Found: This lack of skills and capacity is something we have seen in other government departments attempting

Found: Assessment process HC 43 29th The Affordable Homes Programme since 2015 HC 684 30th Developing workforce skills

Found: Foundation also told us that businesses, installers and manufacturers will be reluctant to invest in skills

Found: Assessment process HC 43 29th The Affordable Homes Programme since 2015 HC 684 30th Developing workforce skills

Found: phones and playing video games had worse working memory, processing speed, attention levels, language skills

Found: until June to submit tenders; an- nounced support to a multi -year programme of work to boost nuclear skills

Found: limited menus with little scope for healthier changes lack of space and the right equipment, or skills

Found: and helpline support ensured that professionals were also equipped with the right knowledge and skills

Found: Provost and Deputy Vice -Chancellor , Queen’s University Belfast ; Rt Hon Robert Halfon MP, Minister for Skills

Found: Skills is a vital area where we have heard collaboration between the two Governments would be beneficial

Found: I welcome the Committee’s recognition of the critical importance of skills to the screen sector.

Found: • Resource – There is a concern as to whether regulators will have the resources, expertise and skills

Found: •For vulnerable people , such as those who have poor reading or comprehension skills, who do not have

Found: until June to submit tenders; an- nounced support to a multi -year programme of work to boost nuclear skills

Found: OFSI needs to continue to build on this, making sure it has the right number of staff with the right skills

Found: Service staff is vital, not just for their own wellbeing, but also to provide them with the tools, skills

Found: We are also deeply concerned about skills , working conditions , and the retention of staff in the

Found: , but the Government is yet to publish its long-promised green skills plan and is yet to state how it

Found: Another is that a wide range of people get a chance of learning and developing skills.

Found: A 2023 report by Screen Skills found that 41% of those surveyed considered that the shortages and

Found: of people who have left the industry, disappointed and disaffected, but who have the talent, the skills

Found: Assessment process HC 43 29th The Affordable Homes Programme since 2015 HC 684 30th Developing workforce skills

Found: In particular, the skills challenges facing the space sector are such that no delay can be afforded

Found: • Skills and workforce issues were also raised in evidence.

Found: Commi ttee would be grateful for a response, as set out below: • What is the current status of the Skills

Found: Ministers and officials working on supporting the space sector feed into decision -making around skills

Found: Correspondence to the Home Secretary, Secretary of State for Science, Innovation and Skills, Secretary

Found: The discussion took place with the following witnesses: • Joseph Dudley, Director, Space Skills Alliance

Found: Investing in research spaces to help boost innovation and skills should be a joint aim of the Scottish

Found: apply for roles based on the job advertised, the general appeal of the employer and their own skills

Found: regulators have appropriate resources to carry out their jobs, including recruiting the specialist skills

Found: Overview 1.1 Objectives Ofsted is the Office for Standards in Education, Children’s Services and Skills

Found: Correspondence to the Minister for Skills, Apprenticeships and Higher Education relating to the Committee's

Found: Recruitment to FSA SACs is based on identified areas of expertise, skills and experience.

Found: In response to other written questions, the Department have emphasised the soft skills that work coaches

Found: to regional units attached to existing Regional Organised Crime Units, who already have the expert skills

Found: selection process (which is based on a combination of academic grades, proven English language skills

Found: Specialisms and differentiation At postgraduate level, programmes are often built to support the skills

Found: protect the future of the sector and ensure students of today and tomorrow are fully equipped with skills

Found: universities that they perceive to be best able to develop their abilities and demonstrate their skills

Found: to earn qualifications to facilitate access to degree study and always include English language skills

Found: engineering in higher education (HE) and the wider impact on society through research, innovation, skills

Found: There was a recommendation to fund and promote a skills-based education programme, which we have

Found: framework for commissioning services, which can make it difficult to forecast due to a lack of technical skills

Found: suspensions, it is vital that schools have sufficient resources and teachers are equipped with the skills

Found: both boys and girls with opportunities and experiences to acquire knowledge and develop the skills

Found: engages adolescent boys who lack a father figure at home, and provides them with mentoring, life skills

Found: projects/science-education-tracker/science-education-tracker- 2023.pdf 7 UK Government (2024) Supply of skills

Found: relationship between father–child physical play and child aggression, social competence, emotional skills

Found: Fathers here felt that the curriculum should focus more on life skills such as budgeting and relationship

Found: social responsibility, capacity for empathy, self-control, self-esteem, social maturity and life skills

Found: received training on social and peer research, interviewing, public speaking, presentation skills

Found: engagement through a combination of coaching, mentoring, and teaching young people the essential skills

Found: I have two skills: maths and music.

