Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential implications for her policies of the Royal National Institute of Blind People's research entitled Provision under pressure: Gaps in Educational Support for Children and Young People with Vision Impairment in England (2023), published in February 2024; and what steps her Department (a) is taking and (b) plans to take to ensure that children and young people with vision impairment have equitable access to education.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department’s ambition is that all children and young people receive the right support to succeed in their education and as they move into adult life.
The special educational needs and disabilities (SEND) and alternative provision (AP) Improvement Plan outlines the government’s mission to establish a single, national SEND and AP system, with the proposal to develop national standards a fundamental foundation for this.
This new single national system will set standards on what support should be made available in mainstream settings, including for children with vision impairment. The National Standards will outline the types of special educational provision that should be available, who is responsible for delivering that support, and clarify expectations on mainstream settings and local services. To inform national standards, the department is engaging with stakeholders across education, health and social care, as well as children, young people and their families, this includes members of the Royal National Institute of Blind People.
The department is committed to ensuring a steady supply of teachers of children with vision impairment in both specialist and mainstream settings. To teach a class of pupils with vision impairments, a teacher is required to hold the relevant mandatory qualification for sensory impairment (MQSI). There are currently six providers of the MQSI, with a seventh from September 2024. The Institute for Apprenticeships and Technical Education (IfATE) is developing a new occupational standard for teachers of sensory impairment, expected to be available from September 2025. Children and young people with special educational needs have more access to assistive technology following investment in remote education and accessibility features, which can reduce or remove barriers to learning.
Asked by: Bell Ribeiro-Addy (Labour - Streatham)
Question
To ask the Minister for Women and Equalities, whether she has had discussions with employers on the (a) public reporting of ethnicity pay gaps and (b) inclusive early talent pipelines.
Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)
As part of the government’s ambitious Inclusive Britain action plan, we published comprehensive guidance in April 2023 for employers on how they can measure, report on and address any unfair ethnicity pay gaps within their workforce. We have engaged with employers and representative bodies in both developing and promoting the new guidance.
We have also worked with employers to deliver other relevant actions in Inclusive Britain including:
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what research they have undertaken into (1) reasons for the dropout rate for T Levels, (2) why only 8 per cent of students taking foundation level T Levels progress to full T levels, and (3) whether T Levels or BTECs provide a more appropriate preparation for employment in different skill areas.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
As relatively new qualifications, retention rates on T Levels may be expected to fluctuate. The department is keen to understand the reasons behind students dropping out of their T Level programme and have undertaken a range of research. This has included discussing the issue in routine conversations with further education (FE) providers and holding workshops with a variety of providers to explore further the reasons for students dropping out of specific T Levels. The department has also reviewed data from the Individualised Learner Record and school census to identify patterns in students dropping out of T Levels, and examined responses to the Technical Education Learner Survey (2021 and 2022) to understand student motivations for dropping out. Links to these surveys can be found here: https://www.gov.uk/government/publications/technical-education-learner-survey, and https://www.gov.uk/government/publications/technical-education-learner-survey-2022. The department has also spoken to Awarding Organisations to discuss student retention on T Levels.
The T Level Foundation Year is the first step on a 3-year path to achieving a T Level, for those who need it. The programme is supporting good progression to level 3 destinations in its first two years, compared with other level 2 courses. Reasons why more students are not progressing onto T Levels may include not meeting providers’ entry criteria and the early cohorts being impacted by the COVID-19 pandemic. The T Level Foundation Year is still early in its rollout and the department will monitor outcomes as the programme continues to roll out and funding is removed from level 3 qualifications that overlap with T Levels. Research by the National Foundation for Education Research and the Technical Education Learner Surveys provide information on the early cohorts. This research can be found here: https://www.gov.uk/government/publications/research-on-early-delivery-of-the-t-level-transition-programme. The department is undertaking further research with providers to identify good practice and success factors in supporting progression to T Levels.
