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1361990

registered interest
date	20/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	University and College Union: Workplace Pensions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent discussions he has had with Universities UK on the ongoing absence of an agreed deal on pensions with the University and College Union.
tabling member constituency	Newcastle upon Tyne Central
tabling member printed	Chi Onwurah
uin	59783
answer	answer is ministerial correction date of answer 25/10/2021 answer text <p>The Universities Superannuation Scheme (USS) is a private pension scheme. The government has no direct role in relation to the USS, beyond legislation that applies to all work-based pension schemes as regulated by the Pensions Regulator.</p><p>The Pensions Regulator is currently working with the USS, Universities UK and a range of other stakeholders as they work to find a long-term solution to the funding challenges faced by the USS.</p><p>Higher education providers that offer the USS are responsible for the pension provision offered to their staff.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 25/10/2021 10:25:20 answering member 4530 label Biography information for Michelle Donelan
tabling member	4124 label Biography information for Chi Onwurah

1361180

registered interest
date	19/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Counter-terrorism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will list (a) any powers he has to prevent investment in UK universities by hostile states and (b) the legal basis for each of those powers.
tabling member constituency	New Forest East
tabling member printed	Dr Julian Lewis
uin	58710
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>We are recognised across the world for our higher education system and we encourage the sector to collaborate with international partners. However, to be open, we must also be secure, and we will not accept collaborations which compromise our national security.</p><p> </p><p>On the 29 April 2021, the National Security and Investment (NSI) Act was passed. The NSI Act enables the UK Government to protect all sectors, including research and Higher Education Institutions from hostile foreign interference through mandating notification and requiring approval of investments and other acquisitions in key areas. It also extends the UK Government’s screening powers to include acquisitions of control over assets such as intellectual and tangible property. Universities and other research organisations should have regard to the NSI Act when collaborating with other parties to acquire, sell or develop entities and assets.</p><p> </p><p>In addition, I commissioned Universities UK to produce comprehensive security guidelines to advise universities on engaging in secure international collaborations published in October 2020, ‘Managing risks in internationalisation: security-related issues’. Among the recommendations in the guidelines were that due diligence be conducted on all international partnerships.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 22/10/2021 12:17:36 answering member 4530 label Biography information for Michelle Donelan
tabling member	54 label Biography information for Sir Julian Lewis

1360736

registered interest
date	18/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	BTEC Qualifications: North West
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many people aged (a) 16 to 18 years old and (b) over 19 years old studied for a level 3 BTEC in (a) St Helens Metropolitan Borough and (b) Liverpool City Region in each year since 2010.
tabling member constituency	St Helens North
tabling member printed	Conor McGinn
uin	58433
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>The data in the attached table covers level 3 learning aim enrolments that have BTEC in the title.</p><p>The data is broken down by St Helens and Liverpool City Region (Halton, Liverpool, Sefton, Knowsley, St Helens and Wirral) and by age groups of under 19 years and those over 19 years old.</p><p> </p> answering member constituency Brentwood and Ongar answering member printed Alex Burghart question first answered 22/10/2021 13:06:48 answering member 4613 label Biography information for Alex Burghart attachment 1 file name 58433_level3_enrolment_table_v2.xlsx title 58433_table
tabling member	4458 label Biography information for Conor McGinn