Found: training around behavior is regularly offered to all staff to ensure they are equipped with the skills

Found: effectively at home. 17.Primary schools have put emphasis on curriculum development to improve writing skills

Found: Ongoing Actions and Impact: 2019 – 2020: Work began on disseminating national research on study skills

Found: Their confidence, social skills, behaviour and wellbeing can improve too.

Found: Department for Education and Skills Research Report RR636.

Found: They definitely tested our behaviour management skills in the first half term but we obtained a full

Found: 10 The development of fine motor skills is delayed amongst significant numbers of boys, meaning that

Found: social responsibility, capacity for empathy, self-control, self-esteem, social maturity and life skills

Found: a child’s SEMH (social, emotional and mental health) needs, as well as identifying the levels of skills

Found: targeting boys focus on raising awareness about HE and career pathways, raising attainment, developing skills

Found: The aim is to help them develop the skills they need to get the most from the classroom and reduce

Found: English and communication skills are key to progression into academic subjects post-16.

Found: BBC Learning English have empowered individuals in developing countries by improving their language skills

Found: 2024 which address ed the Committee ’s recommendation about a strategy to attract and retain the skills

Found: authority commissioners of adult social care to enhance strategic leadership and data analytical skills

Question to the Department for Education:

To ask the Secretary of State for Education, what the (a) budget and (b) outturn spending were for (i) 16-19 learning, (ii) Adult Education Budget, (iii) Adult Skills Fund, (iv) free courses for jobs, (v) skills bootcamps, (vi) Multiply, (vii) Advanced Learner Loans, (viii) Advanced Learner Loans Bursary Fund, (ix) Apprenticeships and (x) all other programmes to support further education and adult skills in the financial year (A) 2022-23 and (B) 2023-24.

Answered by Luke Hall - Minister of State (Education)

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, how many people entered employment through the people and skills strand of the European Social Fund in each year since its inception until its end.

Answered by Jo Churchill - Minister of State (Department for Work and Pensions)

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

Question to the HM Treasury:

To ask His Majesty's Government how much money (1) was raised by the apprenticeships levy, and (2) was passed onto the devolved nations from levy receipts, in each financial year since 2017–18.

Answered by Baroness Vere of Norbiton - Parliamentary Secretary (HM Treasury)

Monthly receipts data for the Apprenticeship Levy is published by HM Revenue and Customs in their Tax and NIC Receipts publication which can be found online[1] at: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk

While the Apprenticeship Levy is UK wide, apprenticeship policy and spending is devolved. From FY2017-18 to FY2019-20, the devolved administrations received a population share of the Office for Budget Responsibility’s apprenticeship Levy forecast. Beyond 2019-20, the devolved administrations received funding through the Barnett formula in relation to English apprenticeship spending. The Block Grant Transparency publication which is available on GOV.UK sets out all Barnett consequentials generated at both departmental and programme level. It is for the devolved administrations to allocate their funding in devolved areas as they see fit, including investing in their skills programmes.

[1] HM Revenue & Customs (2024), HMRC tax receipts and National Insurance contributions for the UK

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, if he will make an assessment of the potential impact of the Veterans’ Career Development Fund on employment levels for veterans.

Answered by Johnny Mercer - Minister of State (Cabinet Office) (Minister for Veterans' Affairs)

This Government is committed to making sure that our veterans and their families have equitable access and opportunity to a full range of career options after leaving military service, including access to the qualifications, training and skills development they may need to progress in their careers.

The recently announced Op PROSPER backed by £2.1 million in government funding includes the £700,000 Veterans’ Career Development Fund grant, which makes funding available to organisations providing qualifications, training and skills development to veterans and their families in locally based communities across the country.

The Veterans’ Career Development Fund is administered as a grant by the Armed Forces Covenant Fund Trust, and includes a planned evaluation of the overall Op PROSPER programme and its outcomes.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff have left the Education and Skills Funding Agency in each year since its creation.

