Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many full-time equivalent staff in her Department are working on the science and technology skills dashboard.
Answered by Damian Hinds - Minister of State (Education)
The science and technology jobs and skills dashboard has been developed by the department’s Unit for Future Skills alongside science and technology policy experts in the Department for Science, Innovation and Technology. It is expected to be published in due course. Once the dashboard is published, the expectation is for it to take less than one full time-equivalent staff member to maintain and develop further.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of trends in the level of funding for subject knowledge enhancement programmes for (a) primary maths, (b) design and technology, (c) English, (d) biology and (e) religious education on the future recruitment of student teachers in those subjects.
Answered by Damian Hinds - Minister of State (Education)
The department reviews all policies, including subject knowledge enhancement (SKE) courses, on a regular basis to adapt its approach to attracting new teachers where needed and to ensure that interventions are focused where they will have the most positive impact for children and young people.
When reviewing the SKE package for the remainder of the 2023/24 academic year, factors including teacher supply needs, the volume of SKE participants associated with each subject and the relative recruitment to Initial Teacher Training (ITT) were all taken into account to ensure that the department is targeting funding where it is needed most.
The department remains committed to recruiting the teachers it needs. The ITT financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, which is a £15 million increase on the last cycle. Tax free ITT bursaries continue to be available in design and technology, English, biology and religious education for ITT 2024. The department will continue to review the SKE programme on a regular basis to ensure that its funding is targeted as effectively as possible.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve access to artificial intelligence training.
Answered by Damian Hinds - Minister of State (Education)
The department is committed to creating a world-leading skills system which is employer-focused, high-quality and fit for the future.
The department will continue its 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 (AI).
World class T Levels are boosting access to high-quality technical education for thousands of young people and creating a skilled workforce for the future. 18 T Levels are available in a range of in-demand subject areas, including T Levels in digital subjects, which have been designed by employers and will help to equip students with the skills and knowledge required for great careers in the digital industry.
Employers have designed over 30 high-quality apprenticeships in digital occupations, including Level 7 Artificial Intelligence Data Specialist, which will provide cutting edge skills in AI. Since it was introduced in May 2020, starts in this standard have grown from 100 in the 2020/21 academic year to 350 in the 2022/23 academic year.
The Institute for Apprenticeships and Technical Education (IfATE) are revising the Level 7 Artificial Intelligence Data Specialist standard this year to ensure it meets employers’ needs. They have also developed Level 5 in Data Engineering and are currently developing Level 6 Machine Learning Engineer. These standards include high levels of content regarding the application and use of AI.
IfATE are also hosting workshops with a range of stakeholders to discuss the impact of AI on skills requirement across the economy and will be updating the Digital Skills and Characteristics Framework with AI-related content when it is revised next year. This will ensure all employers are thinking about the use and impact of AI when developing or revising occupational standards.
Skills Bootcamps are delivering skills training for the digital sector in 2024/25 in each English region. There are also online Skills Bootcamps in AI Marketing and Content Creation and AI and Machine Learning.
Higher Technical Qualifications (HTQs) provide the skills needed for a range of specialist digital occupations, such as cyber security technologist and software developer. There are 56 digital HTQs currently approved for teaching and a further ten approved for teaching from September 2024. HTQs provide a range of opportunities and pathways to build up the skills needed for AI-related roles.
In higher education, the department is 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.
In 2023, the department’s Unit for Future Skills (UFS) developed a Science and Technology Jobs and Skills Dashboard to understand the supply and demand of science, technology, engineering, and mathematics skills to develop critical technologies like AI and quantum. This data will support improved access to relevant training.
The UFS has also undertaken analysis which attempts to quantify the impact of AI on the UK job market. It shows the occupations, sectors and geographic areas expected to be most affected by AI and large language models, as well as the training routes that typically lead to these highly affected jobs.
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.
Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the Higher Education Statistics Authority report entitled Higher Education Provider Data: Business and Community Interaction 2022/23, published on of 4 April 2024, what assessment her Department has made of the reasons for the decline in the number of spinouts from 2021-22 to 2022-23.
Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)
There were five fewer spinouts owned by Higher Education Providers formed in 2022-23 compared to 2021-22 based on the Business and Community Interaction data. However, this was accompanied by an 8.9% increase in the number of spinouts surviving at least three years. The government is committed to increasing the commercialisation of university research and accepted all the recommendations of the independent review of university spinouts in November 2023.
Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the to the Higher Education Statistics Authority report entitled Higher Education Provider Data: Business and Community Interaction 2022/23 published on 4 April 2024, what assessment her department has made of the reasons for the decline in higher education income from collaborative research with business from 2021-22 to 2022-23.
Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)
Higher education income from collaborative research with business dropped between 2021/22 and 2022/23 from £1.89bn to £1.78bn. However, this is still consistent with an upward trend from 2018/19.
The government supports university knowledge exchange activities business, through Higher Education Innovation Funding which is currently at its highest ever level at £260m a year with an additional £20m to support business and commercialisation activities.
