Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
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.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
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.
Asked by: Lord Carlile of Berriew (Crossbench - Life peer)
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.
Asked by: Peter Bottomley (Conservative - Worthing West)
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.
Asked by: Julian Knight (Independent - Solihull)
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”.
Asked by: Damien Moore (Conservative - Southport)
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.
Asked by: Julian Knight (Independent - Solihull)
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”.
Asked by: Lord Taylor of Warwick (Non-affiliated - Life peer)
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.
Asked by: Feryal Clark (Labour - Enfield North)
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.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to her Department's guidance entitled Qualifications that overlap with T Levels, updated on 29 March 2023, whether she has made a recent assessment of the potential impact of the withdrawal of funding for new starts for (a) BTEC and (b) other level 3 qualifications overlapping with T levels from 1 August 2024 on students in further education.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and that provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that A levels and T Levels are the best route at Level 3 to achieving those outcomes, supported by a range of Alternative Academic Qualifications and Technical Occupational Qualifications that are necessary, high quality and have a clear purpose.
The scale and complexity of the qualifications landscape means it is hard for students to make good choices about what they study. The qualifications currently funded do not consistently offer good progression outcomes and the department’s reforms are designed to fix this problem. The department’s new technical qualifications are based on the Institute for Apprenticeships And Technical Education’s employer led occupational standards, which means that young people can be confident they are studying the skills, knowledge and behaviours that employers need.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole. It can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
An additional impact assessment, which is the most recent assessment produced, was conducted on the Wave 1 and 2 overlap list, which can be found here: https://assets.publishing.service.gov.uk/media/6421be532fa8480013ec0c23/EIA_updated_final_wave_1_2_T_Level_overlap_inc_Health_and_Science.pdf. These waves correlate to the qualifications defunded as of August 1 2024.