Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with the Secretary of State for Health and Social Care on steps to help improve levels of health literacy in school children.
Answered by Damian Hinds - Minister of State (Education)
Pupils need to know how to be safe and healthy, and how to manage their academic, personal, and social lives in a positive way. That is why the department has made health education compulsory in all state-funded schools in England alongside making Relationships Education (for primary pupils) and Relationships and Sex Education (for secondary pupils) compulsory, collectively known as Relationships, Sex and Health Education (RSHE).
The department has also published implementation guidance and teacher training modules covering all the RSHE topics to help schools develop their curricula and teach subjects confidently and effectively, which is available here: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health. Topics in the RSHE curriculum at both primary and secondary include health and prevention, healthy eating, mental wellbeing and physical health and fitness.
The department is reviewing the RSHE statutory guidance this year, working with colleagues in the Department of Health and Social care to do so. The department is taking a comprehensive, evidence-based approach in deciding what should be included and will consider whether the current content on health education could be amended or expanded to enhance the health literacy of pupils. The department intends to publish revised guidance later in 2024.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, whether she is taking steps to increase health literacy for services to support people at the end of life.
Answered by Helen Whately - Minister of State (Department of Health and Social Care)
The National Health Service website and the NHS App are our main digital tools available to citizens, to support them in accessing services and making decisions about their health. Clinicians across the NHS also support patients’ health literacy by providing clear information, increasing patients’ knowledge, and sharing decision-making on their care.
Additionally, through the Voluntary Community Social Enterprise (VCSE) Health and Wellbeing Programme, the Department, NHS England, and the UK Health Security Agency work together with VCSE organisations to drive transformation of health and care systems, promote equality, address health inequalities, and help people, families, and communities to achieve and maintain wellbeing. The current projects include increasing health literacy through intersectional considerations at the end of life, digital inclusion, and barriers for those likely to be in the last year of life without a life-limiting diagnosis.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, what steps he is taking to ensure that (a) educational and (b) vocational training opportunities are not reduced in prisons; and whether he plans to use those training opportunities to help reduce prison overcrowding.
Answered by Edward Argar - Minister of State (Ministry of Justice)
Education is key for reducing reoffending and research indicates that prison education reduces reoffending by 9 percentage points. In September 2023, we set out our plans to deliver an improved Prison Education Service that will support more prisoners to improve their literacy and numeracy and increase the number of prison leavers employed on release.
Over the past 12 months we have seen a sustained delivery in the number vocational courses undertaken by prisoners following increases to 95,000. To ensure the right education and vocational training opportunities are available across prisons we have:
I am pleased to say that we have seen positive outcomes in employment in support of our work to make best use of prison capacity. The proportion of prison leavers in employment six months after release has more than doubled in the two years to March 2023, from 14% to over 30%and between 2011/12 and 2021/22, the overall proven reoffending rate has decreased from 31.3% to 25.2%.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Digital, Culture, Media & Sport:
To ask the Secretary of State for Culture, Media and Sport, if she will make an assessment of the impact of the British Youth Council on the political literacy of young people.
Answered by Stuart Andrew - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)
I was sorry to learn about the closure of the British Youth Council and want to express gratitude for its work over the years. Government is committed to the delivery of the UK Youth Parliament and intends to use funding allocated to BYC in 2024/25 to support the programme. We are working alongside previous UKYP delivery partners from English regions and the devolved administrations, to understand the implications of BYCs closure for programme delivery. We have been working at pace to identify a suitable organisation which can hold overall grant management responsibility for the UKYP 24/25 and I will update the house as soon as next steps have been formalised. In parallel, we will be leading engagement with young people and key stakeholders to plan for the longer-term future of the UKYP.
An evaluation of the impact of the Youth Parliament was conducted between October 2022 and March 2023 and found that all stakeholders, participants, delivery staff and policy officials, agreed that the programmes were important vehicles to engage young people in the UK political processes and support youth-informed policy development. A new evaluation of the UK Youth Parliament programme was started in 23/24 and is due to conclude in 24/25.
Since 2017, Government has provided a total amount of c.£2.4m to the British Youth Council to deliver youth voice activities including the UK Youth Parliament, Youth Select Committees and Make Your Mark.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what assessment she has made of the adequacy of her Department's media literacy strategy in countering (a) mis- and (b) dis-information.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
Improving media literacy is one of the government’s key tools in tackling the harm caused by misinformation and disinformation. To demonstrate how the Government is delivering against the objectives of the Online Media Literacy Strategy, we are publishing annual Action Plans each financial year until the end of 2024/25. Through media literacy grant schemes, we have provided almost £2 million in funding to a range of educational projects.
