Asked by: Julian Knight (Independent - Solihull)
Question to the Foreign, Commonwealth & Development Office:
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, with reference to Government grants statistics 2020 to 2021, published 31 March 2022, what assessment his Department has made of the effectiveness of the Knowledge & Education Evidence Products Grant.
Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)
The Knowledge and Education Evidence Products (KEEP) programme has consistently delivered against its outputs and outcomes, earning A and A+ scores on Annual programme reviews. The programme helps amplify the UK's position as a global leader on education research. It also supports the FCDO's and global partner's wider education research portfolio through its evidence synthesis work and is crucial to the delivery of education Key Performance Indicators.
The KEEP programme has supported the establishment of the Global Education Evidence Advisory Panel, the first independent expert panel in education, convened to help governments in low-income countries make evidence based and cost-effective decisions to improve education systems. KEEP has also supported the Building Evidence in Education Network an international network of education research funders, that improve coordination and collaboration across donors and develop guidance to improve the quality of evidence in education.
Asked by: Hilary Benn (Labour - Leeds Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how much her Department spent on education about international development in schools in England in the last financial year.
Answered by Nick Gibb
The Autumn Statement 2022 announced additional funding of £2 billion in both 2023/24 and 2024/25, over and above totals announced at the Spending Review 2021. This means funding for mainstream schools and high needs is £3.5 billion higher in 2023/24, compared to 2022/23. That is on top of the £4 billion, year on year increase provided in 2022/23. This is an increase of £7.5 billion, or over 15%, in just two years.
This additional funding will enable headteachers to continue to allocate budgets to areas that positively impact educational attainment, including high quality teaching and targeted support to the children who need it most, as well as help schools to manage higher costs, including higher energy bills.
All schools and academies have the freedom to choose how to spend their core funding according to their own unique circumstances and priorities, providing that all expenditure ultimately benefits their students. The Department does not allocate specific budgets for each subject. It is for schools to decide the allocation of resources at an individual school level.
Geography is part of the statutory National Curriculum for maintained schools at Key Stages 1, 2 and 3. Within geography, the National Curriculum and subject content for GCSE sets out requirements for teaching human geography including economic, global and international development.
Citizenship is also part of the statutory National Curriculum at Key Stages 3 and 4. As part of citizenship, pupils will learn about Parliament, the importance of voting and elections, the role of police, courts and justice, free press, human rights and international law and the governments of other countries, both democratic and non-democratic. They are also taught the actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond.
Asked by: Baroness Randerson (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the report by Universities UK International and the Higher Education Policy Institute, The costs and benefits of international higher education students in the UK, published on 16 May, which suggested a total net benefit of £37.4 billion to the UK economy associated with international students during the years 2018–19 and 2021–22; and what plans they have to further support universities to recruit internationally.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The government recognises the significant contribution that international students make to the UK higher education (HE) sector and to the UK economy as a whole.
Attracting the brightest students from around the world is good for our universities, delivers growth at home and supports the creation of more places for UK students.
As my right hon. Friend, the Secretary of State for Education, outlined in her speech at the Education World Forum on 8 May 2023, the department is hugely proud to have met its international student recruitment ambition two years running by attracting more than 600,000 international students. International mobility helps us build global relationships and makes an important contribution to UK science and research, supporting the cutting edge of global discoveries and emerging technologies.
The department wants to continue to attract students from around the world to benefit from British HE. That is why, on 23 May 2023, the department reaffirmed its commitment to the International Education Strategy, which is vital for ensuring that the UK remains competitive in the global HE market.
Asked by: Hilary Benn (Labour - Leeds Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how much her Department spent on (a) teacher training and (b) educational resources on international development in the 2022-23 financial year.
Answered by Nick Gibb
The Government is committed to providing a world class education system for all pupils and has funded significantly in education to achieve that.
The Department does not specifically fund Initial Teacher Training on international development.
Schools receive core funding, to cover all the core running costs of a school. Overall, funding for both mainstream schools and high needs increased by £4 billion in 2022/23 compared to the previous year. Total funding for mainstream schools was £53.8 billion in the 2022/23 financial year.
All schools and academies have the freedom to choose how to spend their core funding according to their own unique circumstances and priorities, providing that all expenditure ultimately benefits their pupils. The Department does not allocate specific budgets for each subject. It is for schools to decide the allocation of resources at an individual school level.
Geography is part of the statutory National Curriculum for maintained schools at Key Stages 1, 2 and 3. Within geography, the National Curriculum and subject content for GCSE does set out requirements for teaching human geography, including economic, global, and international development.
Citizenship is also part of the statutory National Curriculum at Key Stages 3 and 4. As part of Citizenship, pupils will learn about Parliament, the importance of voting and elections, the role of police, courts and justice, free press, human rights and international law and the governments of other countries, both democratic and non-democratic. They are also taught the actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond.
Asked by: Lord Dobbs (Conservative - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what assessment they have made of the recent finding of the United States Senate Health, Education, Labor and Pensions Committee that the "Covid-19 pandemic was, more likely than not, the result of a research-related incident".
