Asked by: Catherine West (Labour - Hornsey and Wood Green)
Question to the Foreign, Commonwealth & Development Office:
To ask the Deputy Foreign Secretary, what recent discussions he has had with his Vietnamese counterpart on furthering the bilateral relationship.
Answered by Anne-Marie Trevelyan - Minister of State (Foreign, Commonwealth and Development Office)
I visited Vietnam from 25-27 October 2023 to attend the South China Sea Conference and Organisation for Economic Co-operation and Development (OECD) South East Asia Ministerial Forum, and to discuss regional security, investment and economic development. The UK and Vietnam continue to have positive cooperation on long-term strategic priorities such as energy transition and adaptation to climate change, maritime security in line with the UN Convention on the Law of the Sea, illegal immigration, trade, technology and investment, and on education and research partnerships. Permanent Under-Secretary Sir Philip Barton recently visited Vietnam on 25 March to meet with Vietnamese ministries to discuss further cooperation in these areas.
Asked by: Daisy Cooper (Liberal Democrat - St Albans)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the Answer of 15 July 2022 to Question 33838 on Digital Technology and Internet: Disadvantaged, what steps she is taking to help tackle digital exclusion; and whether her Department plans to take steps to help individuals with the cost of personal internet.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.
Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies and activities, including monitoring and evaluation, sit across government.
The Government has worked closely with the telecoms industry to ensure households across the country can access fast, reliable digital infrastructure. Superfast broadband is now available in over 97% of the UK, over 80% of households can access gigabit broadband, and 4G mobile is available to 99% of the population from at least one network provider. The Government is also investing £5 billion through our flagship Project Gigabit programme to bring gigabit broadband to reach hard-to-reach communities.
The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’, published in June 2023. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.
The group has met twice, in September 2023 and March 2024, with attendance from the Cabinet Office, Department for Levelling Up, Housing and Communities, Department for Culture, Media & Sport, Department for Work and Pensions, Department for Education, and His Majesty's Treasury.
To support those for whom cost may be a barrier, the Government has worked closely with the telecoms industry to ensure market provision of broadband and mobile social tariffs. These low-cost, commercial products are available from 28 different providers, across 99% of the UK and start at just £10 per month.
Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the to the Higher Education Statistics Authority report entitled Higher Education Provider Data: Business and Community Interaction 2022/23 published on 4 April 2024, what assessment her department has made of the reasons for the decline in higher education income from collaborative research with business from 2021-22 to 2022-23.
Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)
Higher education income from collaborative research with business dropped between 2021/22 and 2022/23 from £1.89bn to £1.78bn. However, this is still consistent with an upward trend from 2018/19.
The government supports university knowledge exchange activities business, through Higher Education Innovation Funding which is currently at its highest ever level at £260m a year with an additional £20m to support business and commercialisation activities.
Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the Higher Education Statistics Authority report entitled Higher Education Provider Data: Business and Community Interaction 2022/23, published on of 4 April 2024, what assessment her Department has made of the reasons for the decline in the number of spinouts from 2021-22 to 2022-23.
Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)
There were five fewer spinouts owned by Higher Education Providers formed in 2022-23 compared to 2021-22 based on the Business and Community Interaction data. However, this was accompanied by an 8.9% increase in the number of spinouts surviving at least three years. The government is committed to increasing the commercialisation of university research and accepted all the recommendations of the independent review of university spinouts in November 2023.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, when the last meeting was of the inter-ministerial group on tackling digital exclusion; and who was in attendance.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.
Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies, activities and budgets sit across government. For example, the Department for Science, Innovation and Technology is exploring options for funding research to improve the Government’s evidence base on digital exclusion.
The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.
The most recent ministerial group meeting took place in March 2024, chaired by the Minister for Tech and the Digital Economy. The Department for Culture, Media & Sport, Cabinet Office, Department for Work and Pensions, and His Majesty's Treasury were also in attendance.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what the annual budget is of the inter-ministerial group on tackling digital exclusion.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.
Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies, activities and budgets sit across government. For example, the Department for Science, Innovation and Technology is exploring options for funding research to improve the Government’s evidence base on digital exclusion.
The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.
The most recent ministerial group meeting took place in March 2024, chaired by the Minister for Tech and the Digital Economy. The Department for Culture, Media & Sport, Cabinet Office, Department for Work and Pensions, and His Majesty's Treasury were also in attendance.
Asked by: Lord Holmes of Richmond (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is the educational attainment gap for blind and visually impaired students at (1) Key Stage 2, (2) GCSE, and (3) A Level; by what date, if any, they aim to eradicate that gap; and what additional research have they undertaken, or do they intend to undertake, to support work in this area.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Data is collected on pupils receiving either special educational needs support or have an Education, Health and Care (EHC) plan and their primary category of need. The links below provide the attainment of pupils assessed as having a primary need of ‘visual impairment’ and how this compares to other pupils:
The department wants all children and young people to be able to reach their full potential and to receive the right support to succeed in their education and as they move into adult life. The department is creating a new single national special educational needs and disabilities (SEND) and alternative provision system for how needs are identified and met across EHC. This new single national system will set standards on what support should be made available in mainstream settings, including for children with visual impairments.
The department is committed to ensuring a steady supply of teachers of children with sensory impairments in both specialist and mainstream settings. To teach a class of pupils with sensory impairments, a teacher is required to hold the relevant mandatory qualification (MQSI). There are currently six providers of the MQSI, with a seventh available from September 2024. In addition, the Institute for Apprenticeships and Technical Education is developing a new occupational standard for teachers of sensory impairment, which is expected to launch in 2025.
