Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, whether his Department is taking steps to support the (a) training of builders and insulators and (b) new recruits to that sector to support the insulation of homes.
Answered by Andrea Jenkyns
The government is investing £3.8 billion more in further education (FE) and skills over the Parliament to ensure people have access to skills to build a fulfilling career in jobs the economy needs. The department’s Skills for Jobs white paper sets out our plan to invest in opportunities for new entrants to the labour market, as well as upskilling opportunities for adults. These interventions are key to the country’s transition to a net zero economy and our ambition to build roads, homes, and broadband faster.
Apprenticeships are at the forefront of this change. There are 97 high-quality apprenticeship standards in the construction and the built environment occupational route, which have been developed by employer trailblazer groups to ensure apprentices gain skills key to the sector. These include a range of standards relevant to insulation and retrofit, such as Industrial Thermal Insulation Technician at level 3, Building Energy Management Systems (BEMS) at level 4, and Low Carbon Heating Technician at level 3.
In additional to apprenticeships, the department is taking steps to strengthen vocational options for young people with the introduction of T Levels. These are two-year, technical qualifications designed with businesses and employers, and are equivalent in size to 3 A levels. The first T Levels in Design, Surveying and Planning for Construction were launched in 2020, with the first cohort having received their results this summer.
As we are strengthening progression pathways for career starters, the department is also investing in re-skilling and up-skilling opportunities to make sure adults, at any age, can upskill to reach their potential, transforming lives and delivering on the National Skills Fund commitment. As part of this investment, we have introduced the Free Courses for Jobs scheme, which enables learners without a level 3 qualification, or learners with any qualification level but earning below the National Living Wage, to gain a qualification for free. 72 qualifications in building and construction are currently on offer under this scheme. In addition, learners who want to upskill in their role, are looking for work, or are changing career can take part in Skills Bootcamps in construction and green skills.
The department is promoting and increasing awareness of our skills provision to learners and employers through the Skills for Life campaign, which targets employers, young people, and adults. Our campaign toolkits provide more information and can be accessed at: https://www.gov.uk/government/collections/skills-campaign-toolkits. Moreover, the department supports cross-government discussions on wider workforce challenges in the sector, for example through the Green Jobs Delivery Group. More information on this is available at: https://www.gov.uk/government/news/green-jobs-delivery-steps-up-a-gear.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to support the training of educators to ensure they are confident in teaching Relationships and Sex Education within primary and secondary schools (a) nationally and (b) in Leicestershire.
Answered by Robin Walker
Since September 2020, Relationships Education (for primary school pupils), Relationships and Sex Education (for secondary school pupils) and Health Education (for all pupils in state-funded schools) has been compulsory for all pupils in England.
To support teachers to deliver the new curriculum safely and with confidence the department produced a one-stop page for schools, including teacher training modules and implementation guidance. This information can be found here: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health.
The department also funded the delivery of a train the trainer and peer support programme to a total of 4,800 schools between April 2020 and July 2021, delivered regionally by teaching schools and covering all areas including Leicestershire schools. This was a cascade model of training, whereby those trained are expected to share the training with other teachers in their school and wider school networks.
Following the publication of Ofsted’s review into sexual abuse in schools and colleges, the department has committed to provide additional support to help teachers deliver RSHE effectively and confidently to support young people to develop healthy relationships and to prevent sexual violence and sexual harassment. The department has also delivered three webinars on teaching about domestic abuse, pornography, and sexual exploitation, reaching over 1,000 teachers nationally. The department has started work on user research to inform non-statutory guidance on teaching relationships education to prevent sexual harassment and violence and formed an expert teacher group to inform this work.
The department has plans in place to monitor national implementation over time, including through new quantitative and qualitative research, which will seek to understand the quality of implementation, including teacher confidence in teaching the statutory requirements. The findings from this research will inform a review of the statutory guidance in due course.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to encourage more girls to consider studying for STEM subjects at (a) school, (b) FE college and (c) higher education.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
Ensuring that anyone, regardless of their background, can pursue a career in a science, technology, engineering and mathematics (STEM) occupation is a key priority for this government.
To ensure a strong pipeline of qualified students into higher education (HE) and careers in STEM areas, the department has committed substantial spending on mathematics, digital and technical education including funding the Stimulating Physics Network. This network provides tailored support to schools to increase rates of progression to physics A level, including an ‘inclusion project’ which is designed to increase the uptake of A level physics from students in underrepresented groups, including girls.
The department has funded a £84 million programme to improve computing teaching and participation at GCSE and A level, particularly amongst girls.
The department is funding research programmes to investigate ways to tackle gender balance in STEM subjects, including the ‘Improving Gender Balance’ national research trial for physics, and the ‘Gender Balance in Computing’ programme, led by the Raspberry Pi Foundation.
