Gordon Marsden

I refer the Hon Member to my reply to the hon Member for Newport West to question UIN 11271.

New students starting full-time courses from 1 August 2016 onwards who would otherwise have received a grant will qualify for an increased loan for living costs. The total living costs support available in 2016/17 under the new student support arrangements for eligible students on the lowest incomes is increasing by 10.3% when compared with 2015/16.

The Government expects to lay amendments to the Student Support Regulations covering student support for 2016/17 shortly.

The Government expects to publish an Equality Analysis of the changes to student support for the 2016/17 academic year alongside the regulations.

A consultation on support for postgraduate study was launched in March of this year. The consultation sought views on the Government’s intention to introduce a new loan scheme for taught Master’s study and a review of how to broaden and strengthen support for postgraduate research. Consultation responses have been analysed and the Department is preparing its response.

A consultation on support for postgraduate study was launched in March of this year. The consultation sought views on the Government’s intention to introduce a new loan scheme for taught Master’s study and a review of how to broaden and strengthen support for postgraduate research. Consultation responses have been analysed and the Department is preparing its response.

The Department for Business, Innovation and Skills has developed marketing materials and information aimed at part time students and these are made available online and through schools and further education colleges as part of the annual Student Finance Tour. Since the new non-means tested part time fee loans were introduced in 2012 the number of students taking out loans has risen from 34,000 in 2012/13 to 55,000 in 2013/14.

We have extended fee loans for those already holding a degree to students wishing to retrain in engineering, technology and computer science. We continue to examine what more we can do to support part-time including the availability of additional fee loans and are engaging actively with the sector on these issues.

Proposals in the Green Paper, ‘Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice’ will benefit both full-time and part-time higher education. Through the Teaching Excellence Framework all students will get better value for money and have more information about the courses they are applying for. Our proposals on social mobility and widening participation will apply to all students and creating a competitive, well regulated higher education system will benefit current and prospective part-time students as well as full-time.

We have taken steps to support part-time students including introducing non-means tested fee loans and extending loans for those already holding a degree to students wishing to retrain in engineering, technology and computer science. We continue to examine what more we can do to support part-time and are engaging actively with the sector on this issue.

We estimate the RAB charge under option 1 (freeze threshold for all Plan 2 loans, existing and new borrowers from April 2016 to April 2021) will decrease by about 5 percentage points from the current level of 55% to 50%.

Further information on the impact of freezing the earnings repayment thresholds for 24+ Advanced Learning Loans on future repayments is shown in the Consultation on freezing the student loan repayment thresholds, which has been published here:

https://www.gov.uk/government/consultations/freezing-the-student-loan-repayment-threshold

Where a learner takes out a loan to fund an Access to HE Diploma course, and then goes on to complete their HE Diploma course, then the 24+ Advanced Learning Loan is written off.

The impact of freezing the threshold for students who take out 24+ Advanced Learning Loans to study for an Access to HE qualification but do not complete an HE qualification will be similar to the impact for all 24+ Advanced Learning Loan borrowers.

Estimates of the impact of freezing the repayment thresholds for 24+ Advanced Learning Loans borrowers are illustrated in the consultation document, which has been published here:

https://www.gov.uk/government/consultations/freezing-the-student-loan-repayment-threshold

The impact of freezing the threshold for students who take out 24+ Advanced Learning Loans to study Level 3 qualification who then complete an HE qualification will be similar to the impact for all HE borrowers.

Estimates of the impact of freezing the repayment thresholds for HE borrowers are illustrated in the consultation document, which has been published here:

https://www.gov.uk/government/consultations/freezing-the-student-loan-repayment-threshold

The Department for Business, Innovation and Skills (BIS) models the proportion of loans which we expect will not be repaid – the resource accounting and budgeting charge (RAB charge). The RAB charge is estimated to be 50% in 2013-14 and 55% in 2014-15. BIS is collecting data on learners as it emerges and based on this data we regularly review and update the RAB charge estimate.

We publish the RAB charge once a year in BIS’ accounts.