Lord Sainsbury’s report on technical education defined the skills areas suitable for T Levels, drawing on analysis of relevant apprenticeship standards, existing taught qualifications, and labour market information. All T Levels are based on the same employer-led occupational standards as apprenticeships, and these standards were led by, and updated with, employers. That means that employers and young people can be confident in these new qualifications. This is not consistently the case with the large qualifications they are replacing, which often do not support a young person to enter the sector they thought the qualification was preparing them for. For example, in the latest data for health and social care qualifications only 9% of those who complete worked in ‘Health and social care’ the following year. This data can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/detailed-destinations-of-16-to-18-year-olds-in-further-education. T Levels will not be the only technical qualification available in the future landscape. Where there are occupational standards at level 3, but no T Level, the department is allowing technical qualifications to be developed, which will allow students to continue to study areas currently covered by applied general qualifications such as travel consultant, highways electrician, and personal trainer, to list a few. The key distinction here is that they will be based on employer led occupational standards, unlike the current applied general qualifications. The department will also allow for large alternative academic qualifications in areas not well served by A levels or T levels and where an academic pathway is required, such as performing arts and sport.
Asked by: Andrew Bridgen (Independent - North West Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help disadvantaged children access (a) traineeships and (b) apprenticeships.
Answered by Luke Hall - Minister of State (Education)
Apprenticeships offer great opportunities for young people who are starting out in their careers, and the department is committed to supporting young people from disadvantaged backgrounds to access these opportunities more easily.
The Apprenticeship Support and Knowledge (ASK) programme, funded at £3.2 million per year, provides schools and further education colleges across England with a free, bespoke package of comprehensive information and supports young people from all backgrounds and areas to access apprenticeships. The department is expanding the ASK Development Schools project in the 2023/24 academic year from 40 to 60 schools, including those in disadvantaged areas. This provides bespoke support for students in years 10 and 11 at levels one and below, who have the potential to progress into an apprenticeship but who are facing significant personal barriers such as learning difficulties, disabilities, or emotional, behavioural development issues.
The department has also tripled the care leavers’ bursary for apprentices under the age of 25 from £1000 to £3000, helping even more young people to access and complete their apprenticeships, and continues to pay an additional £1,000 to employers and providers to support apprentices aged 16-18, care leavers and those with an Education, Health and Care plan aged 24 and under. The department is also supporting young people to undertake apprenticeships by fully funding training costs for new apprentices aged 16-21 in non-levy paying employers, who tend to be small and medium-sized enterprises, from April 2024.
As part of the government’s commitment to provide a comprehensive and clear skills offer for employers and individuals, in August 2023 the traineeships programme was integrated into the 16-19 study programme and adult education provision. All the elements of the traineeship programme, English and mathematics, work experience, employability, and occupational skills and qualifications will continue to be funded for 16-19 year olds as part of the national 16-19 study programme. Providers with access to funding can continue to offer traineeship type programmes for young people who need support to get into work, apprenticeships, or further learning.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to ensure that applied general qualifications are still available to students in future.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The aim of the department’s Post-16 Qualifications reform at level 3 and below is to streamline the qualifications landscape, simplify choices for students, and only fund qualifications that are high-quality and lead to good progression outcomes. By ensuring that approved qualifications meet new, more rigorous criteria, young people can be confident that they will be able to progress to university and higher technical education, and directly into apprenticeships and skilled employment. It will place world class A levels and T Levels at the heart of level 3 study programmes for 16 to 19 year olds, and link other technical qualifications directly with occupational standards which have been designed by employers. Students studying these qualifications can be confident that they are gaining the skills, knowledge and behaviours needed for future jobs.
In the new post-16 qualification landscape, students will continue to have a range of options available to them at level 3, in addition to A levels and T Levels, there will be new technical occupational qualifications (TOQs) and Alternative Academic Qualifications (AAQs).
Where occupational standards are not covered by a T Level, the department is allowing TOQs to be developed, where students can continue to study areas currently covered by applied general qualifications (AGQs), such as travel consultant, highways electrician, and personal trainer, to list a few. The key distinction here is that they will be based on employer led occupational standards, unlike current AGQs.
On the academic side, current AGQs will be replaced by AAQs. There will be new small AAQs in a range of strategically important subjects such as science, technology, engineering and mathematics (STEM) and those supporting entry into NHS careers. These qualifications are an important part of how the department will support diverse student needs and deliver skills required by the economy. Small AAQs can be studied alongside A levels as part of mixed academic programme. The department will also fund large AAQs in areas that A levels and T Levels cover less well such as performing arts and sport. AAQs must demonstrate a clear link to related higher education (HE) courses and will be assessed by the department against the new funding approval criteria.