The department has also introduced T Levels as a high-quality technical alternative to A levels. The current T Levels in Science and Digital, as well as the upcoming T Levels in Engineering and Manufacturing, will provide opportunities for all students to study STEM-related subjects. To challenge stereotypes which may hold young people back, including gender stereotypes, the department are using T Level ambassadors to showcase a wide range of voices from those already studying T levels, including girls taking STEM-related T Levels.
The department is implementing several initiatives to increase the numbers of students pursuing STEM at higher levels. Institutes of Technology are unique employer-led institutions providing higher technical education and training in key STEM sectors such as digital, construction, advanced manufacturing, and engineering. These provide local people with the skills to pursue rewarding jobs and local business with the skilled workforce they need. They play a key role in widening local participation in technical education and training from disadvantages and under-represented groups (for example, women and ethnic minorities in STEM), which will help to increase the long-term pipeline of STEM skills.
In HE, the proportion of female full-time undergraduate entrants studying STEM courses has increased from 33.6% in 2011 to 42.2% in 2021.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent progress he has made on launching skills boot camps to train new heavy goods vehicle drivers.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
To help address the shortage of heavy goods vehicle (HGV) drivers across the country, the government is investing up to £17 million to deliver new Skills Bootcamps to help up to 5,000 adults train in HGV drivers.
The department launched an invitation to tender on 8 October, inviting applications to deliver Skills Bootcamps for individuals who are new to HGV driving, for those that have left the industry and wish to return, and existing HGV drivers who need additional qualifications to work in high priority areas like driving fuel tankers. The tender closed on 22 October. The department is currently reviewing and evaluating the bids received, with providers awarded funding set to start delivery later this year.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress he has made with the QAA, professional bodies and the Office for Students on ensuring that (a) undergraduate and (b) postgraduate students studying during the pandemic leave university with valuable qualifications that reflect their achievements and give them parity in future job markets.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
I have met with key professional bodies and providers to discuss how we can ensure students can graduate with professional status and move into their chosen fields and will continue to do so.
Higher education (HE) providers are responsible for the administration of their own exams and assessments and will build on the experience of last year’s arrangements.
We expect providers to ensure that continuing and prospective students receive the clear, accurate and timely information needed to make informed decisions. This includes making students aware of any potential for changes to arrangements for the administration of exams and/or assessment at the earliest opportunity. Providers will make their own judgements based on the latest national and local public health guidance, taking account of the need to minimise risk to staff and students.
The Office for Students (OfS), the HE regulator in England, has produced information and guidance setting out expectations about provider approaches to teaching and assessment of both undergraduates and postgraduates during this time, further details are available here: https://www.officeforstudents.org.uk/publications/guidance-on-quality-and-standards-during-coronavirus-pandemic/. The Quality Assurance Agency for Higher Education (QAA) has also published resources for providers on practical ways in which students can complete their studies whilst ensuring quality and standards are upheld – further details can be found here: https://www.qaa.ac.uk/news-events/support-and-guidance-covid-19.
The government will continue to work closely with the QAA, professional bodies and the OfS to ensure students continue to leave university with qualifications that have real value, reflect their hard work and allow them to progress.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
What steps he is taking to support university students during the covid-19 lockdown announced in January 2021.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
We understand that this is a very difficult and uncertain time for students, and we are working with universities, higher education (HE) institutions, mission groups, unions and professional Sector Bodies to make sure that all reasonable efforts are being made to enable all students to continue their studies and provide the support required for them to do so. Our expectation is that universities should maintain the quality and quantity of tuition and the Office for Students (OfS) will continue to actively monitor universities to ensure that quality of provision is maintained and accessible for all.
Students undertaking courses that would normally require attendance on-site will qualify for loans for living costs in the 2020/21 academic year, even if universities are providing course lectures and/or tutorials online only due to COVID-19, provided students continue to engage with their HE provider.
Students who suspend their studies for a variety of reasons, including shielding, can apply to Student Finance England for their living costs support to be continued while they are absent from their course. Students who suspend their studies due to illness automatically receive living costs support for the first 60 days of their illness.
Students who have applied for a loan for living costs for 2020/21 and have been awarded a lower amount than the maximum and believe their household income for the current tax year (2020-21) will drop by at least 15% compared to the household income they provided when they were initially assessed, can apply for their entitlement to be reassessed.
In these exceptional circumstances, we recognise that some students may face financial hardship or experience mental health issues. We have asked universities to prioritise mental health support and ensure that students required to self-isolate receive the support they need. I have also set up a sub-group of the HE taskforce to ensure there is appropriate focus on this important matter. To support with this further, we have worked closely with the OfS to help clarify that providers can draw upon existing funding to increase hardship funds and support disadvantaged students impacted by COVID-19. Providers are able to use OfS Student Premium funding worth around £256 million for this academic year towards student hardship funds. We are also currently making available up to £20 million of additional hardship funding to support those that need it most, particularly disadvantaged students. In addition, the £3 million OfS funded mental health and well-being platform, Student Space, has been extended for the whole of the 2020/21 academic year to provide extra support during these unprecedented times. The platform is designed to work alongside existing services.
