with or without a religious character.
In December 2015, the department responded to this judgment by publishing guidance for schools and awarding organisations about the religious studies GCSE, alongside the religious studies GCSE subject content, at: www.gov.uk/government/publications/gcse-religious-studies.
The proposed reforms to the Human Rights Act (1998) are currently subject to a public consultation which will run until 8 March 2022. The department will make an assessment of any impact of these reforms on the delivery of religious education once they have been confirmed.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he has made a recent assessment of the economic impact over the course of a person's life associated with childhood bullying for (a) women and (b) men.
Answered by Will Quince
The department knows from research that childhood bullying does have a long-term effect over the course of a person’s life. We have not made a specifically quantified assessment of the economic impact, but the effects of bullying are recognised in a wide range of studies.
In general, mental health and wellbeing are the key factors to be impacted by bullying. The effects can present themselves in many different ways, such as depression or anxiety, and these effects can be long lasting. Evidence also suggests that bullying is likely to have a negative impact on other educational outcomes such as engagement and participation. This means that preventing and tackling bullying can both reduce the costs associated with mental ill health and help realise the benefits associated with educational participation and attainment.
Schools can play a central role in preventing and tackling bullying. That is why the department has ensured teachers have the power to tackle behaviour issues and provided guidance and support for schools on activity that can prevent it: https://www.gov.uk/government/publications/preventing-and-tackling-bullying.
We are also making sure that all children in England will learn about respectful relationships, in person and online, as part of new mandatory relationships, sex and health education. This includes content on the different types of bullying, the impact it has, the responsibility of bystanders, and how to get help.
As part of Anti-Bullying Week, the department confirmed funding for five leading organisations, worth over £1 million in total, to support schools and colleges in championing tolerance and respect as part of their responsibility to tackle all forms bullying. These projects will support our aim to reduce incidences and the impact of bullying on all pupils, with a particular focus on specific protected characteristics and help us develop our evidence base further.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of18 October 2021 to Question 53884 on Students: Finance, what discussions he has had with the devolved Administrations on the introduction of alternative student finance.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
Discussions with officials in the devolved administrations about the provision of a student finance product compatible with Islamic finance principles have taken place, most recently with officials from the Scottish Government. As education is a devolved matter, it is up to each devolved administration to decide whether they wish to introduce a Sharia-compliant student finance solution.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the difficulties facing parents who are working from home and supporting school-age children with remote learning.
Answered by Nick Gibb
Attendance has been mandatory for all pupils of compulsory school age since 8 March 2021. There will be specific instances where an individual, small group, or class of pupils or students cannot attend school on-site because they are, for example, self-isolating or shielding in line with guidance or law relating to COVID-19.
Where it is needed, schools are expected to provide as a minimum 3-5 hours of remote education depending on Key Stage. This includes either recorded or live direct teaching alongside time for pupils to work independently to complete assignments that have been set.
We recognise that different expectations are appropriate for younger and older age groups when teaching remotely. We also expect schools to consider the remote education expectations in relation to pupils’ age, stage of development or special educational needs.
We know this is a challenging time for parents, carers and children. This is why we have published guidance for parents and carers on remote education and how they can best support their child while educating from home: https://www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19. This includes resources and advice to help parents and carers on how to establish a routine with their child, and how best to support mental health and wellbeing during this period.
Parents and carers should not feel that they need to set work for their child. If parents or carers feel they need further support or additional teaching materials for their children, they are encouraged to discuss this with their school or college first.
In our guidance for parents and carers, we have provided links to some educational resources which parents may also find it helpful to be aware of, such as Oak National Academy, BBC Bitesize, LendED, and specialist resources for supporting children with special educational needs and disability with their remote education: https://www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
What assessment he has made of the effect of the end of the transition period on (a) further and (b) higher education.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The department has considered all aspects of how exiting the EU might affect further and higher education. This included consideration of participation in EU-funded programmes, future arrangements for migration and for access to student finance support. We have been committed to ensuring the country is prepared for every eventuality.
My officials also regularly engage with sector stakeholders on a range of issues, including EU exit and the transition period.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what the cost to the public purse is of setting up the Turing scheme; and whether that cost was included in the £100 million of funding recently announced for that scheme.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The UK is already a significant net contributor to Erasmus+. Government estimates that the UK’s notional contribution to the current (2014-2020) programme over its seven-year duration will be around €1.8 billion, whilst the UK expected to receive around €1 billion in receipts over the course of the programme.
