Mentions:
1: Leo Docherty (Con - Aldershot) , technology and inspirational achievements in space. - Speech Link
2: Stephen Doughty (LAB - Cardiff South and Penarth) for future growth and investment into science, technology, engineering and maths sectors, and for inspiring - Speech Link
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, what steps he is taking to engage with schools to help ensure young people are aware of opportunities available to them in the armed forces.
Answered by Andrew Murrison - Parliamentary Under-Secretary (Ministry of Defence)
The Armed Forces enjoy good relationships with schools, primarily in terms of engagement to support Science, Technology, Engineering and Maths (STEM) curriculum areas but this also extends to careers engagement. The Armed Forces only visit when they have been invited by a school to support activities. The visits cover a range of activities such as career events, citizenship talks, science and maths challenges and other indoor or outdoor exercises.
The Cadet Expansion Programme has focussed on growth in the state sector. Since introduction in 2012, the number of cadet units in state schools has grown by 417% (268 schools). Some new units have also been opened in Independent Schools and here there has been a 12% increase (total 201).
It is important to note that the Armed Forces do not target recruitment activity at under-16s, and no visits to schools by the Armed Forces are directly linked to recruitment, other than specific Careers/Jobs Fairs which generally involve a range of employers. While presentations may be given highlighting the careers available in the Armed Forces, no pupil is ever signed up or able to make a commitment to become a recruit in the Armed Forces during the course of a visit.
Mentions:
1: Mark Garnier (Con - Wyre Forest) restructuring, chose to locate it in the Department for Science, Innovation and Technology, as opposed - Speech Link
2: Alistair Carmichael (LD - Orkney and Shetland) SaxaVord spaceport has a science, technology, engineering and maths initiative that already has collaborative - Speech Link
3: Steve Double (Con - St Austell and Newquay) in science, technology, engineering and maths, and then have a career in the space industry while still - Speech Link
4: Carol Monaghan (SNP - Glasgow North West) On talking to the then Science and Technology Committee in 2021, Chris McLaughlin from OneWeb told the - Speech Link
Apr. 30 2024
Source Page: Cumbrian construction firm clinches £40m Sellafield contractFound: investing in its apprenticeship programme.
Asked by: Maria Eagle (Labour - Garston and Halewood)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, pursuant to the Answer of 20 November 2023 to Question 1812 on Defence: Employment, whether his Department has established partnerships with (a) universities and (b) other educational institutions to ensure access to skilled graduates.
Answered by Andrew Murrison - Parliamentary Under-Secretary (Ministry of Defence)
Defence has established strong partnerships with a range of universities and other educational establishments to ensure access to skilled graduates. For example, the Armed Forces have embedded training and engagement organisations within universities which support graduates in aligning their post-study employment with a career in the Armed Forces. Organisations such as the University Royal Naval Units, University Officers’ Training Corps, University Air Squadrons all provide access to highly motivated and skilled graduates.
In addition, Defence offers bursaries through the Defence Science, Technology, Engineering and Maths (STEM) Undergraduate Sponsorship (DSUS) Scheme and conducts a wide range of outreach activities. These seek to highlight opportunities in Defence, and how graduates can enjoy fulfilling careers as a result of their qualifications and skills. A number of educational establishments deliver qualifications aligned to employment in the Armed Forces as well as signposting Armed Forces employment through their Careers and Employability Services.
Defence also utilises its educational partnerships to upskill Armed Forces personnel with Further or Higher qualifications for the benefit of Defence outputs. These arrangements range from mandatory programmes aligned to specific Armed Forces roles through to voluntarily accessed personal development programmes. The Armed Forces Enhanced Learning Credits Scheme provides significant access support to those personnel voluntarily undertaking such further study. Graduate and masters’ level apprenticeships also develop higher-level skills for Defence in partnership with multiple Universities and other educational institutions.
The Ministry of Defence is also part of the Defence Suppliers Framework (DSF), a collaboration with UK Defence Industries to look at the skills needed for the UK Defence Industrial Base (DIB). The DSF interfaces with academia to promote the skills the UK DIB requires from future graduates.
For Defence civilians, many individual professions and functions have their own schemes, with key examples including the Future STEM scheme for Defence Science and Technology Laboratory which involves a structured sequence of placements with different partners in industry and academia; the DSUS Scheme, which is supporting students and encourage them to pursue careers in Defence, addressing recruitment for the National Cyber Force; the Defence Nuclear Enterprise Early Careers Operating Model, which will promote early career opportunities in Defence through strategic academic partnerships following planned implementation from April 2024; and participation in both the Civil Service Fast Stream (https://www.faststream.gov.uk/index.html) and its Summer Internship Programme: (https://www.faststream.gov.uk/summer-internship-programme/index.html).
Mentions:
1: Paul Bristow (Con - Peterborough) Investment in technology, not punitive measures that would make working people colder and poorer, is - Speech Link
2: Paul Bristow (Con - Peterborough) services.The second reason for developing the technology and why it should be done in Peterborough relates - Speech Link
Mentions:
1: Jonathan Lord (Con - Woking) I completely agree that we want more girls going into science, technology, engineering and maths, and - Speech Link
2: Matt Rodda (Lab - Reading East) in the north-east economy.We have also proposed a regulatory innovation office to support our science - Speech Link
Asked by: Lord Knight of Weymouth (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to develop the necessary workforce skills to fulfil their plans for safe adoption of artificial intelligence across the UK economy.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department is committed to creating a world-leading skills system which is employer-focused, high-quality, and fit for the future. We will continue our work to ensure that the education system is able to adapt to deliver upskilling and to provide the skills that learners need for the workplaces of the future, including jobs that will be impacted by, or require the use of, artificial intelligence. This includes increasing opportunities for people to develop higher technical skills through T Levels, Apprenticeships, Skills Bootcamps, and Higher Technical Qualifications, as well as enabling access to modular learning through the Lifelong Learning Entitlement.
The department is investing in artificial intelligence (AI) skills at all stages of education, including higher education. We are working with the Department for Science, Innovation and Technology to deliver new postgraduate AI and data science conversion courses to boost skills and diversity in AI jobs. The government is also investing £117 million in doctoral training for AI researchers.
The department is also working with other government departments through the UK Science and Technology Framework to deliver talent and skills for five critical technologies, including AI.
This year, the department’s Unit for Future Skills is developing a Skills Dashboard to understand the supply and demand of science, technology, engineering, and maths skills to develop critical technologies like AI and quantum. This data will support improved access to relevant training.
Digital and computing skills will play an important role for individuals developing and using AI in the future workforce. The department is harnessing government and external expertise through the Digital and Computing Skills Education Taskforce to increase the number of people taking digital and computing qualifications and attract a diverse range of individuals into digital jobs.
Nov. 01 2023
Source Page: Boost to ASEAN-UK cooperation with first UK visit by ASEAN Secretary GeneralFound: strategies including in the ASEAN Outlook on the Indo-Pacific and reflected in the 2022-2026 ASEAN-UK
Nov. 03 2023
Source Page: Association of Southeast Asian Nations (ASEAN): Science, technology and global health receptionFound: Association of Southeast Asian Nations (ASEAN): Science, technology and global health reception