These projects seek to build the online safety and critical thinking skills of internet users, empowering them to respond effectively to the threats posed by mis- and disinformation, along with other online harms. All funded projects are evaluated robustly, including by independent experts, and findings will be published on gov.uk upon completion. This will improve the effectiveness and efficiency of future media literacy initiatives and inform government policy moving forward.
As part of this work, we established the Media Literacy Taskforce to bring together organisations in the media literacy landscape to amplify, increase and improve media literacy provision across underserved parts of the UK. Taskforce members advised the government on which projects should be awarded funding, and then helped grant recipients to maximise the impact of their projects.
Alongside the Strategy, the Online Safety Act updates Ofcom’s statutory media literacy duty to require it to take tangible steps to prioritise the public's awareness of and resilience to misinformation and disinformation online.
Asked by: John Penrose (Conservative - Weston-super-Mare)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, further to the Online Safety Act 2023, what additional steps she plans to take to help tackle online disinformation and misinformation.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Online Safety Act will be our key tool in combatting the most egregious forms of online mis- and disinformation but Government action doesn’t stop there.
In addition, we are educating and empowering users through our work on media literacy, responding to information threats to our democracy via the Defending Democracy Taskforce, and analysing attempts to artificially manipulate the online information environment through the work of the National Security Online Information Team.
I regularly meet with major platforms to discuss these issues and would be very happy to update him on recent progress that has been made.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Education:
To ask the Secretary of State for Education, what funding her Department has allocated to support teachers through (a) subject knowledge enhancement courses for trainees, (b) Oak National Academy Resources (i) planned and (ii) existing, (c) subject hubs, (d) support for level 3 provision and (d) bursaries and other support for continuing professional development for (A) maths and numeracy, (B) English and literacy, (C) science, (D) music, (E) history and (F) Religious Education in the last five years.
Answered by Damian Hinds - Minister of State (Education)
Teachers are the foundation of the education system; there are no great schools without great teachers. The quality of teaching is the single most important in-school factor for improving pupil outcomes. This is particularly important for pupils from disadvantaged backgrounds.
The department is creating a world class teacher development system, which builds from Initial Teacher Training (ITT), through to early career support, specialisation, and onto school leadership. The funding breakdown requested over the last five years is included in the attached table. The department is providing support across a range of subjects via a network of hubs that help build teacher capability and pupil access to subjects. This focuses on support for teachers in schools and extends to sixth form provision in some schools.
In addition to this funding, in 2021, as part of the government’s long term recovery plan, £184 million of new funding was allocated to enable teachers employed at state-funded organisations to access fully funded training scholarships for National Professional Qualifications (NPQs) for three years until the end of the 2023/24 academic year. This includes two specialist NPQs in Leading Literacy (NPQLL) and the NPQ in Leading Primary Mathematics (NPQLPM). In March 2024, the government announced scholarship funding for NPQs for the October 2024 cohort. This includes a guarantee that the NPQLPM will be fully funded until October 2025 to further expand teaching of mathematics mastery approaches through primary education.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to help individuals out of work improve their (a) numeracy and (b) literacy skills.
Answered by Jo Churchill - Minister of State (Department for Work and Pensions)
Jobcentre Plus Work Coaches engage with customers to better understand the steps needed to support their work search. Where essential skills needs are identified as a barrier to securing or progressing in employment, customers can be referred to available local provision which can include essential maths and numeracy training available through Multiply, English (literacy and English as a Second Language, ESOL) and digital skills, as well as other key vocational focussed opportunities.
Through DWP Train and Progress the length of time Universal Credit (UC) customers can undertake work-focused training has been extended. UC claimants are now able to attend full-time work-related training for up to 16 weeks.
For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education through the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address customer skills needs in line with labour market demand. As skills is a devolved matter, similar discussions take place with key stakeholders in the Scottish and Welsh Governments to help ensure the employment and skills support offered to claimants in the devolved nations is aligned.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the phased removal of the tolerance of students who do not meet the 16 to 19 maths and English condition of funding from 5% to 0%, starting in academic year 2026-27, on (a) further education colleges and (b) independent training providers.
Answered by Luke Hall - Minister of State (Education)
This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.
As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has undertaken an assessment of the impact of the 16 to 19 maths and English condition of funding on (a) student experience of learning at and (b) staffing levels in (i) further education colleges and (ii) independent training providers.
Answered by Luke Hall - Minister of State (Education)
This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.
As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.