Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what assessment she has made of the adequacy of her Department's media literacy strategy in countering (a) mis- and (b) dis-information.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
Improving media literacy is one of the government’s key tools in tackling the harm caused by misinformation and disinformation. To demonstrate how the Government is delivering against the objectives of the Online Media Literacy Strategy, we are publishing annual Action Plans each financial year until the end of 2024/25. Through media literacy grant schemes, we have provided almost £2 million in funding to a range of educational projects.
These projects seek to build the online safety and critical thinking skills of internet users, empowering them to respond effectively to the threats posed by mis- and disinformation, along with other online harms. All funded projects are evaluated robustly, including by independent experts, and findings will be published on gov.uk upon completion. This will improve the effectiveness and efficiency of future media literacy initiatives and inform government policy moving forward.
As part of this work, we established the Media Literacy Taskforce to bring together organisations in the media literacy landscape to amplify, increase and improve media literacy provision across underserved parts of the UK. Taskforce members advised the government on which projects should be awarded funding, and then helped grant recipients to maximise the impact of their projects.
Alongside the Strategy, the Online Safety Act updates Ofcom’s statutory media literacy duty to require it to take tangible steps to prioritise the public's awareness of and resilience to misinformation and disinformation online.
Asked by: John Penrose (Conservative - Weston-super-Mare)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, further to the Online Safety Act 2023, what additional steps she plans to take to help tackle online disinformation and misinformation.
Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Online Safety Act will be our key tool in combatting the most egregious forms of online mis- and disinformation but Government action doesn’t stop there.
In addition, we are educating and empowering users through our work on media literacy, responding to information threats to our democracy via the Defending Democracy Taskforce, and analysing attempts to artificially manipulate the online information environment through the work of the National Security Online Information Team.
I regularly meet with major platforms to discuss these issues and would be very happy to update him on recent progress that has been made.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Education:
To ask the Secretary of State for Education, what funding her Department has allocated to support teachers through (a) subject knowledge enhancement courses for trainees, (b) Oak National Academy Resources (i) planned and (ii) existing, (c) subject hubs, (d) support for level 3 provision and (d) bursaries and other support for continuing professional development for (A) maths and numeracy, (B) English and literacy, (C) science, (D) music, (E) history and (F) Religious Education in the last five years.
Answered by Damian Hinds - Minister of State (Education)
Teachers are the foundation of the education system; there are no great schools without great teachers. The quality of teaching is the single most important in-school factor for improving pupil outcomes. This is particularly important for pupils from disadvantaged backgrounds.
The department is creating a world class teacher development system, which builds from Initial Teacher Training (ITT), through to early career support, specialisation, and onto school leadership. The funding breakdown requested over the last five years is included in the attached table. The department is providing support across a range of subjects via a network of hubs that help build teacher capability and pupil access to subjects. This focuses on support for teachers in schools and extends to sixth form provision in some schools.
In addition to this funding, in 2021, as part of the government’s long term recovery plan, £184 million of new funding was allocated to enable teachers employed at state-funded organisations to access fully funded training scholarships for National Professional Qualifications (NPQs) for three years until the end of the 2023/24 academic year. This includes two specialist NPQs in Leading Literacy (NPQLL) and the NPQ in Leading Primary Mathematics (NPQLPM). In March 2024, the government announced scholarship funding for NPQs for the October 2024 cohort. This includes a guarantee that the NPQLPM will be fully funded until October 2025 to further expand teaching of mathematics mastery approaches through primary education.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to help individuals out of work improve their (a) numeracy and (b) literacy skills.
Answered by Jo Churchill - Minister of State (Department for Work and Pensions)
Jobcentre Plus Work Coaches engage with customers to better understand the steps needed to support their work search. Where essential skills needs are identified as a barrier to securing or progressing in employment, customers can be referred to available local provision which can include essential maths and numeracy training available through Multiply, English (literacy and English as a Second Language, ESOL) and digital skills, as well as other key vocational focussed opportunities.
Through DWP Train and Progress the length of time Universal Credit (UC) customers can undertake work-focused training has been extended. UC claimants are now able to attend full-time work-related training for up to 16 weeks.
For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education through the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address customer skills needs in line with labour market demand. As skills is a devolved matter, similar discussions take place with key stakeholders in the Scottish and Welsh Governments to help ensure the employment and skills support offered to claimants in the devolved nations is aligned.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the phased removal of the tolerance of students who do not meet the 16 to 19 maths and English condition of funding from 5% to 0%, starting in academic year 2026-27, on (a) further education colleges and (b) independent training providers.
Answered by Luke Hall - Minister of State (Education)
This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.
As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has undertaken an assessment of the impact of the 16 to 19 maths and English condition of funding on (a) student experience of learning at and (b) staffing levels in (i) further education colleges and (ii) independent training providers.
Answered by Luke Hall - Minister of State (Education)
This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.
As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help improve adult (a) numeracy and (b) literacy skills.
Answered by Luke Hall - Minister of State (Education)
This government recognises the importance of literacy and numeracy skills in both work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
That is why the department is continuing to support participation in English and mathematics provision through its essential skills entitlements which provide the opportunity of free study for adults who do not have essential literacy and numeracy skills up to and including Level 2.