Answered by Damian Hinds - Minister of State (Education)

The department centrally holds some of the information requested.

In as far as data is centrally held, I refer the hon. Member to the Civil Service statistics, for Education and Skills Funding Agency, Standards and Testing Agency and Teaching Regulation Agency, at: https://www.gov.uk/government/collections/civil-service-statistics and https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/publicsectorpersonnel/datasets/civilservicestatistics.

The Declaration on Government Reform (2021) stated: "There is however more we must do to attract a broader range of people to the privilege of public service... It should be natural for people with careers and skills built in business to serve in government for a period, and for those in public service to spend time in organisations which are not dependent on public money... We will develop new entry routes from industry, academia, the third sector and the wider public sector, with flexibility to suit those who want to build a career in government and those who want a shorter tour of duty”.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff have left the Standards and Testing Agency in each year since its creation.

Answered by Damian Hinds - Minister of State (Education)

The department centrally holds some of the information requested.

In as far as data is centrally held, I refer the hon. Member to the Civil Service statistics, for Education and Skills Funding Agency, Standards and Testing Agency and Teaching Regulation Agency, at: https://www.gov.uk/government/collections/civil-service-statistics and https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/publicsectorpersonnel/datasets/civilservicestatistics.

The Declaration on Government Reform (2021) stated: "There is however more we must do to attract a broader range of people to the privilege of public service... It should be natural for people with careers and skills built in business to serve in government for a period, and for those in public service to spend time in organisations which are not dependent on public money... We will develop new entry routes from industry, academia, the third sector and the wider public sector, with flexibility to suit those who want to build a career in government and those who want a shorter tour of duty”.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff have left the Teaching Regulation Agency in each year since its creation.

Answered by Damian Hinds - Minister of State (Education)

The department centrally holds some of the information requested.

In as far as data is centrally held, I refer the hon. Member to the Civil Service statistics, for Education and Skills Funding Agency, Standards and Testing Agency and Teaching Regulation Agency, at: https://www.gov.uk/government/collections/civil-service-statistics and https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/publicsectorpersonnel/datasets/civilservicestatistics.

The Declaration on Government Reform (2021) stated: "There is however more we must do to attract a broader range of people to the privilege of public service... It should be natural for people with careers and skills built in business to serve in government for a period, and for those in public service to spend time in organisations which are not dependent on public money... We will develop new entry routes from industry, academia, the third sector and the wider public sector, with flexibility to suit those who want to build a career in government and those who want a shorter tour of duty”.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, if he will make an assessment of the potential merits of taking further steps with private sector employers to help support more veterans into employment.

Answered by Johnny Mercer - Minister of State (Cabinet Office) (Minister for Veterans' Affairs)

This Government is committed to making sure that our veterans and their families have equitable access and opportunity to a full range of career options after leaving military service, and to working with employers to make this vision a reality.

The recently announced Op PROSPER backed by £2.1 million in government funding will work closely with employers and industry bodies to establish new clear and accessible routes for veterans and their families into employment which makes the most of their skills and capabilities, in key industries at the forefront of innovation and economic growth.

We have also introduced and continued 12-month National Insurance relief for eligible employers recruiting veterans in their first civilian role after leaving military service, which is of benefit to all businesses and employers across the country.

This work is supported by the OVA-launched Employers Guide to Hiring Veterans which showcases innovation and best practice and the OVA-hosted Veteran Employers’ Group brings together leading employers from across the UK.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, what recent discussions he has had with private sector employers on the employment of veterans.

Answered by Johnny Mercer - Minister of State (Cabinet Office) (Minister for Veterans' Affairs)

This Government is committed to making sure that our veterans and their families have equitable access and opportunity to a full range of career options after leaving military service, and to working with employers to make this vision a reality.

The recently announced Op PROSPER backed by £2.1 million in government funding will work closely with employers and industry bodies to establish new clear and accessible routes for veterans and their families into employment which makes the most of their skills and capabilities, in key industries at the forefront of innovation and economic growth.

We have also introduced and continued 12-month National Insurance relief for eligible employers recruiting veterans in their first civilian role after leaving military service, which is of benefit to all businesses and employers across the country.

This work is supported by the OVA-launched Employers Guide to Hiring Veterans which showcases innovation and best practice and the OVA-hosted Veteran Employers’ Group brings together leading employers from across the UK.

