Asked by: Daniel Kawczynski (Conservative - Shrewsbury and Atcham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the adequacy of land-based engineers in the farming and engineering sectors following the withdrawal of the land-based engineering level 2 service engineer apprenticeship from the Government's approved list of apprenticeships.
Answered by Anne Milton
Government currently funds both a level 2 apprenticeship framework and a level 2 apprenticeship standard in land-based engineering. We announced in January 2018 that we will not be withdrawing any further apprenticeship frameworks until 2020.
The Institute for Apprenticeships is responsible for the development and approval of apprenticeship standards.
The level 2 land-based service engineer apprenticeship standard has not been withdrawn from the list of apprenticeship standards. It was reviewed and approved for delivery in February 2018.
Information about the standard is on the Institute for Apprenticeships’ website: https://www.instituteforapprenticeships.org/apprenticeship-standards/land-based-service-engineer/.
Asked by: Daniel Kawczynski (Conservative - Shrewsbury and Atcham)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions he has had with the Institute for Apprenticeships on the proposal to withdraw land-based engineering level 2 service engineer from the Government's approved list of apprenticeships.
Answered by Anne Milton
Government currently funds both a level 2 apprenticeship framework and a level 2 apprenticeship standard in land-based engineering. We announced in January 2018 that we will not be withdrawing any further apprenticeship frameworks until 2020.
The Institute for Apprenticeships is responsible for the development and approval of apprenticeship standards.
The level 2 land-based service engineer apprenticeship standard has not been withdrawn from the list of apprenticeship standards. It was reviewed and approved for delivery in February 2018.
Information about the standard is on the Institute for Apprenticeships’ website: https://www.instituteforapprenticeships.org/apprenticeship-standards/land-based-service-engineer/.
Asked by: Daniel Kawczynski (Conservative - Shrewsbury and Atcham)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the potential merits of permitting UK students who have been offered a place at a university in an (a) non-UK EU or (b) non-EU country to apply for a student loan.
Answered by Sam Gyimah
Under EU law, UK students have the same access to higher education (HE) as students from the host member states. This means UK students are subject to the same fees, where they are charged, and generally the same loan or support arrangements as nationals of that member state.
Given that financial resources for HE are limited, it is not possible to offer funding for HE study abroad. Funding is focused on eligible students studying within the UK. English domiciled students studying a course at a UK university can receive funding for placements or study abroad where that study comprises less than half of their course.
Asked by: Daniel Kawczynski (Conservative - Shrewsbury and Atcham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assistance is available for children with dyslexia and learning difficulties to support them during key stage 2 assessment.
Answered by Robert Goodwill
Statutory key stage 2 national curriculum assessments are intended to assess pupils’ abilities in a fair and comparable way, with as many pupils as possible able to access them. They are designed so that most pupils with special educational needs and/or disabilities (SEND), including dyslexia and other learning difficulties, can participate but some pupils may require extra assistance.
Access arrangements are adjustments that schools can make to support specific pupils during the tests, as long as they are based on normal classroom practice and do not advantage or disadvantage the specific pupil. Assistance available to support pupils with dyslexia or learning difficulties may include one or more of the following: additional time; a word processor or technical aid; an adult to act as a reader, scribe or prompter; and rest breaks.
Guidance on the specific types of access arrangements available to schools was last published in January 2017, and an updated version will be released shortly:
www.gov.uk/guidance/key-stage-2-tests-how-to-use-access-arrangements.