The national curriculum tests are designed and modified to ensure they are accessible to visually impaired pupils. Access arrangements can be agreed with exam boards before an assessment for candidates with specific needs, including SEND, to help them access assessments to show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the needs of an individual candidate without affecting the integrity of the assessment.
Children and young people with SEND have more access to assistive technology (AT) following investment in remote education and accessibility features which can reduce or remove barriers to learning. Following the promising results of a pilot training programme in 2022 to increase mainstream school staff confidence using assistive technology, the government extended training to capture more detailed data on the impact on teachers and learners. The independent evaluation will be published in May 2024. The department is also now researching the AT skills required by staff at special schools, including those working with blind and visually impaired students.
Asked by: Lord Elliott of Mickle Fell (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what are the latest available data on the number and percentage of students who left school after their A-levels to go into work; and what percentage of them received (1) 100 UCAS points or above in their A-levels, and (2) 150 UCAS points or above in their A-levels.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department publishes information on the sustained destinations of students after 16-18 study, broken down by the level at which they studied. The table below gives the latest data on the number and percentage of students who were deemed to be at the end of 16-18 study in 2020/21 (2021 leavers) and their sustained destination in the 2021/22 academic year.
This is for students studying at level 3 and the number and percentage that went on to sustain an employment destination.
The destinations data does not include information on students’ A level results or UCAS points. However, over three quarters of students who studied an approved level 3 qualification completed A Levels.
Sustained employment destinations of level 3 students from state-funded mainstream schools and colleges in England for the 2020/21 cohort of 16-18 leavers. | |
| 2021/22 destination year |
Number of level 3 students completing 16-18 study | 288,726 |
Number of level 3 students with a sustained employment destination | 61,866 |
Percentage of level 3 students with a sustained employment destination | 21.4% |
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, whether he is taking steps to help ensure digital (a) literacy and (b) understanding among legal professionals.
Answered by Mike Freer - Parliamentary Under-Secretary (Ministry of Justice)
The Ministry of Justice is driving the digital transformation of the legal sector by providing £6 million for the LawtechUK programme, which aims to increase innovation and adoption of lawtech in the delivery of UK legal services. Lawtech describes technologies which aim to support, supplement, or replace traditional methods for the delivery of legal services.
LawtechUK offers a range of free education programmes designed to help organisations interested in harnessing the benefits of innovation for their legal operations. This includes Lawtech Bridge which brings together startups and established legal businesses to explore approaches to digital innovation.
LawtechUK also organises events aimed at raising awareness and increasing understanding of lawtech. For example, a recent Lawtech Student Fair brought together law firms, alternate legal service providers and lawtech providers with students and junior lawyers to help ensure the next generation of lawyers are digitally literate and embracing technology.
Whilst the Government aims to support a flourishing and innovative legal sector, the legal profession in England and Wales, together with its regulators, operate independently of the Government. The Solicitor’s Regulation Authority, the approved regulator for solicitors, supports innovation in the legal sector through their Innovate programme by helping law firms run their business creatively, supporting technology firms looking to develop products for legal businesses and bringing together law firms and innovators.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to include information about the benefits of eating (a) wholemeal and (b) traditionally made bread in the school curriculum to promote healthier eating habits.
Answered by Damian Hinds - Minister of State (Education)
The government wants to support the health and well-being of everyone. The department recognises the importance of education in delivering this aim and is supporting schools in a number of ways to provide high-quality healthy eating education for their students.
The department does not specify how schools should teach the curriculum. It is a framework setting out the content of what the department expects schools to cover in each subject and trusts that teachers will develop the right approach for pupils in their particular school.
Cooking and nutrition are a discrete strand of the national curriculum for design and technology and is compulsory for key stages 1 to 3. The curriculum aims to teach children how to cook and how to apply the principles of healthy eating and nutrition. Students should become competent in a range of cooking techniques, as well as understanding the characteristics of a broad range of ingredients. The curriculum does not specify bread, but teachers may choose to include it among the foods they study.
A food preparation and nutrition GCSE, introduced in September 2016, requires pupils to understand and apply the principles of food science, nutrition and healthy eating when preparing and cooking food. Pupils learn about bread when studying food groups, where they could learn about the nutritional benefits of wholemeal. Similarly, they develop dough making skills in the preparation section of the course, allowing them to learn about traditional bread making.
The importance of healthy eating is also included in the science curriculum for both primary and secondary schools. Healthy eating is covered through topics relating to nutrition and digestion, which cover the content of a healthy diet and the impact of diet on how the body functions.
The statutory guidance for Relationships, Sex and Health Education includes content on the importance of daily exercise, good nutrition and the risks associated with an inactive lifestyle, including obesity.
Oak National Academy will be providing a fully resourced curriculum for key stage 1 to key stage 3 for food and nutrition. This will align with the national curriculum and also Oak’s guiding principles, which focus on the knowledge and skills specific to food and nutrition.
In addition, the standards for school food are set out in the requirements for school food regulations 2014, which can be found here: https://www.gov.uk/government/publications/standards-for-school-food-in-england. These regulations are to ensure that schools provide children with healthy food and drink options, and to make sure that children get the energy and nutrition they need across the school day. The standards require bread, with no added fat or oil, to be available every day. The ‘School food standards practical guide’ encourages use of wholegrain varieties of starchy foods, as well as using at least half wholemeal or granary flour when making bread, puddings, cakes, biscuits, batters and sauces. The ‘School food standards practical guide’ can be found here: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/school-food-standards-practical-guide#the-standards-for-school-lunch.