The department knows that students who take A levels have better outcomes overall in terms of progressing into, and staying in, HE than those who study AGQs. This is supported by the evidence, which shows that students progressing to HE with alternatives to A levels, such as AGQs, generally experience worse outcomes than their peers taking A levels, even after controlling for differences in background characteristics. Current AGQs also provide very mixed outcomes for students.
The qualification reforms also include reforming level 2 qualifications to ensure they are high-quality, have clear purposes, and lead to better outcomes, either supporting progression to reformed level 3 study, for example via the T Level Foundation Year, or directly into skilled employment in occupations at level 2 or via apprenticeships. This means that studying a reformed level 2 qualification will lead to better long-term outcomes than studying a poor-quality level 3 qualification.
Asked by: Colleen Fletcher (Labour - Coventry North East)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what support his Department provides to older jobseekers in (a) Coventry North East constituency, (b) Coventry, (c) the West Midlands and (d) England who are looking to (i) reskill or (ii) change careers.
Answered by Jo Churchill - Minister of State (Department for Work and Pensions)
Eligible older jobseekers on Universal Credit benefit from Additional Work Coach Time (AWCT) and the delivery of Mid Life MOTs in Jobcentres across England which support people to review their health, wealth and skills.
77 50PLUS Champions are working in all 37 Districts across England, Wales and Scotland, and personalise support, including helping customers to reskill or change career.
At the 2023 Budget, the Chancellor announced increasing skills provision through Returnerships for those aged 50 and over which bring together three programmes to support older workers. These include Accelerated Apprenticeships, Skills Bootcamps and Sector-Based Work Academy Programmes (SWAPs).
Asked by: Sarah Owen (Labour - Luton North)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, whether she plans to bring forward a workforce strategy for social care.
Answered by Helen Whately - Minister of State (Department of Health and Social Care)
We set out our national strategy for the social care workforce in our People at The Heart of Care white paper in December 2021, and in 2023 we published the associated implementation plan, Next Steps to Putting People at the Heart of Care. We recently announced a series of measures as part of that implementation. This includes the launch of the Care Workforce Pathway, a new national career structure for the adult social care workforce, an investment of over £20 million for apprenticeships, to support the training and supervising of hundreds of new social work and nurse apprentices, and a new digital leadership qualification, to help equip social care leaders and managers with the confidence and capability to drive the use of technology in the delivery of care. We plan to announce further phases of our reforms, particularly related to our reimbursement platform and funding for learning and development, in the summer.
Asked by: Catherine West (Labour - Hornsey and Wood Green)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is taking steps to increase access to electrical appliance repair and reuse skills training.
Answered by Luke Hall - Minister of State (Education)
This government is committed to delivering a world-leading skills system which is employer-focused, high-quality, and fit for the future.
The government is investing £3.8 billion more in further education and skills over this Parliament to ensure people can access high-quality training and education that addresses skills gaps and boosts productivity. The department are working with industry to shape our training offers, creating more routes into skilled employment in key sectors, including green jobs.
The department’s high-quality employer-designed apprenticeships, including the Level 3 Digital Device Repair Technician standard, also continue to support employers and apprentices to develop the skills needed in the green economy.
Employer-led standards have shaped the design of T Levels, which are new level 3 qualifications for 16 to 19 year olds that reflect modern industrial practice and include a 45 day industry placement. Engineering and Manufacturing T Levels in Maintenance, Installation and Repair were introduced in 2022, where students can choose to specialise in electrical and electronics.
The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives and to improve national productivity.
The department is delivering reforms to increase uptake of high-quality higher technical education. Central to these reforms is the introduction of Higher Technical Qualifications (HTQs).
HTQs are new or existing Level 4 and 5 qualifications (such as Higher National Diploma’s, Foundation Degrees and Diploma HE) that have been approved by the Institute for Apprenticeships and Technical Education to indicate their alignment to employer-led occupational standards. These qualifications have been developed by awarding bodies in collaboration with employers and businesses so that students get the specific training, knowledge and skills required for their chosen career.
