Asked by: Melanie Onn (Labour - Great Grimsby and Cleethorpes)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of establishing a Technical Excellence College in Great Grimsby and Cleethorpes constituency.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department is introducing Technical Excellence Colleges (TECs) to specialise in training skilled workforces which industry needs in growth-driving priority sectors.
The Post-16 Education and Skills White Paper confirmed that the government is expanding the TEC programme to a further four sectors: clean energy, advanced manufacturing, digital and technologies, and defence. These new TECs, backed by £175 million, will secure the pipeline of skilled workers into these areas.
The selection process for these TECs will start by the end of 2025, with delivery planned to begin from April 2026. Exact locations are yet to be determined, and colleges will be appointed through a fair and transparent application process. Further details will be published in due course.
Asked by: Adam Jogee (Labour - Newcastle-under-Lyme)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he has taken to support young people in (a) Newcastle-under-Lyme and (b) Staffordshire into employment, education or training.
Answered by Diana Johnson - Minister of State (Department for Work and Pensions)
The Government understands the negative effects of unemployment can be particularly pronounced for young people and can have longstanding implications on their future earnings potential and life chances.
That is why at Budget the Government announced that £820 million has been committed to the Youth Guarantee over the next three years to support all young people aged 16 to 24 to earn or learn. This includes the previously announced Jobs Guarantee, which will guaranteeing six-months of paid work for every eligible 18-21 year old who has been on Universal Credit and looking for work for 18 months. Under the Jobs Guarantee we will fund 100% of the wages for the six months (up to 25hrs/week at the relevant minimum wage), as well as the additional employment costs and a budget for wrap around support. Further details on the Youth Guarantee will be announced shortly.
In Newcastle-under-Lyme the DWP Employer and Partnership team is actively involved with the Newcastle Employment and Skills Group (NSEG). They work closely with stakeholders such as Aspire Housing, Keele University, and prominent employers at Lymedale Business Park, including TK Maxx, ASDA, and Radwell International. Youth Employment Programmes, such as Positive Directions and We Mean Business, offer fully funded 5-week courses for 16–24-year-olds who are not engaged in employment, education, or training. Additionally, our outreach efforts through probation services and police provide tailored employment pathways, mentoring, and reintegration support for young people at risk of offending.
In Staffordshire, our DWP Schools Advisers have supported over 3,600 young people across in the 2024/25 academic year. This includes 220 students in Newcastle-under-Lyme at Orme Academy, St Peter's Academy, and Abbey Hill Special School. Young people have access to training in Digital Marketing, Cyber Security, Web Design, and Emergency First Aid for Mental Health through The Training Initiative.
Asked by: Lord Clement-Jones (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to ensure that the new media and digital literacy curriculum is adapted to support children with special educational needs and disabilities to sufficiently learn media and digital literacy skills and knowledge.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Media literacy is currently covered in the citizenship, relationships, sex and health education (RSHE) and computing curricula, while digital literacy is addressed in computing and RSHE.
On 15 July, the government published updated RSHE statutory guidance, introducing new content on artificial intelligence (AI), online safety and pornography, which will become mandatory learning in schools from 1 September 2026. Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy will be embedded into the revised curriculum from 2028.
The department will engage with sector experts in working out how best to reflect this in the updated curriculum, including to ensure that the curriculum is accessible to pupils with special educational needs and disabilities and adaptable to remain current in a rapidly changing context. There will be a public consultation on the updated curriculum programmes of study to seek views on the content before it is finalised.
To support schools with teaching in the short and longer-term, Oak National Academy, an independent arm’s length body, provides adaptable, optional and free curriculum support for schools, including resources for computing and secondary citizenship, which can be found here: https://www.thenational.academy/.
In addition, the Educate Against Hate website hosts a series of online media literacy resources to support teachers and school leaders to build resilience to extremist narratives online in children and young people. The National Centre for Computing Education also provides teachers with subject knowledge courses and resources to support the teaching of computing topics, including digital literacy and AI.
Asked by: Lord Clement-Jones (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how media and digital literacy education in the new curriculum will be kept up-to-date with trends in technologies and emerging threats.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Media literacy is currently covered in the citizenship, relationships, sex and health education (RSHE) and computing curricula, while digital literacy is addressed in computing and RSHE.
On 15 July, the government published updated RSHE statutory guidance, introducing new content on artificial intelligence (AI), online safety and pornography, which will become mandatory learning in schools from 1 September 2026. Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy will be embedded into the revised curriculum from 2028.
The department will engage with sector experts in working out how best to reflect this in the updated curriculum, including to ensure that the curriculum is accessible to pupils with special educational needs and disabilities and adaptable to remain current in a rapidly changing context. There will be a public consultation on the updated curriculum programmes of study to seek views on the content before it is finalised.