1360738

registered interest
date	18/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	BTEC Qualifications: North West
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the effect on levels of inequality in the North West region of the withdrawal of funding for certain BTEC qualifications.
tabling member constituency	St Helens North
tabling member printed	Conor McGinn
uin	58434
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>We set out the qualifications we intend to fund alongside A levels and T Levels at level 3 in July 2021. We will continue to fund some BTECs and other Applied General qualifications (AGQs) in future, and these qualifications will continue to play an important role for 16 to 19 year olds and adults as they do now.</p><p> </p><p>Whilst we want clearer, simpler choices for students, we are not moving towards a binary system of just A levels and T Levels. Students will continue to be able to study BTECs and other AGQs as part of mixed programmes alongside A levels, where they meet new quality standards and support progression to higher education, for example in areas such as engineering, applied science and IT. Students will also be able to study qualifications like BTECs as their full programme of study where there is no A level or T Level, in areas such as performing and creative arts and sports science.</p><p> </p><p>T Levels are challenging qualifications developed with 250 leading employers, have significantly longer teaching hours and include a meaningful nine-week industry placement that sets them apart from many current vocational qualifications. We believe that it is the right thing to do to remove funding for technical qualifications that overlap with T Levels when they become nationally available. However, whilst we want clearer, simpler choices for students, we are not creating a binary system of just A levels and T Levels and will continue to fund qualifications such as BTECs and other AGQs in a number of areas. These include performing and creative arts, sport, health, and STEM subjects such as engineering, applied science, and IT.</p><p> </p><p>The impact assessment published alongside our final plans in July recognised that at a national level some students may find it more difficult to achieve level 3 in future, but we expect these changes to have a generally positive impact. We are clear that students taking qualifications that are no longer funded in future will have the most to gain from these changes because they are more likely to be taking qualifications that do not deliver the skills employers need. These students will have access to higher quality qualifications in the future, including new T Levels, putting them in a stronger position to progress onto further study or skilled employment.</p><p> </p><p>Alongside our reforms to level 3 qualifications, we want to improve study at level 2 and below, which has been neglected for too long. Getting level 2 and below right is key to making sure that every student has a clear progression route, whether that is to high quality level 3 qualifications, apprenticeships, traineeships, or directly into skilled employment at level 2. We are considering feedback to the call for evidence which ran from 10 November 2020 to 14 February 2021 and will consult on proposals for reform later this year.</p> answering member constituency Brentwood and Ongar answering member printed Alex Burghart question first answered 22/10/2021 13:04:49 answering member 4613 label Biography information for Alex Burghart
tabling member	4458 label Biography information for Conor McGinn

1360740

registered interest
date	18/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	BTEC Qualifications: North West
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions he has had with representatives of FE colleges and providers in (a) St Helens North constituency and (b) the North West on the withdrawal of Government funding for certain BTEC qualifications.
tabling member constituency	St Helens North
tabling member printed	Conor McGinn
uin	58435
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>We set out the qualifications we intend to fund alongside A levels and T Levels at level 3 in July 2021. We will continue to fund some BTECs and other Applied General qualifications (AGQs) in future, and these qualifications will continue to play an important role for 16 to 19 year olds and adults as they do now.</p><p> </p><p>Whilst we want clearer, simpler choices for students, we are not moving towards a binary system of just A levels and T Levels. Students will continue to be able to study BTECs and other AGQs as part of mixed programmes alongside A levels, where they meet new quality standards and support progression to higher education, for example in areas such as engineering, applied science and IT. Students will also be able to study qualifications like BTECs as their full programme of study where there is no A level or T Level, in areas such as performing and creative arts and sports science.</p><p> </p><p>T Levels are challenging qualifications developed with 250 leading employers, have significantly longer teaching hours and include a meaningful nine-week industry placement that sets them apart from many current vocational qualifications. We believe that it is the right thing to do to remove funding for technical qualifications that overlap with T Levels when they become nationally available.</p><p> </p><p>The North West regional delivery team are in regular dialogue with St Helen’s College and through this discuss their curriculum and strategy. As part of the Annual Strategic Conversations, they are having with all FE Colleges, they pick up any key strategic risks and issues, as well as opportunities and strengths. These have not yet been held with St Helen’s or Carmel Colleges, but both are likely to take place early in 2022.</p> answering member constituency Brentwood and Ongar answering member printed Alex Burghart question first answered 22/10/2021 13:04:04 answering member 4613 label Biography information for Alex Burghart
tabling member	4458 label Biography information for Conor McGinn