I continue to emphasise to Vice Chancellors at every opportunity that student welfare should remain a priority. We will continue to monitor the situation and adjust sector guidance and support where necessary.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to support schools in Bosworth constituency to build new (a) classrooms and (b) other education facilities.
Answered by Nick Gibb
The statutory duty to provide sufficient school places sits with local authorities. We provide funding for all the places that are needed, based on local authorities’ own data. Local authorities can use this funding to provide places in new schools, or through expansions of existing schools, and can work with any school in their local area, including academies and free schools.
The Department does not collect information at parliamentary constituency level, only at local authority and at sub-local authority planning area level. Bosworth is within the local authority of Leicestershire. Leicestershire has been allocated £139.2 million to provide new school places from 2011-2022, and there are now 5,819 more places than there were in 2010. The next set of basic need allocations, for places needed in September 2023, will be determined as part of the Spending Review.
In addition, we have allocated £9.5 billion in condition funding since 2015 to maintain and improve the school estate, including an extra £560 million this financial year. This funding is provided through an annual school condition allocation to responsible bodies, such as local authorities, large academy trusts and voluntary aided bodies. Smaller academy trusts, sixth form colleges and other voluntary aided schools are able to bid into the Condition Improvement Fund each year.
Capital allocations are published at: https://www.gov.uk/guidance/school-capital-funding. For the financial year 2020-21, Leicestershire local authority was allocated £3.4 million to invest in its maintained schools, including schools in Bosworth. Large academy trusts and voluntary aided bodies receive their own allocations, but as they typically cross local authority boundaries we cannot provide a figure for Leicestershire. Ten projects in Bosworth were successful in the Condition Improvement Fund this year. All schools are also allocated Devolved Formula Capital to spend on projects which meet their own priorities.
On top of capital allocations to the school system, the Priority School Building Programme is rebuilding or refurbishing school buildings in the worst condition in England, covering over 500 schools. In June, my right hon. Friend, the Prime Minister, announced a new, transformative 10-year school rebuilding programme, which will replace poor condition and ageing buildings with modern, energy efficient facilities. Further details will be set out following the Spending Review.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress he is making in supporting universities to manage the increased number of places available to students for the 2020-21 academic year.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
I refer my hon. Friend, the Member for Bosworth, to the answer I gave on 9 September 2020 to 84361.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to support lifelong learning and skills development for adult workers needing to re-skill after the covid-19 outbreak.
Answered by Gillian Keegan - Secretary of State for Education
The government has made a significant £2.5 billion (£3 billion when including Barnett funding for devolved administrations) funding commitment to the National Skills Fund. This is a substantial investment that provides a great opportunity to help workers and employers to have the skills they need to flourish and fulfil their potential.
We are continuing to develop detailed proposals for the fund at pace, including considering how it could link to wider government COVID-19 recovery work. We will continue to review how the National Skills Fund can best meet the needs of individuals and employers.
The National Skills Fund is just one part of a wider programme to reform the post-16 skills system that will ensure businesses and individuals are able to meet the challenges of the new economy.
Alongside the National Skills Fund, the department has been working to respond to the impacts of the COVID-19 outbreak. We have announced measures across a range of targeted work-based training offers to support people to build the skills they need to get into work. This includes:
We also launched The Skills Toolkit in April, a new online platform, giving access to free, high-quality digital and numeracy courses to help people build up their skills, progress in work and boost job prospects. We will shortly be announcing the expansion of this offer.
The government appreciates the importance of adult education to improving people’s life chances. We will continue to explore options within adult education to aid the post-COVID recovery.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the ability of universities to manage the increased number of places available to students for the 2020-21 academic year.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
I have written directly to all Vice Chancellors and have set up a Higher Education Taskforce so that the government can work with the sector to build capacity, harness expert views and tackle challenges. Together, we have agreed that all students who achieved the required grades will be offered a place at their first-choice university, wherever possible.
We have taken a number to steps to support this commitment. We have announced that, subject to parliamentary approval, we will completely remove temporary student number controls to help ensure there are no additional barriers to students being able to progress to higher education.
We have announced that we will lift caps on domestic medicine and dentistry courses in the next academic year. We will support providers to offer places to as many students who have met the grades for their current offer as they have capacity for, and where there are clinical placements available, through additional grant funding to support the costs of this provision.
We will also provide additional teaching grant funding to increase capacity in science, technology, engineering and mathematics (STEM) and other high-cost subjects, which are vital to the country’s social needs and economy. The Office for Students (OfS) will consult the sector on the details of how the allocations are made.
Providers will also be eligible to bid for a share of up to £10 million in funding to support capital expenditure. This funding will be used to support the infrastructure required to accommodate additional students recruited as a result of the changes to policy on A level grades.
The fund will be administered by the OfS, and providers will be eligible to bid for projects that support expansion in 2020-21.
We will continue to monitor the situation and to consider the effects that deferrals will have on future years. Funding decisions for future years will be taken at the Spending Review.