Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what steps her Department is taking to attract and retain workers with skills in artificial intelligence into the NHS workforce.
Answered by Andrew Stephenson - Minister of State (Department of Health and Social Care)
We provide targeted upskilling and training for clinical staff through the Fellows in Clinical AI programme, and are developing specialised roles within our Digital, Data, and Technology workforce. Furthermore, the AI and Digital Healthcare Technologies Capability framework outlines the necessary capabilities for artificial intelligence (AI) across the National Health Service workforce.
We have also set out core foundations to drive AI-related education training in two published reports that focus on understanding and developing the healthcare workforce’s confidence in AI. These include developing fundamentals for the full workforce and advanced training, where it is required. The reports on understanding and developing confidence in AI are available, respectively, at the following links:
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what steps her Department is taking to ensure that mental health training programs equip future clinicians with the necessary digital literacy skills to support the integration of technology into mental health care.
Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)
The NHS Digital Academy has a responsibility to support the National Health Service workforce to develop the necessary digital skills for work. The NHS Digital Academy is responsible for a strategy that will help NHS employers to support and upskill these staff through self-assessment, and both online and more traditional face-to-face learning opportunities. 16,000 people in the NHS workforce have undertaken self-assessment tools, as part of its testing stage.
Some clinical education programmes already include digital skills development, and NHS England is exploring how digital capabilities can be more comprehensively developed through existing clinical education programmes, including in mental health.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make it her policy to provide free access to further education for people with SEND.
Answered by Robert Halfon
Most young people legally residing in England will be eligible for 16 to 19 study programme funding. Additionally, students aged 19 to 24 who have an Education, Health and Care plan are also eligible for young people’s funding from the Education and Skills Funding Agency (ESFA). Full details are set out in the ‘funding guidance for young people 2023 to 2024’, which is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1178949/16_to_19_funding_guidance_Regulations_2023_to_2024-Version_1.01.pdf.
The department is continuing to invest in education and skills training for adults through the Adult Education Budget (AEB), worth £1.34 billion this academic year. The AEB fully funds or co-funds skills provision for eligible adults aged 19 and above up to level 3, to help them gain the skills they need for work, life or further learning. This supports disadvantaged learners including those with learning difficulties and/or disabilities.
Currently, approximately 60% of the AEB is devolved to 9 Mayoral Combined Authorities and the Mayor of London, acting where appropriate through the Greater London Authority. These authorities are responsible for the provision of AEB funded adult education for their residents and the allocation of AEB to providers. The ESFA remains responsible for AEB in non-devolved areas.
The AEB supports four statutory entitlements to full funding for adult learners, which apply in devolved and non-devolved areas:
The ESFA funded AEB for learners resident in non-devolved areas also supports colleges and providers to help adult learners to overcome barriers which prevent them from taking part in learning. This includes learner support and learning support. Learning support funding helps providers to meet the additional needs of learners with learning difficulties and/or disabilities to meet the costs of reasonable adjustments, as set out in the Equality Act 2010. Support can cover a range of needs, including an assessment for dyslexia, funding to pay for specialist equipment or helpers, and arranging signers or note takers.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to encourage collaboration between colleges and universities to (a) widen participation in tertiary education and (b) promote social mobility.
Answered by Robert Halfon
The department is investing in Institutes of Technology (IoT). IoTs are prestigious, high-quality education providers that are created through innovative collaborations that bring together the best of existing further education (FE) colleges and higher education (HE) providers with local employers. To date the IoT Network comprises 77 colleges, 35 HE providers and 99 employers. By offering a range of specialised courses, from Higher Technical Qualifications to apprenticeships, IoTs empower students to develop the practical skills and knowledge required to excel in key sectors such as engineering, healthcare digital technology and manufacturing.
FE and HE Providers across the country already collaborate at local levels to deliver education and training, ensuring learner and employer needs are met. Some of these partnerships are formal, longstanding arrangements for colleges to deliver degrees but less formal arrangements with specific courses in FE occurring to ensure progression for those who wish to go into HE.
In Plymouth, City College is working with Plymouth Marjon University and the University of Plymouth to offer foundation degrees, higher national certificates and higher national diplomas, as well as traditional degrees.