To support schools with teaching in the short and longer-term, Oak National Academy, an independent arm’s length body, provides adaptable, optional and free curriculum support for schools, including resources for computing and secondary citizenship, which can be found here: https://www.thenational.academy/.
In addition, the Educate Against Hate website hosts a series of online media literacy resources to support teachers and school leaders to build resilience to extremist narratives online in children and young people. The National Centre for Computing Education also provides teachers with subject knowledge courses and resources to support the teaching of computing topics, including digital literacy and AI.
Asked by: Lord Clement-Jones (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they plan to take to support children’s media and digital literacy education in the period before the curriculum is updated in 2028.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Media literacy is currently covered in the citizenship, relationships, sex and health education (RSHE) and computing curricula, while digital literacy is addressed in computing and RSHE.
On 15 July, the government published updated RSHE statutory guidance, introducing new content on artificial intelligence (AI), online safety and pornography, which will become mandatory learning in schools from 1 September 2026. Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy will be embedded into the revised curriculum from 2028.
The department will engage with sector experts in working out how best to reflect this in the updated curriculum, including to ensure that the curriculum is accessible to pupils with special educational needs and disabilities and adaptable to remain current in a rapidly changing context. There will be a public consultation on the updated curriculum programmes of study to seek views on the content before it is finalised.
To support schools with teaching in the short and longer-term, Oak National Academy, an independent arm’s length body, provides adaptable, optional and free curriculum support for schools, including resources for computing and secondary citizenship, which can be found here: https://www.thenational.academy/.
In addition, the Educate Against Hate website hosts a series of online media literacy resources to support teachers and school leaders to build resilience to extremist narratives online in children and young people. The National Centre for Computing Education also provides teachers with subject knowledge courses and resources to support the teaching of computing topics, including digital literacy and AI.
Asked by: Lord Clement-Jones (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they intend to take to ensure that teachers are provided with up-to-date, relevant and engaging resources to feel confident to teach media and digital literacy in the new curriculum.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Media literacy is currently covered in the citizenship, relationships, sex and health education (RSHE) and computing curricula, while digital literacy is addressed in computing and RSHE.
On 15 July, the government published updated RSHE statutory guidance, introducing new content on artificial intelligence (AI), online safety and pornography, which will become mandatory learning in schools from 1 September 2026. Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy will be embedded into the revised curriculum from 2028.
The department will engage with sector experts in working out how best to reflect this in the updated curriculum, including to ensure that the curriculum is accessible to pupils with special educational needs and disabilities and adaptable to remain current in a rapidly changing context. There will be a public consultation on the updated curriculum programmes of study to seek views on the content before it is finalised.
To support schools with teaching in the short and longer-term, Oak National Academy, an independent arm’s length body, provides adaptable, optional and free curriculum support for schools, including resources for computing and secondary citizenship, which can be found here: https://www.thenational.academy/.
In addition, the Educate Against Hate website hosts a series of online media literacy resources to support teachers and school leaders to build resilience to extremist narratives online in children and young people. The National Centre for Computing Education also provides teachers with subject knowledge courses and resources to support the teaching of computing topics, including digital literacy and AI.
Asked by: Matt Vickers (Conservative - Stockton West)
Question to the Department for Digital, Culture, Media & Sport:
To ask the Secretary of State for Culture, Media and Sport, what steps she is taking to increase digital skills within the video-games sector.
Answered by Ian Murray - Minister of State (Department for Science, Innovation and Technology)
The Government is making the UK the best place in the world to create video games, having identified the creative industries as one of eight priority sectors in the industrial strategy. We understand that digital skills are a key part of this.
The government is working with the creative industries to build evidence, support sector training pathways and ensure the workforce is prepared for the future of work. We will introduce short courses, in England, funded by the Growth and Skills Levy, in areas such as digital, to support Industrial Strategy sectors like the Creative Industries from April 2026. We have also committed to a new £187 million “TechFirst” programme to bring digital skills and AI learning into classrooms and communities and train up people of all ages and backgrounds for the tech careers of the future.
As set out in the Creative Industries Sector Plan published earlier this year, a Video Games Skills Strategy is also being developed by an industry-led UK Games Skills Network. This will build on findings from the Creative Industries Council Skills Audit, giving video games skills organisations and delivery partners a clear remit for tackling persistent skills gaps.
Asked by: Matt Vickers (Conservative - Stockton West)
Question to the Department for Digital, Culture, Media & Sport:
To ask the Secretary of State for Culture, Media and Sport, what steps she is taking to increase participation in creative apprenticeships in the North East.