Question to the Department for Education:

To ask His Majesty's Government what was the total expenditure on special educational needs in England in 2023–24; and what is their forecast expenditure for 2024–25.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Education is a devolved matter, and the response outlines the information for England only.

Local authorities spent £7.9 billion on education for children and young people with complex special educational needs and disabilities (SEND) in the 2022/23 financial year. The Education and Skills Funding Agency (ESFA) also allocated a further £1.0 billion on funding for SEND places directly to providers in that financial year. The outturn data for expenditure in the last financial year (2023/24) is not yet available but is due to be published later in 2024. Planned expenditure reported by local authorities for that year was £9.4 billion and the ESFA’s expenditure was £1.1 billion.

These figures do not include the amounts spent by mainstream schools and colleges from their budgets on children and young people with lower level SEND. The department does not collect this expenditure information from individual schools and colleges.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the role of international students in subsidising domestic students in universities.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

International student fee income made up 43% of the overall UK higher education (HE) sector fee income in 2021/22 (£10.4 billion of £24.4 billion). The fee income from international students can be used by providers to subsidise the costs of delivering courses to domestic students for whom tuition fees are capped at £9,250.

Domestic students continue to make up the vast majority of students within universities. International students made up only 15% of all undergraduate entrants at UK providers in 2021/22.

It is important that the department promotes a sustainable HE funding system that responds to the needs of the economy and that is fair to students and to taxpayers. The government keeps the HE funding system under continuous review to ensure that this remains the case, and to provide many different opportunities for learners to acquire vital skills.

In 2022/23, the total income of the HE sector in England was £43.9 billion, up from £29.1 billion in 2015/16. Of the £43.9 billion, approximately £16.3 billion was provided by the government. Over the current Spending Review period, the government is investing £1.3 billion in capital funding to support teaching and research.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department has taken to improve children's oracy skills in Wellingborough constituency.

Answered by Damian Hinds - Minister of State (Education)

​​​​The department recognises the importance of oracy, which is why spoken language is part of the national curriculum for English for 5 to 16 year olds.

In early years, the department is investing up to £17 million in the Nuffield Early Language Intervention, improving the language skills of reception age children who need it most following the pandemic. In addition, the department have secured over £28 million to support the speech and language of young children worst affected by the pandemic, today’s 3 and 4 year olds, delivered through the new Family Hubs network.

In secondary schools, the GCSE English Language qualification ensures that students are able to listen to and understand spoken language and use spoken Standard English effectively. 2023 data published by Ofqual shows that overall entries to GCSE English Language increased by 4.9% in summer 2023, compared to summer 2022. This data can be found here: https://www.gov.uk/government/statistics/provisional-entries-for-gcse-as-and-a-level-summer-2023-exam-series/provisional-entries-for-gcse-as-and-a-level-summer-2023-exam-series#gcse-entries.

The department funds the National Poetry Recitation Competition, which encourages both primary and secondary schools to participate to improve pupils’ knowledge and enjoyment of poetry and to improve oracy through poetry recitation and recall. The competition provides an opportunity for pupils to enjoy sharing poems aloud.

The £67 million English Hubs Programme, launched in 2018, is dedicated to improving the teaching of reading, with a focus on phonics, early language development and reading for pleasure. Since its launch, the English Hubs Programme has provided appropriate and targeted support to several thousands of schools across England.

Wellingborough’s local English Hub, Roade English Hub, is working hard to engage and support primary schools across the region. Currently, 45 schools are receiving intensive partner school support from Roade English Hub. This is in addition to the 32 schools that have already graduated from the programme.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff have left Ofsted in each year since its creation.

Answered by Damian Hinds - Minister of State (Education)

The department centrally holds some of the information requested.

In as far as data is centrally held, I refer the hon. Member to the Civil Service statistics, for the Office for Standards in Education, Children’s Services and Skills, at: https://www.gov.uk/government/collections/civil-service-statistics and https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/publicsectorpersonnel/datasets/civilservicestatistics.

The Declaration on Government Reform (2021) stated: "There is however more we must do to attract a broader range of people to the privilege of public service... It should be natural for people with careers and skills built in business to serve in government for a period, and for those in public service to spend time in organisations which are not dependent on public money... We will develop new entry routes from industry, academia, the third sector and the wider public sector, with flexibility to suit those who want to build a career in government and those who want a shorter tour of duty”.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff have left Ofqual in each year since its creation.

