Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Business, Energy and Industrial Strategy:
To ask the Secretary of State for Business, Energy and Industrial Strategy, what assessment he has made of trends in the level of workers in the (a) the hospitality and (b) retail sector.
Answered by Paul Scully
We are aware of elevated levels of vacancies in the hospitality and retail sectors, as with other sectors.
Both the Retail Sector Council and Hospitality Sector Council continue to work on the strategic issues facing businesses, including jobs and skills. The Retail Sector Council has identified skills and lifelong learning as a key priority and the Hospitality Strategy focuses on jobs and skills as a way to build resilience across the sector.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Business, Energy and Industrial Strategy:
To ask the Secretary of State for Business, Energy and Industrial Strategy, what assessment he has made of the effect of the availability of labour on high street businesses.
Answered by Paul Scully
We are aware of elevated levels of vacancies affecting high street businesses.
Both the Retail Sector Council and Hospitality Sector Council continue to work on the strategic issues facing businesses, including jobs and skills. The Retail Sector Council has identified skills and lifelong learning as a key priority and the Hospitality Strategy focuses on jobs and skills as a way to build resilience across the sector.
Asked by: Julian Knight (Independent - Solihull)
Question to the Department for Education:
To ask the Secretary of State for Education, whether his Department is taking steps to (a) encourage (i) the voluntary sector and (ii) all employers to support his Department's role in the levelling up agenda; and (b) to support schools to enable young people to (i) make greater connections between their academic studies and the labour market and (ii) learn about the skills they need and potential career paths directly from employers.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
Levelling up is at the heart of the agenda to build back better after the pandemic and to deliver for every part of the UK. The department’s focus is on levelling up differences in the quantity and quality of human capital between different parts of the country. To tackle our levelling up challenge we are looking to support children and young people at every level, from support for families and childcare, through to university, and to develop skills throughout life.
The reforms set out in the Skills[1], Schools[2] and Levelling Up[3] White Papers will transform lives by giving everyone the chance to fulfil their true potential.
The department has engaged with a range of stakeholders to develop these reforms, which include reconfiguring the skills system to give employers a leading role in delivering the reforms and influencing the system to generate the skills they need to grow.
Careers guidance is an essential underpinning to these reforms, connecting people to opportunity and equipping them with the support they need to succeed. This is critical both for unlocking individual potential and for boosting the long-term economic prosperity of this country.
To support schools and young people, the department is investing £29 million this year for The Careers & Enterprise Company to support schools and colleges to implement the Gatsby Benchmarks, which describe what good practice in careers guidance looks like. This is part of a total of over £92 million investment in careers guidance for the financial year 2022/23.
Careers Hubs are local partnerships between schools, colleges, businesses, providers, and the voluntary sector, which enable the sharing of best practice to enhance careers provision. Over 3,250 (65%) schools, special schools and college institutions are part of a Careers Hub, meaning 2.3 million students are benefitting from the Careers Hub Network which is accelerating the quality of careers provision.. As the department works towards full rollout, this will increase to approximately 4,500 (90%) school and college institutions benefiting from the Careers Hub Network by August 2023.
Through the Enterprise Adviser Network, around 3,750 business professionals are working as Enterprise Advisers with schools and colleges. to strengthen careers strategies and employer engagement plans.
The Careers Leader role becoming recognised and empowered owing to over 2050 Careers Leaders receiving a fully funded training bursary by March 2022.
[1] Department for Education (2021) Skills for Jobs: Lifelong Learning for Opportunity and Growth.
[2] Department for Education (2022) Opportunity for all: strong schools with great teachers for your child.
[3] Department for Levelling Up, Housing and Communities (2022) Levelling Up the United Kingdom.
Asked by: Lord Johnson of Marylebone (Conservative - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made, if any, of the extent to which the requirement that institutions seeking Degree Awarding Powers (DAPs) should have more than 50 per cent of their students studying at Level 6 or above is holding back the development of higher technical qualifications at Level 4 and Level 5.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Office for Students (OfS) published its response to its consultation on the quality and standards conditions on 2 March. This publication acknowledges that several issues were raised during the consultation about requirements on institutions seeking Degree Awarding Powers (DAPs).
We are expecting the OfS to consider a review of DAPs in the coming financial year and expect that review to consider the case for intervention in the DAPs to increase the availability of high-quality courses across England.
In addition, it is a key government priority to grow level 4 and 5 provision. We are doing more to support level 4 and 5 provision by raising the profile and prestige of level 4 and 5 courses through improved communications and information, advice, and guidance, including through the launch of a new national communications campaign in January 2022. We will also Introduce the Lifelong Learning Entitlement from 2025 to support a more accessible, flexible system.
The department will be continuing to roll out reforms to higher technical education to ensure that, over time, Higher Technical Qualifications (qualifications approved to deliver the skills employers need) are established as a flagship offer at level 4 and 5, including improving student finance to support learners in accessing these qualifications. Providing further funding to support providers with the upfront investments required to roll out Higher Technical Qualifications and strategic priorities grant funding to encourage and support level 4 and 5 provision.