As set out in the consultation, because both higher education student loans and 24+ Advanced Learning Loans share a repayment threshold, the change will equally affect both groups of learners.

The Spending Review announced that the Government has decided to implement a repayment threshold freeze for all borrowers with post-2012 (‘Plan 2’) loans. The repayment threshold will be £21,000 at April 2016, and it will not be uplifted until at least April 2021, when the threshold will be reviewed. This threshold remains higher in real terms than that of the loans taken out before 2012.

The Department for Business, Innovation and Skills (BIS) began offering bursaries to graduates to train to teach maths in the academic year 2013/14. 61 and 136 people took up such bursaries in 2013/14 and 2014/15, respectively. It is estimated that 167 maths bursaries will be taken up in 2015/16.

The maths enhancement is a joint BIS/Department for Education supported programme and commenced in the academic year 2013/14. During 2013/14 and 2014/15 over 2,450 existing further education teachers participated in the maths programmes. During 2015/16 we are continuing to support access to a pipeline programme to enhance the maths skills of existing teachers. This is being delivered by the Education and Training Foundation. We have not made an estimate of the number of programmes that will be taken up in 2015/16.

Emerging findings from the evaluation of the further education (FE) workforce programmes have shown a positive impact on the confidence and effectiveness of FE teachers delivering maths either as a core subject or in vocational context. The evidential basis for intervention in maths teaching was based on the clear need to raise the Maths attainment rates of students in further education; and improve the quality of Maths teaching as identified by Ofsted inspection reports.

The Department for Business, Innovation and Skills (BIS) began offering bursaries to graduates to train to teach maths in the academic year 2013/14. 61 and 136 people took up such bursaries in 2013/14 and 2014/15, respectively. It is estimated that 167 maths bursaries will be taken up in 2015/16.

The maths enhancement is a joint BIS/Department for Education supported programme and commenced in the academic year 2013/14. During 2013/14 and 2014/15 over 2,450 existing further education teachers participated in the maths programmes. During 2015/16 we are continuing to support access to a pipeline programme to enhance the maths skills of existing teachers. This is being delivered by the Education and Training Foundation. We have not made an estimate of the number of programmes that will be taken up in 2015/16.

Emerging findings from the evaluation of the further education (FE) workforce programmes have shown a positive impact on the confidence and effectiveness of FE teachers delivering maths either as a core subject or in vocational context. The evidential basis for intervention in maths teaching was based on the clear need to raise the Maths attainment rates of students in further education; and improve the quality of Maths teaching as identified by Ofsted inspection reports.

The Department for Business, Innovation and Skills (BIS) began offering bursaries to graduates to train to teach maths in the academic year 2013/14. 61 and 136 people took up such bursaries in 2013/14 and 2014/15, respectively. It is estimated that 167 maths bursaries will be taken up in 2015/16.

The maths enhancement is a joint BIS/Department for Education supported programme and commenced in the academic year 2013/14. During 2013/14 and 2014/15 over 2,450 existing further education teachers participated in the maths programmes. During 2015/16 we are continuing to support access to a pipeline programme to enhance the maths skills of existing teachers. This is being delivered by the Education and Training Foundation. We have not made an estimate of the number of programmes that will be taken up in 2015/16.

Emerging findings from the evaluation of the further education (FE) workforce programmes have shown a positive impact on the confidence and effectiveness of FE teachers delivering maths either as a core subject or in vocational context. The evidential basis for intervention in maths teaching was based on the clear need to raise the Maths attainment rates of students in further education; and improve the quality of Maths teaching as identified by Ofsted inspection reports.

The consultation Freezing the student loan repayment threshold covered both higher education student loans and 24+ Advanced Learning Loans. Stakeholders with an interest in 24+ Advanced Learning Loans were notified of the consultation when it was published.

The “New Challenges, New Chances” consultation stage impact assessment “Further Education—Level 3+ Loans” published by the Department for Business, Innovation and Skills on 16 August 2011 contained estimates as follows:

• For the 2013-14 financial year, it was estimated that 186,000 learners aged 24 and above would be supported to start level 3 and level 4 courses. This estimate included both starts supported through loans for the academic year starting in September 2013 (when these loans were introduced), and grant-funded starts prior to that. No separate estimate of loan-funded learners was available.
• The estimate of starts to be funded by 24+ Advanced Learning Loans for 2014-15 financial year was 171,000. These estimates also included Apprenticeships which were removed from 24+ Advanced Learning Loans in March 2014.

The number of students the budget supports depends on the level of demand and the cost of the courses that students choose. The skills investment strategy published by BIS on 1December 2011 confirmed the budget for further education loans as £129 million in 2013-14 and £398 million in 2014-15. These budgets were not revised.

The 24+ Advanced Learning Loans paid in England report by the Student Loans Company published on 14^th October 2015 shows 55,900 learners in the 2013/14 academic year cohort were issued with loans for qualifications at level 3 and above, and 55,100 learners were issued to the 2014/15 academic year cohort.

Data is not available to split the loans issued between Access to HE Diploma courses and other level 3 and level 4 courses. We can, however split the number of approved applications in this way, with the caveat that approved applications are not indicative of actual starts. These are shown in the table below.

Source: Student Loans Company

This Department does not hold this information. The Further Education (FE) sector is independent of government and responsible for its own operations. We therefore do not collect information about the numbers of English or mathematics teachers employed by FE institutions.

This Department has ongoing discussions with FE stakeholder organisations about the importance of increasing the number of teachers of mathematics in the sector, as set out in our FE Workforce Strategy published in 2014. The government, through its support of bursaries and other workforce programmes, provided 199 bursaries to individuals to become maths teachers in the Further Education sector in 2013/14 and 2014/15, and also supported 2450 existing teachers to take maths enhancement programmes.

Area Reviews of Post-16 education and training are aimed at delivering a skills system that meets the economic and educational needs of areas. All reviews will include consideration of the need for sufficient, high quality maths and English teaching. As independent organisations, colleges and providers will determine the number of teachers they need to deliver this provision.

This Department does not hold this information. The Further Education (FE) sector is independent of government and responsible for its own operations. We therefore do not collect information about the numbers of English or mathematics teachers employed by FE institutions.

This Department has ongoing discussions with FE stakeholder organisations about the importance of increasing the number of teachers of mathematics in the sector, as set out in our FE Workforce Strategy published in 2014. The government, through its support of bursaries and other workforce programmes, provided 199 bursaries to individuals to become maths teachers in the Further Education sector in 2013/14 and 2014/15, and also supported 2450 existing teachers to take maths enhancement programmes.

Area Reviews of Post-16 education and training are aimed at delivering a skills system that meets the economic and educational needs of areas. All reviews will include consideration of the need for sufficient, high quality maths and English teaching. As independent organisations, colleges and providers will determine the number of teachers they need to deliver this provision.

This Department does not hold this information. The Further Education (FE) sector is independent of government and responsible for its own operations. We therefore do not collect information about the numbers of English or mathematics teachers employed by FE institutions.

This Department has ongoing discussions with FE stakeholder organisations about the importance of increasing the number of teachers of mathematics in the sector, as set out in our FE Workforce Strategy published in 2014. The government, through its support of bursaries and other workforce programmes, provided 199 bursaries to individuals to become maths teachers in the Further Education sector in 2013/14 and 2014/15, and also supported 2450 existing teachers to take maths enhancement programmes.

Area Reviews of Post-16 education and training are aimed at delivering a skills system that meets the economic and educational needs of areas. All reviews will include consideration of the need for sufficient, high quality maths and English teaching. As independent organisations, colleges and providers will determine the number of teachers they need to deliver this provision.

This Department does not hold this information. The Further Education (FE) sector is independent of government and responsible for its own operations. We therefore do not collect information about the numbers of English or mathematics teachers employed by FE institutions.

This Department has ongoing discussions with FE stakeholder organisations about the importance of increasing the number of teachers of mathematics in the sector, as set out in our FE Workforce Strategy published in 2014. The government, through its support of bursaries and other workforce programmes, provided 199 bursaries to individuals to become maths teachers in the Further Education sector in 2013/14 and 2014/15, and also supported 2450 existing teachers to take maths enhancement programmes.

