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Written Question
Development Aid: Education
Monday 4th March 2024

Asked by: Sarah Owen (Labour - Luton North)

Question to the Foreign, Commonwealth & Development Office:

To ask the Minister of State, Foreign, Commonwealth and Development Office, what steps he is taking to help ensure more of the global population have access to education in their native language.

Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)

The UK prioritises foundational learning (literacy, numeracy and socio-emotional skills) for all children across our education programmes. This recognises that foundational learning is crucial to achieving higher order skills and reaping the full benefits of education. We are focused on delivering evidence-based interventions. A key part of the evidence on what works in literacy is ensuring that children learn in their mother tongue. We therefore advocate for the teaching of basic early education in children's native language. We encourage countries to delay the transition to another language of instruction to later in children's education once they have secured foundational learning.


Written Question
Development Aid
Friday 9th February 2024

Asked by: Fleur Anderson (Labour - Putney)

Question to the Foreign, Commonwealth & Development Office:

To ask the Minister of State, Foreign, Commonwealth and Development Office, what recent steps his Department has taken to improve the effectiveness of UK aid programmes in (a) reducing poverty, (b) increasing literacy rates and (c) increasing life expectancies.

Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)

The International Development White Paper sets out the UK's agenda to re-energise progress towards the Sustainable Development Goals, including the central aim of eliminating extreme poverty. To this end, the UK aims to spend at least 50 per cent of our bilateral ODA in the Least Developed Countries.

The FCDO has developed two new programmes that will measure and assess literacy rates, among other objectives. The Scaling Access and Learning in Education programme will help transform the effectiveness of education spending in low- and lower middle-income countries and improve learning outcomes, including on literacy. The Data for Foundational Learning Programme will help track children's learning outcomes globally; generate more learning data nationally; and ensure these data are used.

We are making good progress against the Global Health Framework, which outlines the UK's work on Global Health to support a positive impact on health and wellbeing and thus life expectancy. For example, we announced £5 million of additional funding to TB Alliance to support more effective drug resistant treatment with fewer side effects and £370 million to strengthen global health security at United Nations General Assembly September 2023.

Furthermore, the FCDO is committed to improving the effectiveness of all UK aid. FCDO's Programme Operating Framework maximises the impact of aid through consideration of economy, efficiency, effectiveness and equity. Programmes undergo an annual review of effectiveness, using a results framework. These are published to the Development Tracker website (https://devtracker.fcdo.gov.uk), which further supports aid effectiveness by providing information to inform other donors spending decisions.


Written Question
International Assistance: Education
Tuesday 6th February 2024

Asked by: Caroline Nokes (Conservative - Romsey and Southampton North)

Question to the Foreign, Commonwealth & Development Office:

To ask the Minister of State, Foreign, Commonwealth and Development Office, what discussions he has had with international counterparts on the content of education funded through multilateral organisations; and whether that funding includes provisions for teaching maths and science to girls.

Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)

The UK is committed to supporting foundational learning (literacy, numeracy, socio-emotional skills) for all. Foundational learning is critical for achieving higher order skills and effective understanding of STEM subjects from an early age. The UK is a leading donor to the Global Partnership for Education and Education Cannot Wait and uses its influence on their governing boards to ensure foundational learning and education for marginalised girls are priorities. It is not possible to directly track the use of UK core funding to multilateral organisations, such as UNICEF and the World Bank.


Written Question
Pupils: Protest
Wednesday 13th December 2023

Asked by: Matthew Offord (Conservative - Hendon)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help prevent children taking part in anti-Israel demonstrations during school times.

Answered by Damian Hinds - Minister of State (Education)

While the department wants all want young people to be engaged in the issues that affect them and the wider world, the government is crystal clear that missing school for political activism is unacceptable and should not be condoned.

The department has been monitoring events closely and has written to all schools and local authorities supporting headteachers and teachers in taking firm action. Schools and local authorities should set clear expectations to parents on attendance, confirming that absence for this kind of activity should be treated as unauthorised. The department has been clear that school leaders and local authorities should be enforcing attendance policies, and they should take immediate action where these policies have been breached. In the most egregious cases this can mean fines or prosecution. The department has shared this communication with Ofsted to ensure all inspectors are clear on the position.

This does not mean shutting down appropriate and sensitive discussions about these issues. It is important that children are taught about global events and that they are encouraged to think about how these events affect them and their communities. Schools offer children the opportunity to do that in a safe and controlled environment, but the law is clear that schools must remain politically impartial. Schools must not promote partisan political views and should ensure the balanced treatment of political issues. The department has published clear and comprehensive guidance which should help those working with and in schools to better understand legal duties on political impartiality. The guidance can be found here: https://www.gov.uk/government/publications/political-impartiality-in-schools.