Answered by Lord Markham - Parliamentary Under-Secretary (Department of Health and Social Care)
Investigations into the origin of the COVID-19 pandemic are ongoing. The United Kingdom notes the latest reports from the United States Senate Health, Education, Labor and Pensions Committee but is also aware of other studies that have reached different conclusions, for example that the likely source of COVID-19 was a natural spill over event from animals to humans. The global scientific community does not yet have sufficient data to determine conclusively where the virus originated. The UK is keeping the evidence under review and closely tracking the work of the independent investigations led by the Scientific Advisory Group on Origins of Novel Pathogens into the origins and spread of COVID-19.
Regardless of the origins of this pandemic, it is imperative that the UK seeks to ensure the highest possible controls over laboratory biosafety and security in order to mitigate any threat of research-related incidents in the UK. Biosafety inspection and enforcement is the responsibility of the Health and Safety Executive in Great Britain and the Health and Safety Executive Northern Ireland in Northern Ireland. The UK approach to biosafety is underpinned by a risk-based regulatory framework designed to facilitate the effective and proportionate management of the risks that exist at facilities where work is undertaken with dangerous pathogens.
We will also continue to use the UK’s international influence to encourage other countries to have appropriate laboratory biosafety. UK Health Security Agency (UKHSA) staff attend the European Biosafety Association (EBSA) and the American Biosafety Association (ABSA) meetings, and are also members of the Biosafety Level 4 Zoonotic Laboratory Network (BSL4ZNET) and Global Health Security Initiative (GHSI) Lab Network. UKHSA staff regularly monitor developments to ensure UKHSA adopts the highest standards of biosafety and biosecurity.
Asked by: Bill Esterson (Labour - Sefton Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the National Semiconductor Strategy, published 19 May 2023, what discussions she has had with relevant stakeholders on increasing relevant course degree provision and courses to support training for the semiconductor industry.
Answered by Paul Scully
The Government recognises the importance of talent for a thriving technology sector. During the development of the National Semiconductor Strategy, the Department for Science, Innovation and Technology engaged extensively with the semiconductor sector. This engagement highlighted access to skills as a barrier to growth in the sector.
Industry have told us that there is a global shortage of talent for semiconductors and that we need to work together to build the right technical skills and qualifications to meet the needs of industry. To meet the growing needs of the sector, the approach needs to be holistic across the whole skills pipeline from STEM education, apprenticeships, industry-led learning and attracting talent.
As set out in the recently published UK Science and Technology Framework, the government is committed to building a pipeline into STEM subjects that are core to future careers in the semiconductor sector - physics, mathematics, engineering and electronics.
The National Semiconductor Strategy outlines the actions the government is taking specifically in the semiconductor sector including, amongst others:
Providing support for Centres for Doctoral Training through EPSRC. Since 2017, funding from EPSRC and the Science and Technology Facilities Council has also supported over 450 PhD students to begin semiconductor related research. Over the years EPSRC has supported a number of Centres for Doctoral Training. There are currently seven active Centres for Doctoral Training funded that support semiconductor related doctoral research. These Centres for Doctoral Training will produce the next generation of internationally recognised doctoral researchers.
Working to ensure that occupational standards for apprenticeships, higher technical qualifications (HTQs) and T-Levels meet the specific requirements of employers in the semiconductor sector to increase the flow of talented people into the industry.
The Department for Education’s (DfE) Institute of Technology programme which has been backed by £300 million of government capital investment. We are encouraging more employers in the semiconductor industry to engage with Institute of Technology programmes to ensure that the sector’s specialisms are better served through this novel education delivery mechanism.
The Government will continue to engage with industry and academia on skills requirements as we implement the vision laid out in the Strategy, including through the new UK Semiconductor Advisory Panel. The Department for Science, Innovation and Technology will continue to work hand in hand with the Department for Education on this important issue.
Asked by: Bill Esterson (Labour - Sefton Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the National Semiconductor Strategy, published 19 May 2023, what discussions she has had with the Secretary of State for Education on the skills training needed for the semiconductor industry.
Answered by Paul Scully
The Government recognises the importance of talent for a thriving technology sector. During the development of the National Semiconductor Strategy, the Department for Science, Innovation and Technology engaged extensively with the semiconductor sector. This engagement highlighted access to skills as a barrier to growth in the sector.
Industry have told us that there is a global shortage of talent for semiconductors and that we need to work together to build the right technical skills and qualifications to meet the needs of industry. To meet the growing needs of the sector, the approach needs to be holistic across the whole skills pipeline from STEM education, apprenticeships, industry-led learning and attracting talent.
As set out in the recently published UK Science and Technology Framework, the government is committed to building a pipeline into STEM subjects that are core to future careers in the semiconductor sector - physics, mathematics, engineering and electronics.