This allows learners who have not previously attained a GCSE grade 4 or higher to undertake a range of courses fully funded through the Adult Education Budget (AEB) including GCSEs, Functional Skills and other relevant qualifications from entry level to Level 2.
The department also supports adults in England who are non-native speakers to access English for Speakers of Other Languages (ESOL) provision, which is funded through the AEB.
Further training for adults is available in community settings through the AEB. Prioritised for disadvantaged learners, Community Learning can provide a stepping stone for those adults who are not ready for formal accredited learning or who would benefit from learning in a more informal way.
Currently approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities (MCAs) and delegated to the Mayor of London acting through the Greater London Authority (GLA). These authorities are responsible for the provision of adult education and the allocation of the AEB in their local areas.
The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas where colleges and training providers have the freedom and flexibility to determine how they use their AEB to meet the needs of their communities.
In addition, the department funds all apprentices, including adults, to achieve up to a Level 2 in English and maths by the end of their apprenticeship, where they do not already hold a suitable equivalent qualification. In January, the department increased funding by a minimum of 54%, from £471 to £724, for new apprentices to help them gain these vital skills.
The department have also launched the Multiply Programme to improve adult numeracy. The programme is funded through the UK Shared Prosperity Fund, which is the government’s flagship fund for supporting people and places across the UK. Up to £270 million is directly available for local areas in England to deliver innovative interventions to improve adult numeracy. Delivery is now well underway. Multiply Programme provision is available across the country, with over 113,000 course starts in England since the programme began to the end of January 2024.
Asked by: Lord Cruddas (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 19 February (HL2185), what steps they are taking to ensure financial literacy education is actually reaching the most disadvantaged students.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
It is crucial that all pupils are equipped with the knowledge and tools to manage their finances well in later life. That is why financial education is embedded in the national curriculum for mathematics at key stages 1 to 4, and in citizenship at key stages 3 and 4.
The national curriculum is compulsory for maintained schools, but all schools are measured by Ofsted on having a broad and balanced curriculum which is comparable to the national curriculum. As with other aspects of the curriculum, schools can choose how to teach financial education and they can tailor what they teach to make sure all pupils are taught what they need to know.
The Levelling Up White Paper identified 55 Education Investment Areas where the department will implement a package of measures to drive school improvement and accelerate progress towards the department’s 2030 ambition that 90% of pupils meet the expected standards in reading, writing and mathematics at the end of primary school and that the average mathematics and English GCSE grade increases to a 5.
There is a range of financial education support for schools. For example, Oak National Academy, an Arm’s Length Body, has published its initial mathematics resources, with the full curriculum available by this autumn. As part of this, Oak is exploring including additional lessons in real life mathematics. Secondary citizenship resources will become available from autumn 2024 and will be complete by autumn 2025. The Money and Pensions Service has published guidance for schools and there is specialist support for fraud and tax education from the Home Office and HMRC respectively.
The department also works closely with the Money and Pensions Service which exists to help people make the most of their money and pensions, particularly those most in need and those most vulnerable to financial insecurity. The Money and Pensions Service has invested £1.1 million in financial education programmes to support children and young people in vulnerable circumstances and has published guidance to help children and young people's services to embed financial wellbeing into the services they offer.
Asked by: Lord Cruddas (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 19 February (HL2185), whether they plan to undertake a detailed review of the teaching of financial literacy in Denmark, Norway and Sweden with a view to updating the mathematics national curriculum.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department has no plans to undertake a detailed review of the teaching of financial literacy in Denmark, Norway and Sweden. The department continues to work closely with HM Treasury and the Money and Pensions Service to monitor the evidence base for financial education to understand what works and what further support schools may need.
In order to provide stability for schools and to enable them to remain focused on raising standards of literacy and numeracy and recovery from the pandemic, the government has committed to making no changes to the national curriculum for the remainder of the Parliament.
The current mathematics curriculum in England already provides young people with the mathematical knowledge that underpins their ability to make important financial decisions. Mathematics is compulsory in maintained schools and academies must teach a broad and balanced curriculum, including mathematics. Since 2014, the department has reformed the mathematics curriculum and examinations system, bringing teaching practice from high-performing jurisdictions from across East Asia to primary and secondary schools in England.
International comparison studies of school-aged pupils show that England performs above the international averages for mathematics for all age groups. Before the pandemic, England achieved its highest ever mathematics score in the 2019 Trends in International Mathematics and Science Study international test for year five pupils.
Ofsted’s latest mathematical subject report in 2023 stated that primary mathematics education has seen "a resounding, positive shift" with curriculum sitting "at the heart of leaders' decisions and actions", whilst secondary mathematics education has seen "notable improvements" in curriculum guidance and professional development.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, if she will take steps to develop tools on social media to improve health literacy for (a) men and (b) women.
Answered by Andrew Stephenson - Minister of State (Department of Health and Social Care)
The National Health Service website and the NHS App are our main digital tools available to citizens, to support them in accessing services and making decisions about their health.
These are supported by the Department and NHS social media channels through a range of proactive media campaigns to help citizens make and sustain healthy behaviour changes, as well as receive the care they need by accessing the NHS at the right time, in the right way.
Clinicians across the NHS also support patients’ health literacy by providing clear information, increasing patients’ knowledge, and sharing decision making on their care.