Written Question
Development Aid: Children
Friday 24th November 2023

Asked by: Justin Tomlinson (Conservative - North Swindon)

Question to the Foreign, Commonwealth & Development Office:

To ask the Minister of State, Foreign, Commonwealth and Development Office, what steps his Department is taking to support disabled children abroad.

Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)

The Foreign, Commonwealth and Development Office's ambition is for all children with disabilities to realise their right to education, equipped with the foundational skills and knowledge to lead fulfilling lives, and to learn in an environment that is inclusive, accessible, safe from all forms of violence, and free from discrimination.

Through the FCDO's Disability Inclusion and Rights Strategy and Girls' Education Action Plan, we have committed to prioritise interventions that tackle the barriers that children with disabilities experience in accessing quality education.

The Girls' Education Challenge has supported 154,386 girls with disabilities to attend school and the programme has provided over 5,000 assistive devices to learners who need them and addressed stigma and discrimination at community and school level to make it easier for children with disabilities to access schools.

Our Disability Inclusive Development programme is testing 'what works' in providing children with disabilities quality inclusive education in Nepal, Nigeria and Tanzania. The programme has already supported the education of 1,684 children with disabilities and the lessons learnt are being shared across FCDO's network of education programmes as well as being published as a global public good.


Written Question
Education: Competition
Thursday 23rd November 2023

Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to ensure that the education system remains globally competitive.

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

The government is dedicated to improving the education system to improve outcomes for children and young people, and this will help maintain its global competitiveness.

A key part of this is our relentless focus on driving up education standards to deliver better outcomes. In 2023, primary aged children in England came 4th out of 43 countries which tested pupils of the same age, in the Progress in International Reading Literacy Study, making them the best in the western world at reading. In 2019, primary aged pupils in England achieved their highest ever score in mathematics in the Trends in International Mathematics and Science Study, a significant improvement compared to 2015.

At secondary level, the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment 2018 results showed that 15-year-olds in England performed above the OECD averages for reading, mathematics, and science. Since 2009, 15-year-olds in England have climbed 10 places in reading and mathematics.

This government is committed to creating a world-leading skills system which is employer-focused, high-quality, and fit for the future. Our 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. This includes increasing opportunities for people to develop higher technical skills through T Levels, Apprenticeship Standards, Skills Bootcamps, or Higher Technical Qualifications. All of which have been developed hand in glove with thousands of employers and introduced under this government.

From 2025, the Lifelong Learning Entitlement will transform access to further and higher education, offering all adults the equivalent of four years’ worth of student loans to use flexibly on quality education training over their lifetime. The department will introduce the Advanced British Standard (ABS) for 16-19 year-olds, a new Baccalaureate-style qualification that takes the best of A levels and T Levels and brings them together into a single qualification.

The ABS will increase the number of taught hours by an extra 15% for most 16-19 students, increasing the average number of subjects students take and ensuring that all students continue to study mathematics and English. This will give students greater breadth of knowledge and bring us more in line with other countries. The department will make an initial downpayment now to support the ABS, which will focus on recruiting and retaining teachers in shortage subjects and providing better resources for teachers and pupils.

Since 2010, the department has driven up standards in education, and created more opportunities to gain new skills that businesses truly value. So whatever age or stage of life people are at they can access high-quality opportunities to get ahead in their chosen career.


Written Question
Schools: Carbon Emissions
Friday 20th October 2023

Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the report of the National Audit Office entitled, Environmental Sustainability Overview: Department for Education, published on 28 June 2023, what steps she is taking to support schools that are not included in the School Rebuilding Programme to become net zero carbon in operation.

Answered by Nick Gibb

In November 2021, the Department published a new zero carbon and climate resilient specification, for use on all new and refurbished school and college buildings. As well as being used on the School Rebuilding Programme (SRP), the specification sets a wide range of performance and construction standards, including environmental above those required in building regulations. This includes design specifications so that buildings can be adapted for a 2°C rise in average global temperatures and future proofed for a 4°C rise, to adapt to the risks of climate change, including increased flooding and higher indoor temperatures. This is also available for use by responsible bodies and others who are encouraged to follow its minimum standards.

​The Department is also currently testing a range of approaches to operating schools at zero carbon; improving energy efficiency, and resilience to the effects of climate change; as well as using ultra-low carbon construction methods, that can be used to retrofit existing buildings, including the replacement of high carbon intensity heat sources.

​The Department works closely with the Department for Energy Security and Net Zero to help schools and colleges access the £1.4 billion Public Sector Decarbonisation Scheme, which supports the aim of reducing emissions from public sector buildings by 75% by 2037. Information on the Scheme can be found at: https://www.gov.uk/government/collections/public-sector-decarbonisation-scheme.