The budget for the next programme is nearly doubling from €14 billion to €26 billion. In order to participate in Erasmus+, the EU proposed new terms of participation for the UK which included a participation fee in addition to a GDP-based contribution. The only terms on offer to the UK for Erasmus+ participation would mean that we would likely make a gross contribution in the region of £600 million per annum and pay in around £2 billion more than we would get out over the course of the next programme. We obviously respect the right of the EU to set the terms for participation in its programmes but, in this case, we did not believe those terms represented value for money for the UK taxpayer.
Therefore, as an independent and sovereign country, it is also right that we will proceed with the introduction of a new international educational exchange scheme that has a genuinely global reach. The government remains committed to international education exchanges and that is why we have committed to funding the Turing scheme.
The Turing scheme will be backed by over £100 million for the academic year. This includes the costs of administering the scheme and I am pleased to confirm that the new scheme will be administered by the same consortium of British Council and Ecorys which have been delivering Erasmus+ in the UK for a number of years, drawing on their experience of working with education providers across the UK, and ensuring continuity. This will fund similar levels of student outbound mobilities as under Erasmus and provide funding for around 35,000 students in universities, colleges and schools to go on study and work placements overseas, starting in September 2021.
The Turing scheme will also go further than Erasmus+ by including countries across the world, while delivering greater value for money to taxpayers.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what cost-benefit analysis his Department has conducted comparing continued UK participation in Erasmus with the establishment of the Turing Scheme.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The UK is already a significant net contributor to Erasmus+. Government estimates that the UK’s notional contribution to the current (2014-2020) programme over its seven-year duration will be around €1.8 billion, whilst the UK expected to receive around €1 billion in receipts over the course of the programme.
The budget for the next programme is nearly doubling from €14 billion to €26 billion. In order to participate in Erasmus+, the EU proposed new terms of participation for the UK which included a participation fee in addition to a GDP-based contribution. The only terms on offer to the UK for Erasmus+ participation would mean that we would likely make a gross contribution in the region of £600 million per annum and pay in around £2 billion more than we would get out over the course of the next programme. We obviously respect the right of the EU to set the terms for participation in its programmes but, in this case, we did not believe those terms represented value for money for the UK taxpayer.
Therefore, as an independent and sovereign country, it is also right that we will proceed with the introduction of a new international educational exchange scheme that has a genuinely global reach. The government remains committed to international education exchanges and that is why we have committed to funding the Turing scheme.
The Turing scheme will be backed by over £100 million for the academic year. This includes the costs of administering the scheme and I am pleased to confirm that the new scheme will be administered by the same consortium of British Council and Ecorys which have been delivering Erasmus+ in the UK for a number of years, drawing on their experience of working with education providers across the UK, and ensuring continuity. This will fund similar levels of student outbound mobilities as under Erasmus and provide funding for around 35,000 students in universities, colleges and schools to go on study and work placements overseas, starting in September 2021.
The Turing scheme will also go further than Erasmus+ by including countries across the world, while delivering greater value for money to taxpayers.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with (a) the Scottish Government and (b) other devolved Administrations on potential alternatives to the (i) Erasmus Plus and (i) Horizon Europe programmes.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
I have regular conversations with our counterparts in the Scottish government and other devolved administrations across a wide range of research and development issues.
These discussions include the UK’s approach to EU research programmes, where the government is seeking to negotiate with the EU a fair and balanced deal for the UK’s participation, including in Horizon Europe. Alongside this, the Department for Business, Energy and Industrial Strategy is working with the devolved administrations and other stakeholders to develop credible options, should alternative schemes be required. We will continue to actively engage with the devolved administrations in policy development.
On Erasmus+, the government remains open to considering participation in some elements of the next programme. This will be subject to our ongoing negotiations with the EU. We will, in parallel with the negotiations, continue to develop a domestic alternative to Erasmus+. I regularly engage with my counterparts in the devolved administrations on matters relating to education and the EU exit, including Erasmus+ and the potential domestic alternative. The devolved administrations are also part of the governance and development process for the domestic alternative scheme, and we will continue to co-operate closely with them.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the hon. Member for Perth and North Perthshire, representing the House of Commons Commission, what plans the Commission has to publish equality impact assessments on proposals to move the House from hybrid to physical proceedings.
Answered by Pete Wishart
Any mitigations identified as part of the equality impact assessment, will be published by 15 June, alongside any other steps taken in the Covid-19 risk assessment which has been published on the transparency pages of the House of Commons website.