Answered by Ian Murray - Minister of State (Department for Science, Innovation and Technology)
The government is committed to empowering local leaders to take decisions related to their local skills needs. As part of this, DCMS is providing £25m to the North East Strategic Authority through the Creative Places Growth Fund. This will allow areas to distribute funding according to local barriers and opportunities and maximise the impact of national interventions, including supporting regional skills initiatives like apprenticeships.
More broadly, this government is transforming the apprenticeships offer into a new growth and skills offer, which will offer greater flexibility to employers and learners. In the Creative Industries Sector Plan, we committed to working with industry to refine and develop this offer, to deliver apprenticeships and skills training that recognises the particular needs of the sector.
This will build on flexi-job apprenticeship agencies and new flexibilities like shorter apprenticeships, which were introduced in August. From April 2026, we will also introduce short course ‘apprenticeship units’ in areas such as digital and AI, to support Industrial Strategy sectors like the Creative Industries.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 10 November (HL Deb col 40), whether they plan to pilot media literacy within the curriculum, and if so, how its efficacy will be assessed.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
On 5 November, the independent Curriculum and Assessment Review published its final report which includes recommendations for a refreshed curriculum and assessment system in England.
As part of the response to the Review the government has committed to ensuring our young people have the skills they need to identify and challenge misinformation, by strengthening media literacy in citizenship and English.
To ensure primary-aged children are introduced to key content on media literacy we have made a commitment to make citizenship compulsory in key stages 1 and 2.
We will also reform the computing curriculum and create a broader computing GCSE so that pupils have the vital digital skills needed for the future such as AI literacy and we will explore a new level 3 qualification in data science and AI.
The department will engage with sector experts and young people in working out how best to reflect this content in the updated curriculum. There will be public consultation on the updated curriculum programmes of study, to seek views on the content before they are finalised.
Asked by: Rupert Lowe (Independent - Great Yarmouth)
Question to the Department for Transport:
To ask the Secretary of State for Transport, whether her Department has made an assessment of the potential merits of introducing new technologies including biometric checks and digital verification to strengthen identity checks at driving test centres.
Answered by Simon Lightwood - Parliamentary Under-Secretary (Department for Transport)
To ensure Great Britain’s roads remain among the safest in the world, the Driver and Vehicle Standards Agency (DVSA) has robust measures in place to stop people using false identities when taking a driving test, to prevent illegitimate licences being issued.
At the start of the driving test, all driving examiners (DE) carry out thorough identification and documentation checks to satisfy themselves of the person’s identity, the validity of the driving licence and theory test pass certificate.
To make it harder for fraudsters to impersonate a candidate, DVSA has worked in partnership with the Driver and Vehicle Licensing Agency to give DEs access to an enlarged photograph of the candidate, as shown on the driving licence, to help the examiner decide if the person presenting for test is the correct candidate. If a candidate fails to satisfy the examiner that they have complied with the requirements, the examiner will, under legislation, refuse to take the test.
DVSA takes very seriously any allegations of fraudulent activity, including candidate impersonation. It has a dedicated Intelligence Threat Hub for the assessment of available information, prioritisation of investigations, and a dedicated counter fraud team to investigate such allegations.
Due to the nature of impersonation, there is not a high level at a single location, as an impersonator would be easily identified as such, if they attempted to take several tests at a single location. DVSA uses other data, such as details of the vehicle used by a suspected impersonator, to track and investigate attempts across the country.
The table below shows the number of intercepted impersonation attempts for driving practical tests from 1 October 2020 to 30 September 2025. Interceptions are where DVSA colleagues have challenged the impersonator and stopped the test or a licence has been revoked if evidence of impersonation comes to light later.
Please note, practical test impersonations were included in general impersonation figures until 2021, therefore DVSA has no individual figures for this category between 2018-2020.
Date period | Practical Test Impersonations |
1/10/2024 to 30/09/2025 | 647 |
1/10/2023 to 30/09/2024 | 388 |
1/10/2022 to 30/09/2023 | 442 |
1/10/2021 to 30/09/2022 | 146 |
1/10/2020 to 30/09/2021 | 0 |
As a civil service department, DVSA has certain principles and processes that must be followed, and all employees must meet the standards of conduct and behaviour set out in the Civil Service code and the DVSA’s Staff handbook.
Effective performance is expected of all employees. Addressing poor performance fairly, effectively and promptly is critical to maintaining a professional service, and DVSA, as with other civil service departments, has poor performance policy and guidance in place.
The role of a DE is complex and requires rigorous training. There is a statutory requirement for DEs to undertake continuous professional development to ensure they maintain their skills. All DEs go through an extensive training regime and attend regular periodic training. This ensures they carry out all of the test properly. In addition, there is a robust monitoring system in place and DE performance is regularly assessed.
As civil servants, DEs, are required to undertake fraud awareness training and regular refresher training on this topic.