​From October 2022, up to £635 million over the 2023/24 and 2024/25 financial years has been made available through Phase 3b of the scheme for installing low carbon heating and energy efficiency measures in public buildings.

​Schools and those responsible for school buildings are also provided with guidance on sustainability, managing energy and water use and minimising waste in the Good Estate Management for Schools manual. This guidance can be found at: https://www.gov.uk/guidance/good-estate-management-for-schools.


Written Question
Overseas Students: West Africa
Tuesday 3rd October 2023

Asked by: Baroness Bennett of Manor Castle (Green Party - Life peer)

Question to the Foreign, Commonwealth & Development Office:

To ask His Majesty's Government what arrangements they are making to ensure students from Niger, Mali and Burkina Faso are able (1) to begin planned studies, or (2) continue to be able to study, in the UK following the coups in those nations.

Answered by Lord Ahmad of Wimbledon - Minister of State (Foreign, Commonwealth and Development Office)

Despite ongoing political instability, we continue to award Chevening scholarships to successful candidates from Mali, Niger and Burkina Faso to study for post graduate degrees in the UK. For the academic year 2023-2024 we have two scholars from Niger and two from Mali. All scholars receive support with their visa applications and travel arrangements from the Chevening Secretariat.

The UK also continues to provide support for education in Mali, Niger and Burkina Faso through the Education Cannot Wait Fund, a multilateral fund which supports the provision of education interventions targeting children in emergencies, and through Global Partnership for Education which supports the transformation of education systems globally, including in Burkina Faso and Mali.


Written Question
British Students Abroad: Brexit
Friday 15th September 2023

Asked by: Stewart Malcolm McDonald (Scottish National Party - Glasgow South)

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential financial impact of leaving the EU on students who wish to study abroad; and whether she plans to provide funding to support those students.

Answered by Robert Halfon

English-domiciled students attending an overseas institution as part of their UK course are charged a tuition fee of up to £1,350 for their overseas year of study, 15% of the full year fee rate, and they also qualify for fee loans to meet the full costs of their tuition. The department is freezing maximum tuition fees for the 2023/24 and 2024/25 academic years to deliver better value for students and to keep the cost of higher education (HE) under control. By 2024/25, maximum fees will have been frozen for seven years.

English-domiciled students attending an overseas institution as part of their UK course also qualify for partially means-tested loans for living costs paid at the overseas rate. We have increased maximum loans for living costs each year with a 2.8% increase for the current 2023/24 academic year.

The Government prioritises support for eligible English-domiciled students undertaking designated courses at UK HE institutions to ensure the student finance system remains sustainable.

The Turing Scheme, the UK Government’s global programme for students to study and work abroad, also exists to support students at UK institutions who wish to do so. This is on top of the student finance support that HE participants may already qualify for. A UK-wide scheme, funding is available at set rates to contribute to the living costs of participating students. All schools and further education participants will receive funding for travel costs, as well as HE students from disadvantaged backgrounds. Funding also covers visas, passports and related travel insurance for all participants from disadvantaged backgrounds as well as up to 100% of actual additional costs participants might incur as a result of being disabled and/or having a special educational need.

Turing Scheme funding for students across the UK is only available for students who are studying at registered UK education providers. The Scheme supports international mobilities of up to a year, and not the entire duration of a course of study or training undertaken overseas.


Written Question
Church of England: Schools
Tuesday 12th September 2023

Asked by: Julian Knight (Independent - Solihull)

Question

To ask the Member for South West Bedfordshire, representing the Church Commissioners, what steps the Church is taking to collaborate with local schools and educational institutions to promote positive values and to engage with students and educators.

Answered by Andrew Selous - Second Church Estates Commissioner

Church of England schools are community schools educating over a million children a day. As a community school in many parts of the country, particularly our major cities, this means the majority of pupils are from non-Christian backgrounds, from other faith communities and from global majority ethnic backgrounds. All Church of England schools follow the national curriculum and also the Church of England’s vision for education, prioritising education of the whole child and promoting the spiritual, intellectual and emotional resources needed to live a good life. The vision for education encourages the development of the skills of wisdom, hope, community and respect; fostering a society where people can work together and have an understanding of British values, democracy, rule of law and the dignity of the human person. More details about this vision and the church schools can be found here: https://www.churchofengland.org/about/education-and-schools

Awards of nearly £13 million have been made for dioceses to help churches support more children, young people and families. The grants from the Strategic Mission and Ministry Investment Board of the Archbishops’ Council will revitalise parishes and start new congregations. The investments build on already successful projects to create new congregations and reach children and young people in areas including Bolton, Bournemouth, Guildford, Southampton and Wakefield. More information is available here: Church of England announces £13 million of grants to reach children, youth and families | The Church of England