Through the higher education reform consultation we are also seeking views on the role of the fees and funding system in growing provision and uptake of level 4 and 5 courses.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans he has to ensure that education recovery includes a focus on speaking and understanding language.
Answered by Robin Walker
Overall direct investment announced for education recovery is almost £5 billion. The £1.8 billion provides for over £800 million for extra time for 16–19-year-olds and £1 billion direct funding to schools to extend the recovery premium.
The department understands that the early years are the most crucial point of child development. Attending early education lays the foundation for lifelong learning and supports children’s social and emotional development. Therefore, as part of education recovery funding, the department is investing £180 million of recovery support in the early years sector. This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children; up to £10 million for a second phase of the Early Years Professional Development Programme in the 2021/22 academic year targeted to support early years staff in settings to work with disadvantaged children; and up to £17 million for the Nuffield Early Language Intervention (NELI).
NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.
Building on the pupil premium, the recovery premium is helping schools to deliver evidence-based approaches to support education recovery for disadvantaged pupils aged 5-16. In October 2021 as part of the department’s broader spending review settlement the department announced an extension to the recovery premium worth £1 billion for the 2022/23 and 2023/24 academic years.
Schools are expected to spend this premium on evidence-based approaches to supporting pupils, addressing education recovery related needs of disadvantaged pupils. This can include immediate steps such as assessing and addressing needs once pupils return to class, or longer-term strategic improvement such as improving teaching quality. Also, if schools judge that additional support is needed for speaking and understanding of language is required, they can dedicate resource to this, in the same way that they can for interventions for other parts of the curriculum.
In line with the Education Endowment Foundation’s pupil premium guide, activities should include those that support the quality of teaching, such as staff professional development or Speech and Language Therapists; provide targeted academic support, such as tutoring; and tackle non-academic barriers to success in school, such as attendance, behavior, and social and emotional support. Further information on this guide can be found here: https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what support his Department is providing to children with difficulties in speaking and understanding as part of the roll out of the £1.8 billion Education Recovery Package announced in the Spending Review 2021.
Answered by Robin Walker
Overall direct investment announced for education recovery is almost £5 billion. The £1.8 billion provides for over £800 million for extra time for 16–19-year-olds and £1 billion direct funding to schools to extend the recovery premium.
The department understands that the early years are the most crucial point of child development. Attending early education lays the foundation for lifelong learning and supports children’s social and emotional development. Therefore, as part of education recovery funding, the department is investing £180 million of recovery support in the early years sector. This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children; up to £10 million for a second phase of the Early Years Professional Development Programme in the 2021/22 academic year targeted to support early years staff in settings to work with disadvantaged children; and up to £17 million for the Nuffield Early Language Intervention (NELI).
NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.
Building on the pupil premium, the recovery premium is helping schools to deliver evidence-based approaches to support education recovery for disadvantaged pupils aged 5-16. In October 2021 as part of the department’s broader spending review settlement the department announced an extension to the recovery premium worth £1 billion for the 2022/23 and 2023/24 academic years.
Schools are expected to spend this premium on evidence-based approaches to supporting pupils, addressing education recovery related needs of disadvantaged pupils. This can include immediate steps such as assessing and addressing needs once pupils return to class, or longer-term strategic improvement such as improving teaching quality. Also, if schools judge that additional support is needed for speaking and understanding of language is required, they can dedicate resource to this, in the same way that they can for interventions for other parts of the curriculum.
In line with the Education Endowment Foundation’s pupil premium guide, activities should include those that support the quality of teaching, such as staff professional development or Speech and Language Therapists; provide targeted academic support, such as tutoring; and tackle non-academic barriers to success in school, such as attendance, behavior, and social and emotional support. Further information on this guide can be found here: https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium.
Asked by: Kate Osborne (Labour - Jarrow)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Lifelong Loan Entitlement, for what reason a student studying a module at level 4 in higher education will be eligible for maintenance support, but an adult wishing to do a full level 3 qualification does not qualify for that support.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
The Lifelong Loan Entitlement (LLE) will provide individuals with a loan entitlement to the equivalent of four years of post-18 education to use over their lifetime. It will be available for both modules and full years of study at higher technical and degree levels (levels 4 to 6), regardless of whether they are provided in colleges or universities.
We want to drive a transformative impact on post-18 study, delivering greater parity between further education (FE) and higher education (HE). Under this flexible skills system, people will be able to space out their studies and learn at a pace that is right for them, including choosing to build up their qualifications over time, within both FE and HE providers.
The Skills and post-16 Education Bill modifies my right hon. Friend, the Secretary of State for Education’s existing powers to set the levels of loan available to support more modular provision, which could extend across both tuition fee and maintenance support. The LLE is also intended to fund whole courses, or their component modules if taken separately, that meet the necessary regulatory requirements and are provided by or on behalf of a registered provider. We are considering what maintenance loans and student support grants would be available for any study funded through the LLE, as well as how to best support modular study. We will consult on the detail and scope of this in due course. The LLE does not extend to level 3 provision, which is already funded through a number of other funding streams.