Collaborative working forms a significant part of the department’s HE access and participation reforms, which were launched in 2021. As part of these the department has tasked the Office for Students to strongly encourage universities to work with schools and colleges to drive up standards and encourage aspiration and attainment. The department wants to see universities stepping up to support students through the paths that benefit them the most, including through apprenticeships, higher technical qualifications, and vocational education as well as degrees.
The department is aware that diversifying modes of study can be an important method of broadening access and participation. HE providers have been strongly encouraged to set themselves ambitious, measurable targets to significantly increase the proportion of students on higher and degree apprenticeships, Level 4 and Level 5 courses and part time study. The department is also providing £40 million over the next two years to support degree apprenticeship providers to expand and help more people access this provision.
Uni Connect, which the department is funding at £30 million for the 2023/24 academic year, brings together partnerships of universities, colleges and other local organisations to offer activities, advice and information on the benefits and realities of going to university or college.
Asked by: Nick Thomas-Symonds (Labour - Torfaen)
Question to the HM Treasury:
To ask the Chancellor of the Exchequer, how many and what proportion of digital roles within his Department were vacant as of 26 February 2024.
Answered by Gareth Davies - Exchequer Secretary (HM Treasury)
As part of the 2022 to 2025 roadmap for digital and data, all departments made a commitment to reduce their digital and data vacancies to under 10% of total Government Digital and Data headcount by 2025
This is to drive modernisation and digitisation in Government, improving public services for the British people and saving taxpayer money
Overall good progress has been made, with total vacancies now at 15%
The Digital and Data Profession Capability Framework, defining the scope of the digital and data profession, outlines capability standards for roles and skills in the profession. It enables professionals, line managers and hiring managers to have a common understanding of roles and provides a strong foundation for recruitment
In our latest assessment in October 2023, we had 11 vacancies which is 13% of Digital roles in HM Treasury.
Asked by: Nick Thomas-Symonds (Labour - Torfaen)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, how many and what proportion of digital roles within his Department were vacant as of 26 February 2024.
Answered by Andrew Murrison - Parliamentary Under-Secretary (Ministry of Defence)
The Ministry of Defence (MOD) has 925 vacant posts aligned to digital roles which makes up 27.5% as the proportion of the total civilian digital workforce across Defence. Please note that these vacant posts may not be under any recruitment action at this time.
As part of the 2022 to 2025 roadmap for digital and data, all departments made a commitment to reduce their digital and data vacancies to under 10% of total Government Digital and Data headcount by 2025. MOD has adopted the Central Digital and Data Office Digital Data and Technology pay framework and introduced a new Digital Skills Allowance in September 2023 across the entire digital function. This is to enable improved attraction and retention in critical digital and cyber security roles. Recruitment using the Digital Skills Allowance is underway, with some early success in attracting external applicants to some Data and Software Development roles.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, what steps his Department is taking to (a) assess and (b) address the (i) educational needs and l(ii) earning disabilities of people on the secure estate.
Answered by Edward Argar - Minister of State (Ministry of Justice)
A range of starting-point assessments are used to determine needs, including in relation to English and mathematics; neurodiversity; reading; and employment/career goals.
Between 45,000 and 65,000 of these assessments are carried out each year. Duplication is avoided by storing the results digitally, so that they are accessible in every establishment. Each establishment determines, and reviews annually, a curriculum to meet these needs. From 2022, prisoners’ progress has been tracked digitally through individual Personal Learning Plans (PLPs). In 2023-24 to date, approximately 40,000 PLPs have been opened.
The Digital Prisons Service will create a prison-wide, standardised process for capturing and reviewing prisoner’s developmental goals, bringing together information on prisoner’s education, skills and work journey from various systems into one central place. A single platform tracking progress will ensure that prisoners benefit from information and goals being easily accessible, and able to follow them when they transfer to another prison.
HM Prison Service is utilising approximately 2500 Coracle laptops across the prison estate. 85 prisons are able to allocate laptops to support prison learners. The laptops, which are designed for safe off-line use, facilitate greater in-cell education provision and improve access to learning outside of the classroom. In addition, learners who need extra support materials for the main core education courses, or who wish to pursue further study out of class hours, are able to access Open University courses.
We have procured digital learning content specifically to address the needs of prisoners, focusing on improving literacy and expanding the range of subjects available digitally for learners. This content will be coming on-line for testing in prisons in Spring 2024, and will be made available in all prisons across England & Wales.