To date, 172 qualifications have been approved as HTQs across Digital, Construction and the Built Environment, Health & Science, Business and Administration, Education and Early Years, Engineering & Manufacturing and Legal, Finance and Accounting occupational routes, for first teach beginning between September 2022 and September 2024.
There are HTQs approved in science, technology, engineering and mathematics (STEM) related subjects, including Engineering and Manufacturing and Construction and the Built Environment that will help provide the skills needed for industries.
The department is investing up to £115 million of funding to help support the growth in higher technical provision across the country.
Asked by: Seema Malhotra (Labour (Co-op) - Feltham and Heston)
Question to the Department for Education:
To ask the Secretary of State for Education, how many businesses can be involved in the provision of (a) a T Level industry placement and (b) flexi-job apprenticeships.
Answered by Luke Hall - Minister of State (Education)
T Levels offer students a mixture of classroom learning and ‘on-the-job’ experience during an industry placement of at least 315 hours (approximately 45 days). Industry placements can be split across a maximum of two employers to help deliver a breadth of experience for the student, as well as creating opportunities within small to medium enterprises, in sectors such as creative, digital and construction, where short project-based work is common. Alternatively, a placement can be carried out across an employer’s supply chain or network, up to a maximum of two partners/sub-contractors, to enable students to experience an end-to-end process.
Over 16,000 students started a T Level course from September 2023, which is almost as many students as in the first three cohorts combined, and the department will be introducing new T Levels in September 2024. As the department scale up T Levels, we are keen to increase the numbers of employers offering industry placements. The department has recently published the T Level Action Plan, which sets out further measures the department is taking over the year ahead to support providers and employers to grow their T Level programmes and support even more young people across the country. This includes new resources from the Strategic Development Network to support easier engagement between providers and employers. The T Level action plan can be found here: https://assets.publishing.service.gov.uk/media/6627c087d29479e036a7e68e/T_Level_Action_Plan_2023_to_2024.pdf.
Flexi Job Apprenticeship Agencies (FJAAs) were introduced in 2022 to support sectors with short-term, project-based work to access apprenticeships. They allow apprentices to work with different host employers, and on a range of projects, to gain the skills and knowledge needed to be successful in their chosen field.
An organisation must be on the Register of FJAAs to operate as a Flexi-Job Apprenticeship Agency. Any business can contact an agency to become a host employer. The department does not place a limit on how many host employers an agency can work with, it is for the agency to decide what is best for their delivery model.
FJAAs will arrange placements with one or more host employer to cover the duration of the apprenticeship. Placements must offer apprentices the chance and time to obtain and embed the knowledge, skills and behaviours required for their apprenticeship standard. There were 640 FJAA apprenticeship starts in the 2022/23 academic year and 570 starts have been reported from August to January in the 2023/24 academic year. More details on Flexi Job Apprenticeships can be found here: https://www.gov.uk/government/publications/flexi-job-apprenticeships.
Asked by: Lloyd Russell-Moyle (Labour (Co-op) - Brighton, Kemptown)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to encourage a greater emphasis on developing skills for work in schools and colleges.
Answered by Damian Hinds - Minister of State (Education)
The department wants all young people to leave school or college with the knowledge, skills, and behaviours to progress onto higher education or skilled work.
High-quality careers information, advice and guidance is key to helping all young people to make informed decisions about their future, understand the skills they need to succeed and the pathways to take them there. The department funds the Careers and Enterprise Company to support schools and colleges to deliver high-quality careers programmes and increase young people’s exposure to the world of work. 92% (4,760) of schools and colleges in England are part of a Careers Hub, which increase young peoples’ encounters with employers, access to workplace experiences and understanding of the skills, behaviours, and qualifications they need to develop for a range of jobs and sectors. Through the National Careers Service website and live chat function, young people aged 13 to 18 can access free, up to date, impartial information, advice and guidance on careers and skills in England.
Colleges deliver a wide range of vocational and technical training needed to prepare students for skilled work in a wide variety of occupations, and for higher technical study. Colleges are delivering: