Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the requirement to resit Maths and English GCSEs until passing on young people starting their careers and pursuing vocational further education and apprenticeships.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.
The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.
The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.
Asked by: Lord Beamish (Labour - Life peer)
Question to the Home Office:
To ask His Majesty's Government what assessment they have made of the impact of awarding the contract for vessels for Border Force to UK shipyards on the number of jobs and apprenticeships.
Answered by Lord Hanson of Flint - Minister of State (Home Office)
A dynamic UK shipbuilding sector has potential to play a key role in creating and sustaining jobs and in ensuring shared prosperity around the country. The Maritime Capabilities Replacement Programme procurement will require all bidders to deliver social value, with fair work and resilient supply chains identified as key priorities.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, pursuant to the answer of 19 November 2025 to written question 89790, how much the annual cap is.
Answered by Karin Smyth - Minister of State (Department of Health and Social Care)
Funding for the eligible apprenticeships has been capped in line with 2023/24 start numbers, which is equivalent to £8.4 million per financial year for new apprenticeship starts. Funding will be allocated according to workforce need, training provider capacity and the priorities set out in the 10-Year Health Plan to ensure the National Health Service has the right people in the right places, with the right skills to deliver the best care for patients, when they need it.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to embed practical food, nature, and sustainability education across the national curriculum from EYFS to post-16, including T Levels.
Answered by Georgia Gould - Minister of State (Education)
The current national curriculum includes these topics, and there is a food preparation and nutrition GCSE, and science and geography are available at GCSE and A level.
In response to the Curriculum and Assessment Review, the department will enhance the identity of food education by clearly distinguishing cooking and nutrition, which will be renamed food and nutrition, as a distinct subject within design and technology.
The department will also enhance the focus on climate education and sustainability that already exists in subjects such as geography, science, and citizenship. We will also include sustainability within design and technology.
The national curriculum will be taught in academies when it is implemented.
At post-16, the department is continuing to support adults to retrain and reskill in line with the needs of the green economy. We have a range of qualifications for older learners that provide training in green skills including apprenticeships, T levels, Skills Bootcamps and higher technical qualifications.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to align apprenticeship standards, T Levels, and other vocational qualifications with future food system needs.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, how her Department is ensuring that young people gain practical, vocational skills in regenerative farming, agroecology, and sustainable horticulture.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to support training and skills pathways for British manufacturing industries.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
DWP works closely with industry bodies such as Make UK, the Manufacturing Technologies Association and the Institute for Grocery Distributors to support jobseekers to better understand the many career opportunities available in manufacturing.
DWP also promotes pathways into manufacturing to jobseekers, including skills interventions such as Sector-based Work Academy Programmes (SWAPs) and Skills Bootcamps, alongside paid employment routes such as Apprenticeships. Between April 2021 and December 2025, DWP delivered 16,080 SWAP starts in the manufacturing sector.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of recent changes to Apprenticeship Levy funding on Level 7 Senior Leader apprenticeships.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
I refer the hon. Member to the answer of 13 June 2025 to Question 57098.
Asked by: Jayne Kirkham (Labour (Co-op) - Truro and Falmouth)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of reducing public funding for Level 7 apprenticeships for learners over the age of 21 on access to advanced training in marine engineering, naval architecture and marine surveying.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
I refer the hon. Member to the answer of 13 June 2025 to Question 57098.
Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to support young people pursuing apprenticeships who are unable to obtain English and Maths GCSEs; and what assessment he has made of the potential impact of the requirement to obtain English and Maths GCSEs when irrelevant to their chosen vocation on young people's confidence and self belief.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
Young people are not required to hold GCSE qualifications in English and/or maths before starting an apprenticeship.
Apprentices under the age of 19 are funded to achieve up to a level 2 qualification in English and/or maths (where they do not already hold one) before the end of their apprenticeship, putting them in the best position to progress in their life and career. This can be a GCSE or functional skills qualification.
Further flexibility is in place for apprentices with a learning difficulty and/or disability, where there is evidence this is likely to be a barrier to them completing their apprenticeship. In these cases, they are able to achieve an entry level 3 functional skills qualification to complete. Since August 2024, this flexibility has been available to apprentices with a learning difficulty and/or disability but without an Education Health and Care Plan.