Area Reviews of Post-16 education and training are aimed at delivering a skills system that meets the economic and educational needs of areas. All reviews will include consideration of the need for sufficient, high quality maths and English teaching. As independent organisations, colleges and providers will determine the number of teachers they need to deliver this provision.

Yes. The Joint Area Review Delivery Unit supporting the area reviews will advise Hon. Membersas a matter of course when reviews are due to be undertaken in any part of their constituency.

Area reviews should take place as quickly as possible, the typical timescale being 3-4 months but this could vary depending on the number of colleges and complexity of the local issues involved.

The reviews are aimed at delivering a skills system that meets the economic and educational needs of areas whilst also ensuring the long term sustainability of colleges to support productivity. Their purpose is not to secure savings to Government. However, early evidence from the pilot reviews indicates that there is potential for the reviews to secure efficiency savings.

All applications to open a free school, academy, school sixth form or university technical college will be assessed on a case by case basis against the published criteria and taking account of local needs and circumstances.

Yes. The Joint Area Review Delivery Unit supporting the area reviews will advise Hon. Membersas a matter of course when reviews are due to be undertaken in any part of their constituency.

Area reviews should take place as quickly as possible, the typical timescale being 3-4 months but this could vary depending on the number of colleges and complexity of the local issues involved.

The reviews are aimed at delivering a skills system that meets the economic and educational needs of areas whilst also ensuring the long term sustainability of colleges to support productivity. Their purpose is not to secure savings to Government. However, early evidence from the pilot reviews indicates that there is potential for the reviews to secure efficiency savings.

All applications to open a free school, academy, school sixth form or university technical college will be assessed on a case by case basis against the published criteria and taking account of local needs and circumstances.

Yes. The Joint Area Review Delivery Unit supporting the area reviews will advise Hon. Membersas a matter of course when reviews are due to be undertaken in any part of their constituency.

Area reviews should take place as quickly as possible, the typical timescale being 3-4 months but this could vary depending on the number of colleges and complexity of the local issues involved.

The reviews are aimed at delivering a skills system that meets the economic and educational needs of areas whilst also ensuring the long term sustainability of colleges to support productivity. Their purpose is not to secure savings to Government. However, early evidence from the pilot reviews indicates that there is potential for the reviews to secure efficiency savings.

All applications to open a free school, academy, school sixth form or university technical college will be assessed on a case by case basis against the published criteria and taking account of local needs and circumstances.

Yes. The Joint Area Review Delivery Unit supporting the area reviews will advise Hon. Membersas a matter of course when reviews are due to be undertaken in any part of their constituency.

Area reviews should take place as quickly as possible, the typical timescale being 3-4 months but this could vary depending on the number of colleges and complexity of the local issues involved.

The reviews are aimed at delivering a skills system that meets the economic and educational needs of areas whilst also ensuring the long term sustainability of colleges to support productivity. Their purpose is not to secure savings to Government. However, early evidence from the pilot reviews indicates that there is potential for the reviews to secure efficiency savings.

All applications to open a free school, academy, school sixth form or university technical college will be assessed on a case by case basis against the published criteria and taking account of local needs and circumstances.

None. The Preesall Underground Gas Storage Facility development consent order application was redetermined by way of a written representation procedure pursuant to Rule 20(2) of the Infrastructure Planning (Examination Procedure) Rules 2010. All representations received under the 2010 Rules or otherwise were taken into account in the decision to grant development consent.

None. The Preesall Underground Gas Storage Facility development consent order application was redetermined by way of a written representation procedure pursuant to Rule 20(2) of the Infrastructure Planning (Examination Procedure) Rules 2010. All representations received under the 2010 Rules or otherwise were taken into account in the decision to grant development consent.

The Government has made significant progress in delivering our Industrial Strategy commitments. Through the Industrial Strategy, the Government has committed to increasing overall investment in R&D to 2.4% of GDP by 2027 and 3% in the longer term.