Answered by Damian Hinds - Minister of State (Education)

The department centrally holds some of the information requested.

In as far as data is centrally held, I refer the hon. Member to the Civil Service statistics, for Department for Education, at: https://www.gov.uk/government/collections/civil-service-statistics and https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/publicsectorpersonnel/datasets/civilservicestatistics.

The Declaration on Government Reform (2021) stated: "There is however more we must do to attract a broader range of people to the privilege of public service... It should be natural for people with careers and skills built in business to serve in government for a period, and for those in public service to spend time in organisations which are not dependent on public money... We will develop new entry routes from industry, academia, the third sector and the wider public sector, with flexibility to suit those who want to build a career in government and those who want a shorter tour of duty”.

Question to the Department for Business and Trade:

To ask His Majesty's Government what steps they are taking to implement strategies to mitigate the risks of labour shortages in the supply chain for infrastructure projects.

Answered by Lord Offord of Garvel - Parliamentary Under Secretary of State (Department for Business and Trade)

The Government works with the construction sector, through the Construction Skills Delivery Group, to identify and plan to meet future skills needs in the sector. We also work with the industry to support the development and adoption of digital and industrialised construction techniques, as well as robotics and autonomous systems, which will reduce the labour intensity of the sector.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff have left the Office of the Schools Adjudicator in each year since its creation.

Answered by Damian Hinds - Minister of State (Education)

The department centrally holds some of the information requested.

In as far as data is centrally held, I refer the hon. Member to the Civil Service statistics, for the Department for Education, at: https://www.gov.uk/government/collections/civil-service-statistics and https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/publicsectorpersonnel/datasets/civilservicestatistics.

The Declaration on Government Reform (2021) stated: "There is however more we must do to attract a broader range of people to the privilege of public service... It should be natural for people with careers and skills built in business to serve in government for a period, and for those in public service to spend time in organisations which are not dependent on public money... We will develop new entry routes from industry, academia, the third sector and the wider public sector, with flexibility to suit those who want to build a career in government and those who want a shorter tour of duty.”

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what steps her Department is taking to help support scientists to transition to animal-free, human-specific technologies through (a) practical support, (b) the provision of training and (c) other means.

Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)

The Government, via UK Research & Innovation, funds the development of techniques that replace, reduce and refine the use of animals in research through the National Centre for 3Rs (NC3Rs). The NC3Rs encourages researchers’ to use non-animal methods (NAMs) in a number of ways, including supporting the skills base by funding PhD students to work only on the development of NAMs, and dedicated funding allowing researchers to test methods alongside existing animal studies. NC3Rs recently launched a network to bring researchers from academia, industry and regulatory authorities together to share knowledge on the use of NAMs methods for safety testing.

Question to the Department for Energy Security & Net Zero:

To ask the Secretary of State for Energy Security and Net Zero, what recent assessment she has made of the adequacy of the professional skills of certified installers for the microgeneration certification scheme under the Domestic Renewable Heat Incentive.

Answered by Amanda Solloway - Government Whip, Lord Commissioner of HM Treasury

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to increase digital learning opportunities across (a) schools and (b) colleges.

Answered by Damian Hinds - Minister of State (Education)

Ensuring that all children, regardless of their background, have the world class computing and digital knowledge and skills that they need for the future is a key priority of this government.

To help meet the demand for people with computing and digital qualifications and competencies, the department introduced computing as a statutory English National Curriculum subject in 2014, from Key Stages 1 to 4 inclusive. Through computing, pupils become digitally literate so that they are able to use, express themselves and develop their ideas through information and communication technology at a level suitable for the future workplace and as active participants in a digital world.

The computer science GCSE and A level were also introduced in 2013, through which students are taught to understand and apply the fundamental principles and concepts of computer science. In addition, there are high quality vocational and technical digital qualifications available that are counted in the Key Stage 4 and Key Stage 5 performance tables, which provide alternative pathways towards digital careers. Information on the Key Stage 4 and Key Stage 5 performance tables can be found here: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores and https://www.gov.uk/government/publications/16-to-19-qualifications-discount-codes-and-point-scores, respectively.