The Adult Education Budget (AEB) fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to level 3, to support adults to gain the skills they need for work, an apprenticeship or further learning. This includes a statutory entitlement to full funding for adult learners aged 19-23 undertaking their first full qualification at level 3.
Since 1 April 2021, the National Skills Fund has been supporting any adult who does not have A level equivalent or higher qualifications, to access over 400 fully funded level 3 courses, with Free Courses for Jobs. This offer is a long-term commitment, backed by £95 million from the National Skills Fund in year one. From April, any adult in England earning under the national living wage annually (£18,525) or unemployed, will also be able to access the Free Courses for Jobs offer for free, regardless of their prior qualification level.
Living costs support is not offered to those undertaking level 3 qualifications. General support for those costs is provided for by the Department for Work and Pensions. Through grant funding and a bursary fund for those with an advanced learner loan, colleges and other training providers are able to help adult learners overcome barriers which prevent them from taking part or continuing in learning. This includes:
Asked by: Kate Osborne (Labour - Jarrow)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reason the Government is introducing a Lifelong Loan Entitlement for modules and full years of study at levels 4-6 but not at level 3 and below.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
The Lifelong Loan Entitlement (LLE) will provide individuals with a loan entitlement to the equivalent of four years of post-18 education to use over their lifetime. It will be available for both modules and full years of study at higher technical and degree levels (levels 4 to 6), regardless of whether they are provided in colleges or universities.
We want to drive a transformative impact on post-18 study, delivering greater parity between further education (FE) and higher education (HE). Under this flexible skills system, people will be able to space out their studies and learn at a pace that is right for them, including choosing to build up their qualifications over time, within both FE and HE providers.
The Skills and post-16 Education Bill modifies my right hon. Friend, the Secretary of State for Education’s existing powers to set the levels of loan available to support more modular provision, which could extend across both tuition fee and maintenance support. The LLE is also intended to fund whole courses, or their component modules if taken separately, that meet the necessary regulatory requirements and are provided by or on behalf of a registered provider. We are considering what maintenance loans and student support grants would be available for any study funded through the LLE, as well as how to best support modular study. We will consult on the detail and scope of this in due course. The LLE does not extend to level 3 provision, which is already funded through a number of other funding streams.
The Adult Education Budget (AEB) fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to level 3, to support adults to gain the skills they need for work, an apprenticeship or further learning. This includes a statutory entitlement to full funding for adult learners aged 19-23 undertaking their first full qualification at level 3.
Since 1 April 2021, the National Skills Fund has been supporting any adult who does not have A level equivalent or higher qualifications, to access over 400 fully funded level 3 courses, with Free Courses for Jobs. This offer is a long-term commitment, backed by £95 million from the National Skills Fund in year one. From April, any adult in England earning under the national living wage annually (£18,525) or unemployed, will also be able to access the Free Courses for Jobs offer for free, regardless of their prior qualification level.
Living costs support is not offered to those undertaking level 3 qualifications. General support for those costs is provided for by the Department for Work and Pensions. Through grant funding and a bursary fund for those with an advanced learner loan, colleges and other training providers are able to help adult learners overcome barriers which prevent them from taking part or continuing in learning. This includes:
Asked by: Kieran Mullan (Conservative - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to promote lifelong learning and skills development.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
It is a priority for this government to ensure that everyone can access the skills they need to have the career they want, wherever they live and whatever their stage in life. Just last week, we launched the Skills for Life campaign, which will promote skills offers among adults, such as Free Courses for Jobs, Skills Bootcamps and apprenticeships.
This is in addition to our wider support for adults to get the skills they need. Whether through the Adult Education Budget or delivering on the promise of a Lifelong Loan Entitlement under my right hon. Friend, the Prime Minister’s Lifetime Skills Guarantee, which, from 2025, will enable flexible and modular study across higher and further education.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the levels of demand for modular provision within higher education.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
Many learners need to access courses in a more flexible way, to fit study around work, family and personal commitments, and to retrain as both their circumstances and the economy change. There is research available which makes a case for modular provision. A joint Universities UK (UUK)-CBI study using research with learners, as well as reviewing the flexible learning opportunities offered by higher education (HE) providers, concluded that there was a strong case for modular or credit based system for undergraduate provision in the longer-term.
The introduction of a Lifelong Loan Entitlement was also a key recommendation from the ‘Post-18 Review of Education and Funding: Independent Panel’ report (the Augar report) and endorsed in a House of Lords report which recommended ‘funding for modules or credit where a full degree is not required’, stating that proposals ‘should facilitate transfer between different institutions’.
As such, the government sees the case for change, and has set out our ambition to make progress through the Lifetime Skills Guarantee.
As part of the pathway to the Lifelong Loan Entitlement, the Higher Education Short Course trial will test part-time, short course provision at levels 4-6, delivered flexibly to offer the learner choice around how they choose to study. We will use the trial to test learner and provider demand and behaviours as we learn lessons from this ahead of the full rollout of the Lifelong Loan Entitlement.
A survey by UUK found around 24% of the population had considered part-time HE in the last 10 years but had not enrolled. The current system is not meeting these needs and, as a result, fewer entrants at levels 4 and 5 fund their tuition fees with student loans than entrants at level 6.