In order to reach the 2.4% R&D target, we need to continue to attract, retain and develop research talent. This is why the government is investing in talent programmes delivered by the National Academies and UK Research and Innovation (UKRI).

The Government has increased its investments in PhDs to support the delivery of this target and the Industrial Strategy Grand Challenges including:

• In 2017, we announced funding of £300m over four years to increase the number of PhDs and fellowship programmes which will develop research talent and attract the brightest minds to the UK.
• In April 2018, we announced a sector deal between government and industry that will put the UK at the forefront of the AI industry. As part of this, UKRI has invested £100m in 16 Centres for Doctoral Training (CDTs) to support 1000 new AI PhDs.

Alongside this, UKRI invests in CDTs more broadly, including the recent £446m investment in 75 CDTs across the engineering and physical sciences.

I regularly meet with universities, university groups and UKRI to discuss a number of issues. The government’s target to reach a total of 2.4% of GDP invested in R&D by 2027 will mean increasing the numbers of highly trained people working in research and innovation, including PhD graduates. In 2017/18, UKRI’s direct funding was supporting around 22,000 studentships, about 22% of the UK total. In addition, Research England’s QR Research Degree Programme (RDP) supervision fund provides more than £250 million of annual funding contributing to the costs that universities face in supervising research degree programmes.

In many cases, this investment is also made in partnership, leveraging further support from higher education institutions and industry to maximise the impact from the public investment. For example, in 2019, UKRI invested £100m in 16 new Centres for Doctoral Training (CDTs) in Artificial Intelligence, based at 14 UK universities with 300 partners. Project partners are investing £78 million in cash or in-kind contributions and partner universities are committing a further £23 million, resulting in an overall investment of more than £200 million.

Given the large commitments partner universities make to these investments, we are mindful of the need to maintain sustainability. UKRI is currently developing a plan for the delivery of the government’s 2.4% target with stakeholders to ensure that we not only achieve these ambitious targets but do so in a manner that is sustainable and ensure long-term impact.

The table below outlines the number of awarded European Research Council grants in the UK since 2016.

Further information can be found at https://erc.europa.eu/projects-figures/statistics.

BEIS regularly engages with stakeholders in the science, research and innovation community on the impact of EU exit on British academics.

This includes with the British Academy, Royal Society and Wellcome Trust through the High Level stakeholder working group on EU Exit, universities, research and innovation, chaired by the Minister of State for Universities, Science, Research and Innovation.

I chair a High Level stakeholder group on EU Exit. This group meets monthly to discuss EU Exit issues related to universities, research and innovation and is attended by a wide range of stakeholders including Universities UK, UK Research and Innovation and Office for Students.

Horizon Europe is still being negotiated through the EU Institutions, but we have been clear that we would like the option to associate to the Programme. Further details on Horizon Europe need to be finalised before we can make an informed decision on future UK participation.

In any scenario, the Government remains committed to continuing to back UK researchers and innovators by supporting measures to enable world-class collaborative research.

The 2016 Apprenticeship Pay Survey report will be published in due course.

Stakeholder engagement is a central element of our plan to build a national consensus around our negotiating position; we are listening and talking to as many organisations, companies and institutions as possible.

My Rt Hon Friend the Prime Minister has been clear that Britain will remain truly global – the best friend and neighbour to our European partners, but a country that reaches beyond the borders of Europe too.

We recognise the value of international exchange and collaboration in education and training, as part of our vision for the UK as a global nation.

It is too early to speculate on the UK’s future relationship with specific EU programmes, including Erasmus+.

Stakeholder engagement is a central element of our plan to build a national consensus around our negotiating position; we are listening and talking to as many organisations, companies and institutions as possible.

My Rt Hon Friend the Prime Minister has been clear that Britain will remain truly global – the best friend and neighbour to our European partners, but a country that reaches beyond the borders of Europe too.

We recognise the value of international exchange and collaboration in education and training, as part of our vision for the UK as a global nation.

It is too early to speculate on the UK’s future relationship with specific EU programmes, including Erasmus+.