The department has invested over £100 million in the National Centre for Computing Education (NCCE) to improve the teaching of computing and drive up participation in computer science at GCSE and A level. The NCCE provides high quality continuing professional development and resources to teachers of all Key Stages and engages with schools and colleges across England to improve their computing provision. This includes facilitating industry-led events for pupils on careers in computing and digital.

The department is also investing to fix the basics by improvinge broadband access and connectivity and sett standards for technology infrastructure to help create an environment where all schools and trusts can use technology effectively. The department is working with the Department for Science, Innovation and Technology and commercial providers to accelerate gigabit capable broadband rollout to schools and investing up to £200 million to upgrade schools that fall below Wi-Fi connectivity standards in Education Investment Areas.

The government recognises that digital skills are important for adults of all ages, and the department is committed to improving their level of digital skills to support active participation in society.

From August 2020, the department introduced a digital entitlement for adults with no or low digital skills to undertake specified digital qualifications free of charge. The new entitlement mirrors the existing legal entitlements for English and maths and puts essential digital skills on an equal footing in the adult education system, as the third essential skill adults need for work, life and further learning.

The department introduced new Essential Digital Skills qualifications (EDSQs) at entry level and Level 1 from August 2020, which are funded under the digital entitlement. EDSQs are based on the national standards for essential digital skills and are designed to meet the diverse needs of adults with no or low digital skills byreflecting different learning needs, motivations and starting points.

To further enhance the essential digital skills offer for adults, from August 2023 the department introduced new digital Functional Skills qualifications (FSQs), which replaced FSQs in Information and Communication Technology. Digital FSQs have standardised content and assessment and provide a benchmark of digital skills for employers. These are based on subject content for digital FSQs that the department published in October 2021.

In addition to formal qualifications, the department also funds community learning and other non-regulated learning, such as building confidence in essential digital skills, through the Adult Education Budget. Many Local Authorities and other further education providers are already delivering these courses that help equip adults with the essential digital skills they need for work, life and further learning.

Of course, people may look to progress beyond essential digital skills, through a desire to retrain or upskill. Through the department’s wider skills reforms, which is backed by an additional £3.8 billion in further education and skills over the lifetime of this Parliament, it has continued to ensure learners, whatever their age, can train, retrain and upskill towards better jobs, better wellbeing and better options for the future.

The department has introduced three Digital T Levels, which include Digital Business Services, Digital Production, Design and Development, and Digital Support Services. They are the gold-standard Level 3 technical qualification that are designed with employers to meet industry standards and with a significant industry placement built in to give that all-important experience of work within the digital sector. Digital skills are increasingly important across all occupations and as a result, every T Level has the digital skills necessary for employment embedded into its curriculum.

Additionally, employers have designed over 30 high-quality digital apprenticeships to support them to develop the skilled workforces they need, including Level 3 Information Communications Technician, Level 3 IT Solutions Technician and Level 3 Digital Support Technician. The department is increasing investment in the apprenticeships system in England to £2.7 billion in the 2024/25 financial year to support employers in delivering high-quality apprenticeships.

Employers and learners can also make use of the department’s Skills Bootcamp offer, which provides free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills with an offer of a job interview upon completion. Skills bootcamps in digital form our largest sector and are available in each English region and online with courses ranging from software development to AI and Machine Learning.

More information about digital skills and other government-funded training opportunities can be found at the following link: https://www.skillsforcareers.education.gov.uk/pages/skills-for-life.

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Found: In Wakefield we are investing over £10m to support regeneration and boost skills, including renovating

Found: otice was triggered following the Group’s submission of its three- year financial forecast to the Skills

Found: Anne Milton MP Minister of State for Apprenticeships and Skills , Minister for Women Sanctuary

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Found: Education and Skills Funding Agency 2 Rivergate Temple Quay Bristol, BS1 6EH www.gov.uk

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Found: Interim Principal and Chief Executive Officer Jos Parsons, Principal Officer Further Education and Skills

Found: reflect that requests are now considered by the Department for Education rather than the Education and Skills

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Found: getting involved in social action, making new friends from different backgrounds, and learning new skills

Found: Social cohesion is at the core of this offer alongside supporting young people to develop their life skills

Found: In March , the Secretary of State and Minister Solloway (Minister for Affordability and Skills) wrote