Asked by: Daisy Cooper (Liberal Democrat - St Albans)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the Answer of 15 July 2022 to Question 33838 on Digital Technology and Internet: Disadvantaged, what steps she is taking to help tackle digital exclusion; and whether her Department plans to take steps to help individuals with the cost of personal internet.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.
Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies and activities, including monitoring and evaluation, sit across government.
The Government has worked closely with the telecoms industry to ensure households across the country can access fast, reliable digital infrastructure. Superfast broadband is now available in over 97% of the UK, over 80% of households can access gigabit broadband, and 4G mobile is available to 99% of the population from at least one network provider. The Government is also investing £5 billion through our flagship Project Gigabit programme to bring gigabit broadband to reach hard-to-reach communities.
The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’, published in June 2023. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.
The group has met twice, in September 2023 and March 2024, with attendance from the Cabinet Office, Department for Levelling Up, Housing and Communities, Department for Culture, Media & Sport, Department for Work and Pensions, Department for Education, and His Majesty's Treasury.
To support those for whom cost may be a barrier, the Government has worked closely with the telecoms industry to ensure market provision of broadband and mobile social tariffs. These low-cost, commercial products are available from 28 different providers, across 99% of the UK and start at just £10 per month.
Asked by: Catherine West (Labour - Hornsey and Wood Green)
Question to the Foreign, Commonwealth & Development Office:
To ask the Deputy Foreign Secretary, what recent discussions he has had with his Vietnamese counterpart on furthering the bilateral relationship.
Answered by Anne-Marie Trevelyan - Minister of State (Foreign, Commonwealth and Development Office)
I visited Vietnam from 25-27 October 2023 to attend the South China Sea Conference and Organisation for Economic Co-operation and Development (OECD) South East Asia Ministerial Forum, and to discuss regional security, investment and economic development. The UK and Vietnam continue to have positive cooperation on long-term strategic priorities such as energy transition and adaptation to climate change, maritime security in line with the UN Convention on the Law of the Sea, illegal immigration, trade, technology and investment, and on education and research partnerships. Permanent Under-Secretary Sir Philip Barton recently visited Vietnam on 25 March to meet with Vietnamese ministries to discuss further cooperation in these areas.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, when the last meeting was of the inter-ministerial group on tackling digital exclusion; and who was in attendance.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.
Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies, activities and budgets sit across government. For example, the Department for Science, Innovation and Technology is exploring options for funding research to improve the Government’s evidence base on digital exclusion.
The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.
The most recent ministerial group meeting took place in March 2024, chaired by the Minister for Tech and the Digital Economy. The Department for Culture, Media & Sport, Cabinet Office, Department for Work and Pensions, and His Majesty's Treasury were also in attendance.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what the annual budget is of the inter-ministerial group on tackling digital exclusion.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.
Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies, activities and budgets sit across government. For example, the Department for Science, Innovation and Technology is exploring options for funding research to improve the Government’s evidence base on digital exclusion.
The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.
The most recent ministerial group meeting took place in March 2024, chaired by the Minister for Tech and the Digital Economy. The Department for Culture, Media & Sport, Cabinet Office, Department for Work and Pensions, and His Majesty's Treasury were also in attendance.
Asked by: Lord Holmes of Richmond (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is the educational attainment gap for blind and visually impaired students at (1) Key Stage 2, (2) GCSE, and (3) A Level; by what date, if any, they aim to eradicate that gap; and what additional research have they undertaken, or do they intend to undertake, to support work in this area.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Data is collected on pupils receiving either special educational needs support or have an Education, Health and Care (EHC) plan and their primary category of need. The links below provide the attainment of pupils assessed as having a primary need of ‘visual impairment’ and how this compares to other pupils:
The department wants all children and young people to be able to reach their full potential and to receive the right support to succeed in their education and as they move into adult life. The department is creating a new single national special educational needs and disabilities (SEND) and alternative provision system for how needs are identified and met across EHC. This new single national system will set standards on what support should be made available in mainstream settings, including for children with visual impairments.
The department is committed to ensuring a steady supply of teachers of children with sensory impairments in both specialist and mainstream settings. To teach a class of pupils with sensory impairments, a teacher is required to hold the relevant mandatory qualification (MQSI). There are currently six providers of the MQSI, with a seventh available from September 2024. In addition, the Institute for Apprenticeships and Technical Education is developing a new occupational standard for teachers of sensory impairment, which is expected to launch in 2025.
The national curriculum tests are designed and modified to ensure they are accessible to visually impaired pupils. Access arrangements can be agreed with exam boards before an assessment for candidates with specific needs, including SEND, to help them access assessments to show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the needs of an individual candidate without affecting the integrity of the assessment.
Children and young people with SEND have more access to assistive technology (AT) following investment in remote education and accessibility features which can reduce or remove barriers to learning. Following the promising results of a pilot training programme in 2022 to increase mainstream school staff confidence using assistive technology, the government extended training to capture more detailed data on the impact on teachers and learners. The independent evaluation will be published in May 2024. The department is also now researching the AT skills required by staff at special schools, including those working with blind and visually impaired students.