In the Youth Estate, learners in YOIs have access in classrooms to on-line content via the Virtual Campus system, to enhance their learning by allowing them access to current, relevant information. They are also able to continue their learning when not in class, using laptops on which educational content has been uploaded. This includes text and video-based learning modules.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, what progress his Department has made on implementing digital learning (a) tools and (b) technology in the education services of the (i) youth and (ii) adult secure estate.
Answered by Edward Argar - Minister of State (Ministry of Justice)
A range of starting-point assessments are used to determine needs, including in relation to English and mathematics; neurodiversity; reading; and employment/career goals.
Between 45,000 and 65,000 of these assessments are carried out each year. Duplication is avoided by storing the results digitally, so that they are accessible in every establishment. Each establishment determines, and reviews annually, a curriculum to meet these needs. From 2022, prisoners’ progress has been tracked digitally through individual Personal Learning Plans (PLPs). In 2023-24 to date, approximately 40,000 PLPs have been opened.
The Digital Prisons Service will create a prison-wide, standardised process for capturing and reviewing prisoner’s developmental goals, bringing together information on prisoner’s education, skills and work journey from various systems into one central place. A single platform tracking progress will ensure that prisoners benefit from information and goals being easily accessible, and able to follow them when they transfer to another prison.
HM Prison Service is utilising approximately 2500 Coracle laptops across the prison estate. 85 prisons are able to allocate laptops to support prison learners. The laptops, which are designed for safe off-line use, facilitate greater in-cell education provision and improve access to learning outside of the classroom. In addition, learners who need extra support materials for the main core education courses, or who wish to pursue further study out of class hours, are able to access Open University courses.
We have procured digital learning content specifically to address the needs of prisoners, focusing on improving literacy and expanding the range of subjects available digitally for learners. This content will be coming on-line for testing in prisons in Spring 2024, and will be made available in all prisons across England & Wales.
In the Youth Estate, learners in YOIs have access in classrooms to on-line content via the Virtual Campus system, to enhance their learning by allowing them access to current, relevant information. They are also able to continue their learning when not in class, using laptops on which educational content has been uploaded. This includes text and video-based learning modules.
Asked by: Pat McFadden (Labour - Wolverhampton South East)
Question to the Cabinet Office:
To ask the Minister for the Cabinet Office, how many and what proportion of digital posts in his Department were vacant on 26 February 2024.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
As at 31 January 2024, approximately 11.2% of Digital roles were vacant across the Cabinet Office and were either in an active or planned recruitment stage, showing we are making good progress towards reaching the 10% target by 2025 set by the 2022 to 2025 roadmap for digital and data. The majority of these roles sit within Cabinet Office Digital, Government Digital Service and Central Digital and Data Office.
We set this target to drive modernisation and digitisation in Government, improving public services for the British people and saving taxpayer money. Overall good progress has been made, with total vacancies across the Civil Service now at 15%.
In order to improve recruitment success and fill existing vacancies CDDO has:
recently launched its Government Digital and Data Civil Service Careers (https://www.civil-service-careers.gov.uk/professions/working-in-digital-data-and-technology/) webpage to attract new talent to the Civil Service. The webpage showcases secondment opportunities, talent programmes and digital and data jobs available in departments.
developed a digital and data pay framework that enables departments to pay more competitive market rates to attract specialist digital and data skills. Participating departments can fund higher civil service pay allowances from savings flowing from reducing their contingent labour headcount.
Asked by: Jonathan Ashworth (Labour (Co-op) - Leicester South)
Question to the Department for Levelling Up, Housing & Communities:
To ask the Secretary of State for Levelling Up, Housing and Communities, how many and what proportion of digital posts in his Department are vacant.
Answered by Simon Hoare - Parliamentary Under Secretary of State (Department for Levelling Up, Housing and Communities)
As part of the 2022 to 2025 roadmap for digital and data, all departments made a commitment to reduce their digital and data vacancies to under 10% of total Government Digital and Data headcount by 2025.
This is to drive modernisation and digitisation in Government, improving public services for the British people and saving taxpayer money. Overall good progress has been made, with total vacancies now at 15%.
The Digital and Data Profession Capability Framework, defining the scope of the digital and data profession, outlines capability standards for roles and skills in the profession. It enables professionals, line managers and hiring managers to have a common understanding of roles and provides a strong foundation for recruitment.
DLUHC has a vacancy rate of 11.95%.