Found: offshore fleets, boosting the demand for English seafood, improving access to new markets, promoting skills

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Found: Kearns in the profession, when taking into account her specialist skill set including communication skills

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Found: smart_meter_policy_framework_post-2020_-_revised_IA_f__-_opinion.pdf2021-06-03 00:00:00RPC-DfE-5064(1)Skills

Found: The language requirement for citizenship and settlement is only for speaking and listening skills -

Found: There is an accountability system when dealing with e.g. doctors, who have been trained and have the skills

Found: strengthened by investing in the size and shape of their w orkforce to ensure they have the right skills

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Found: [BLANK PAGE]Page 10 STA/24/8811/MLe7KLVLVDQH[WUDFWIURPDVWRU\LQZKLFK Louie shows her circus skills

Found: considering as part of this process whether we can expand the remit of the pool, allowing their valuable skills

Found: Kenneth Thank you for your letter of 13 May to Ms Gilruth, Cabinet Secretary for Education and Skills

Found: The project development gap is created by a lack of specialist skills, capacity and dedicated staff

Found: re-developed to deliver greater impact around key sectors and themes, such as health, ed ucation, and skills

Found: There was also questions on improving employability for refugees or allowing them totransfer their skills

Question

To ask the Scottish Government how many individual (a) employers and (b) learners used the Flexible Workforce Development Fund in each year since its inception in 2017-18.

Answered by Dey, Graeme - Minister for Higher and Further Education; and Minister for Veterans

Based on data provided by the Scottish Funding Council (SFC) (academic years 2017-2023) and Skills Development Scotland (2020-2023), the number of employers supported in each year since the start of the Flexible Workforce Development Fund (FWDF) is set out below. Please note that the SFC element of the 2022-23 figure is based on interim data which will be finalised in the coming months.

Question

To ask the Scottish Government in what ways it supports (a) local authorities and (b) schools to encourage young people to learn coding.

Answered by Gilruth, Jenny - Cabinet Secretary for Education and Skills

The Scottish Government recognises the significance of learning coding skills as part of the wider technologies curriculum, with a range of specific Experiences and Outcomes under the heading “Understanding and analysing computing technology”.

The Government has supported the teacher led body, Scottish Teachers Advancing Computing Science (STACS), since 2020. STACS is an organisation supporting computing science in schools, run by teachers in partnership with Glasgow University, and is a one stop shop for computing science teachers to access high quality teaching resources and professional learning. One of the key aims of STACs is to promote computing science as a desirable career option to young people and their parents/carers. Over 83% of Computing Science teachers are involved in the STACS initiative across all local authorities.

Education Scotland (ES) also offers a range of support to schools in encouraging pupils to code. For example, they offer one hour “Curriculum live” lessons which teachers can download and deliver using a smartboard, including lessons on coding. They have also supported the expansion of the First Lego League in schools which inspires young people to experiment and grow their critical thinking, coding, and design skills by providing programmable robotic equipment, and ES run Computing Science Scotland Week which last year reached 365 schools, 384 educators and 9,658 learners.

Question

To ask the Scottish Government for what reason it is not emulating the approach of the Danish Energy Agency by taking a 20% state ownership share in the development of new offshore wind farms.

Answered by Martin, Gillian - Minister for Energy and the Environment

We are committed to maximising the public benefits of our renewables revolution and will explore all options open to us to do so.

ScotWind reflects very significant market ambition for offshore wind in Scottish waters and will deliver over £750m in revenues to the public purse in initial option fees.

INTOG projects offer a further significant potential revenue stream for the Scottish Government, amounting to up to £261m in option fees if these are converted to full option agreements.

We are already investing these revenues in our journey to net zero, and the Scottish Budget sets out the multi-million pound investment in 2024-25 to ensure the Scottish workforce, businesses and communities all benefit from the offshore renewables revolution. The programmes promise to also deliver billions more in rental revenues once they become operational, to be invested for the benefit of the people of Scotland, creating thousands of jobs in the process.

Developers have also committed to invest an average projection of £1.5 bn in Scotland per project on the 20 ScotWind projects.

Our strategic investment of up to £500m over the next five years to anchor the offshore wind supply chain in Scotland will support market certainty, create a highly productive, competitive economy, provide thousands of new jobs, embed innovation and boost skills.