The National Semiconductor Strategy outlines the actions the government is taking specifically in the semiconductor sector including, amongst others:
Providing support for Centres for Doctoral Training through EPSRC. Since 2017, funding from EPSRC and the Science and Technology Facilities Council has also supported over 450 PhD students to begin semiconductor related research. Over the years EPSRC has supported a number of Centres for Doctoral Training. There are currently seven active Centres for Doctoral Training funded that support semiconductor related doctoral research. These Centres for Doctoral Training will produce the next generation of internationally recognised doctoral researchers.
Working to ensure that occupational standards for apprenticeships, higher technical qualifications (HTQs) and T-Levels meet the specific requirements of employers in the semiconductor sector to increase the flow of talented people into the industry.
The Department for Education’s (DfE) Institute of Technology programme which has been backed by £300 million of government capital investment. We are encouraging more employers in the semiconductor industry to engage with Institute of Technology programmes to ensure that the sector’s specialisms are better served through this novel education delivery mechanism.
The Government will continue to engage with industry and academia on skills requirements as we implement the vision laid out in the Strategy, including through the new UK Semiconductor Advisory Panel. The Department for Science, Innovation and Technology will continue to work hand in hand with the Department for Education on this important issue.
Asked by: Bill Esterson (Labour - Sefton Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the policy paper entitled National semiconductor strategy, published on 19 May 2023, what estimate the Government has made of the number of graduates that the UK semiconductor industry will need in 2030; and what steps the Government is taking to help ensure that that number is available.
Answered by Paul Scully
The Government recognises the importance of talent for a thriving technology sector. During the development of the National Semiconductor Strategy, the Department for Science, Innovation and Technology engaged extensively with the semiconductor sector. This engagement highlighted access to skills as a barrier to growth in the sector.
Industry have told us that there is a global shortage of talent for semiconductors and that we need to work together to build the right technical skills and qualifications to meet the needs of industry. To meet the growing needs of the sector, the approach needs to be holistic across the whole skills pipeline from STEM education, apprenticeships, industry-led learning and attracting talent.
As set out in the recently published UK Science and Technology Framework, the government is committed to building a pipeline into STEM subjects that are core to future careers in the semiconductor sector - physics, mathematics, engineering and electronics.
The National Semiconductor Strategy outlines the actions the government is taking specifically in the semiconductor sector including, amongst others:
Providing support for Centres for Doctoral Training through EPSRC. Since 2017, funding from EPSRC and the Science and Technology Facilities Council has also supported over 450 PhD students to begin semiconductor related research. Over the years EPSRC has supported a number of Centres for Doctoral Training. There are currently seven active Centres for Doctoral Training funded that support semiconductor related doctoral research. These Centres for Doctoral Training will produce the next generation of internationally recognised doctoral researchers.
Working to ensure that occupational standards for apprenticeships, higher technical qualifications (HTQs) and T-Levels meet the specific requirements of employers in the semiconductor sector to increase the flow of talented people into the industry.
The Department for Education’s (DfE) Institute of Technology programme which has been backed by £300 million of government capital investment. We are encouraging more employers in the semiconductor industry to engage with Institute of Technology programmes to ensure that the sector’s specialisms are better served through this novel education delivery mechanism.
The Government will continue to engage with industry and academia on skills requirements as we implement the vision laid out in the Strategy, including through the new UK Semiconductor Advisory Panel. The Department for Science, Innovation and Technology will continue to work hand in hand with the Department for Education on this important issue.
Asked by: Sarah Champion (Labour - Rotherham)
Question to the Foreign, Commonwealth & Development Office:
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, what steps his Department is taking to embed support and advocacy for pregnant girls and teenage mothers into the UK’s global education priorities.
Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)
The FCDO is committed to addressing barriers to education. Through the UK-led Girls' Education Challenge (GEC), over 64,000 girls excluded from school due to becoming mothers are now in education. In 2022, the GEC conducted research with pregnant girls and adolescent mothers and then published the findings, setting out how to support them to thrive in school. This includes listening to the girls, reducing financial barriers to education, strengthening systems to support these girls to complete their education and ensuring policies actively encourage their participation. In this way we can ensure these girls can continue to receive a quality education.
Asked by: Lord German (Liberal Democrat - Life peer)
Question to the Foreign, Commonwealth & Development Office:
To ask His Majesty's Government, further to the Independent Commission for Aid Impact’s 2022 report on UK aid’s results in education, and their official response to that report, what progress they have made in reforming and improving their capacity to assess the impact of their basic education programmes on improving foundational learning outcomes for children in partner countries.
Answered by Lord Goldsmith of Richmond Park
The 2022 Independent Commission for Aid Impact report recommended FCDO accelerate work with partner governments to improve its ability to collect and use reliable data on children's learning. As a result, we developed a new Data for Foundational Learning programme, of up to £27 million (2023 - 2027), to strengthen the data on children's learning in low- and middle-income countries. This programme started implementation in March 2023. Through the Global Coalition for Foundational Learning, we are promoting a shared commitment to foundational learning for all. Additionally, we are improving our internal results framework to better measure impact on improving learning.