Asked by: Daniel Zeichner (Labour - Cambridge)
Question to the Department for Education:
To ask the Secretary of State for Education, how much additional Strategic Priorities Grant recurrent funding was allocated to the Office for Students between financial years (a) 2022-23 and (b) 2024-25.
Answered by Luke Hall - Minister of State (Education)
The Strategic Priorities Grant (SPG) is funding supplied by the government on an annual basis to support teaching and students in higher education (HE), which includes funding for subjects that are expensive to deliver, such as science and engineering, students at risk of discontinuing their studies, and world-leading specialist providers. The department is investing hundreds of millions of pounds in additional funding over the three-year period from 2022/23 to 2024/25 to support high quality teaching and facilities, including in science and engineering, subjects that support the NHS, and degree apprenticeships. This includes the largest increase in government funding for the HE sector to support students and teaching in over a decade.
In the 2022/23 financial year, the total recurrent SPG funding was £1,397 million. This was increased to £1,454 million for the 2023/24 financial year. The department has recently provided a budget of £1,456 million in recurrent SPG for the 2024/25 financial year.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the planned defunding of the level 3 Criminology qualification on the criminal justice workforce pipeline (a) in general and (b) for jobs that contribute to maintaining national security.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the planned defunding of level 3 Criminology in England on the comparative ability of students from (a) England and (b) Wales to pursue careers in criminal justice.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the extent of overlap in course content between (a) level 3 Criminology and (b) A level Sociology.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the capacity on A level Sociology courses in the context of the planned defunding of level 3 Criminology.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the shortage of ADHD medication on students during the upcoming exam season; and whether her Department has had discussions with (a) examination boards and (b) schools on mitigation measures.
Answered by Damian Hinds - Minister of State (Education)
The department is aware of the current difficulties some students are facing in obtaining medication for attention deficit hyperactivity disorder (ADHD). The department has not held discussions with examination boards specific to this.
There are established arrangements in place that schools and colleges will be familiar with, which should be used to arrange any reasonable adjustments or access arrangements for students with disabilities.
The Equality Act 2010 requires examination boards to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment. Reasonable adjustments are changes made to exams or assessments, or to the way they are conducted, to mitigate the risk that a disabled person would be at a substantial disadvantage in undertaking an assessment. They are needed because some disabilities can make it harder for students to show what they know, understand and can do in an assessment, than it would be had the student not been disabled. The exam or assessment must still test the same knowledge, skills and understanding for that qualification.
If a student’s need has changed or they need a reasonable adjustment that has not been applied for, the school or college should contact the relevant awarding organisation as soon as possible.
Asked by: Nadia Whittome (Labour - Nottingham East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that universities uphold the right to freedom of expression for students campaigning on matters relating to the (a) war in Gaza and (b) rights of Palestinians.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The right to freedom of speech, freedom of expression and academic freedom in higher education (HE) is one this government takes very seriously, and one that it has legislated to further protect.
Universities should be places where academics, students and visiting speakers can express a diverse range of views without fear of repercussion. The Higher Education (Freedom of Speech) Act received Royal Assent on 11 May 2023 and is now an Act of Parliament. The main provisions in the Act will come into force on 1 August 2024.
The Act will strengthen HE providers’ duties to secure freedom of speech and will create a new duty to promote the importance of freedom of speech. The Act will also extend the duties to secure freedom of speech to students’ unions and will establish new routes of redress if the duties are breached.
It is important to note that the Act only covers speech that is within the law. The right to freedom of speech is not an absolute right and it does not include the right to harass others or incite them to violence or terrorism. Encouraging terrorism and inviting support for a proscribed terrorist organisation are criminal offences, and HE providers should not provide a platform for these offences to be committed. In addition, providers should be very clear that any antisemitic abuse or harassment will not be tolerated.
Asked by: Philippa Whitford (Scottish National Party - Central Ayrshire)
Question to the Home Office:
To ask the Secretary of State for the Home Department, if he will make an assessment of the potential impact of the removal of the ability of taught masters students to bring dependents on trends in the number of overseas female applicants for graduate visas.
Answered by Tom Pursglove - Minister of State (Minister for Legal Migration and Delivery)
The Home Office considers its Public Sector Equality Duty in the development of all policy. An Impact Assessment (IA) was also produced for the student dependant reforms.
In addition, the Migration Advisory Committee are currently undertaking a review of the Graduate route. We will consider any evidence put forward by the MAC very closely.
Asked by: Jonathan Gullis (Conservative - Stoke-on-Trent North)
Question to the Department for Levelling Up, Housing & Communities:
To ask the Secretary of State for Levelling Up, Housing and Communities, what guidance his Department has issued on claiming single person discount on council tax when an elector (a) owns and (b) resides in more than one property.
Answered by Simon Hoare - Parliamentary Under Secretary of State (Department for Levelling Up, Housing and Communities)
My department has published a ‘Plain English Guide to Council Tax’ setting out the discounts and support available in the council tax system. This guide is available at: https://www.gov.uk/government/publications/paying-the-right-level-of-council-tax-a-plain-english-guide-to-council-tax.
As set out in local government finance law, a full council tax bill is payable if there are two or more adults living in a dwelling. If there is only one adult (other than disregarded individuals – e.g. full-time students), and it is their sole or main residence, the individual can claim the single person discount of 25% on their council tax bill. A second or empty home would not be eligible for this discount.
Further guidance has been published given by the Valuation Tribunal Service’s ‘Council Tax Manual’, which is available at: https://valuationtribunal.gov.uk/guidance-booklets/.
The manual includes guidance on single person discount, and the tests of a sole or main residence. For example, the Manual cites the case law of Cox v London South West Valuation Tribunal HC (RVR 1994 171). They observe: “the taxpayer spent time at two dwellings. The High Court concluded that the sole or main residence was the home where the wife and family resided.”
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve access to artificial intelligence training.
Answered by Damian Hinds - Minister of State (Education)
The department is committed to creating a world-leading skills system which is employer-focused, high-quality and fit for the future.
The department will continue its work to ensure that the education system is able to adapt to deliver upskilling and to provide the skills that learners need for the workplaces of the future, including jobs that will be impacted by, or require the use of, artificial intelligence (AI).
World class T Levels are boosting access to high-quality technical education for thousands of young people and creating a skilled workforce for the future. 18 T Levels are available in a range of in-demand subject areas, including T Levels in digital subjects, which have been designed by employers and will help to equip students with the skills and knowledge required for great careers in the digital industry.
Employers have designed over 30 high-quality apprenticeships in digital occupations, including Level 7 Artificial Intelligence Data Specialist, which will provide cutting edge skills in AI. Since it was introduced in May 2020, starts in this standard have grown from 100 in the 2020/21 academic year to 350 in the 2022/23 academic year.
The Institute for Apprenticeships and Technical Education (IfATE) are revising the Level 7 Artificial Intelligence Data Specialist standard this year to ensure it meets employers’ needs. They have also developed Level 5 in Data Engineering and are currently developing Level 6 Machine Learning Engineer. These standards include high levels of content regarding the application and use of AI.
IfATE are also hosting workshops with a range of stakeholders to discuss the impact of AI on skills requirement across the economy and will be updating the Digital Skills and Characteristics Framework with AI-related content when it is revised next year. This will ensure all employers are thinking about the use and impact of AI when developing or revising occupational standards.
Skills Bootcamps are delivering skills training for the digital sector in 2024/25 in each English region. There are also online Skills Bootcamps in AI Marketing and Content Creation and AI and Machine Learning.
Higher Technical Qualifications (HTQs) provide the skills needed for a range of specialist digital occupations, such as cyber security technologist and software developer. There are 56 digital HTQs currently approved for teaching and a further ten approved for teaching from September 2024. HTQs provide a range of opportunities and pathways to build up the skills needed for AI-related roles.
In higher education, the department is working with the Department for Science, Innovation and Technology to deliver new postgraduate AI and data science conversion courses to boost skills and diversity in AI jobs. The government is also investing £117 million in doctoral training for AI researchers.
In 2023, the department’s Unit for Future Skills (UFS) developed a Science and Technology Jobs and Skills Dashboard to understand the supply and demand of science, technology, engineering, and mathematics skills to develop critical technologies like AI and quantum. This data will support improved access to relevant training.
The UFS has also undertaken analysis which attempts to quantify the impact of AI on the UK job market. It shows the occupations, sectors and geographic areas expected to be most affected by AI and large language models, as well as the training routes that typically lead to these highly affected jobs.
Digital and computing skills will play an important role for individuals developing and using AI in the future workforce. The department is harnessing government and external expertise through the Digital and Computing Skills Education Taskforce to increase the number of people taking digital and computing qualifications and attract a diverse range of individuals into digital jobs.