1360808

registered interest
date	18/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Adult Education: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how much Government funding has been allocated to adult education in each region in each year since 2019.
tabling member constituency	Richmond Park
tabling member printed	Sarah Olney
uin	58472
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>The government supports adult education, outside of apprenticeships, through the Adult Education Budget (AEB), National Skills Fund, European Social Fund (ESF) and Advanced Learner Loans.</p><p>A complete regional breakdown of funding allocations across these funding streams is not available. However, the government does publish the following online at GOV.UK:</p><ul><li>The amount of AEB devolved to Mayoral Combined Authorities and the Greater London Authority, figures are available from 2019-20 onwards.</li><li>Figures for 2019-20: <a href="https://www.gov.uk/government/publications/adult-education-budget-s31-grant-determination-letters" target="_blank">https://www.gov.uk/government/publications/adult-education-budget-s31-grant-determination-letters</a>.</li><li>Figures for 2020-21 <a href="https://www.gov.uk/government/publications/adult-education-budget-s31-grant-determination-letters-2020-to-2021" target="_blank">https://www.gov.uk/government/publications/adult-education-budget-s31-grant-determination-letters-2020-to-2021</a></li><li>Figures for 2021-22 are available here: <a href="https://www.gov.uk/government/publications/adult-education-budget-devolved-grant-determination-letters-2021" target="_blank">https://www.gov.uk/government/publications/adult-education-budget-devolved-grant-determination-letters-2021</a>. This includes ring fenced budgets for the adult level 3 offer.</li></ul><p> </p><p>The amount of AEB allocated by the Education and Skills Funding Agency to providers is available here: <a href="https://www.gov.uk/guidance/19-funding-allocations#supporting-documents" target="_blank">https://www.gov.uk/guidance/19-funding-allocations#supporting-documents</a> and <a href="https://www.gov.uk/government/publications/funding-allocations-to-training-providers-2021-to-2022" target="_blank">https://www.gov.uk/government/publications/funding-allocations-to-training-providers-2021-to-2022</a>.</p><p>The figures from 2019/20 onwards, following AEB devolution, are in respect of funding allocated to providers for learners resident in non-devolved areas.</p><p>Starting this year, the government is investing £2.5 billion in the National Skills Fund. This is a new investment, which includes £375 million in the financial year 2021-22, exclusive of Barnett. This is broken down as follows:</p><ul><li>£138 million to deliver on my right hon. Friend, the Prime Minister’s skills speech (£95 million for Free Courses for Jobs offer and £43 million for Skills Bootcamps)</li><li>£127 million for measures announced in the Plan for Jobs (including apprenticeships, traineeships, and Sector-based Work Academy Programmes)</li><li>£110 million (including £50 million capital) for piloting skills reforms</li></ul><p> </p><p>ESF contract values from 2014 to 2020, covering rounds one and two, for contracts starting in 2016 and 2019 respectively, are available here: <a href="https://www.gov.uk/government/publications/esf-2014-to-2020-programme-list-of-contracts" target="_blank">https://www.gov.uk/government/publications/esf-2014-to-2020-programme-list-of-contracts</a>.</p><p>The Department forecasts demand for Advanced Learner Loans with HM Treasury annually. These tuition fee loans are for provision across England in all areas. The total value of loans approved by the Student Loans Company in the 20219/20 academic year was £182.4 million.</p><p>The Department also publishes adult learner data, which includes a breakdown of how many learners are supported by region: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills</a>.</p> answering member constituency Colchester answering member printed Will Quince question first answered 22/10/2021 11:30:12 answering member 4423 label Biography information for Will Quince
tabling member	4591 label Biography information for Sarah Olney

1359272

registered interest
date	15/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Students
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what plans he has to increase the number of mathematics (a) undergraduates and (b) postgraduates.
tabling member constituency	Romford
tabling member printed	Andrew Rosindell
uin	56343
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>The department funds the Advanced Mathematics Support Programme, which aims to increase participation and attainment in level 3 mathematics through targeted support, ensuring students in all 16-19 state funded schools and colleges can access AS and A level maths and AS and A level further mathematics, and helping them to study these subjects to a higher level.</p><p>We are working with universities and academy trusts to establish a specialist maths school in each region, and a total of 11 nationally. This aims to prepare more of our most mathematically able students to succeed in maths disciplines at top universities. They also deliver outreach work with teachers and students in schools in their surrounding areas to increase maths A level participation and attainment.</p><p>We strongly believe effective careers guidance and advice is key to supporting young people in their education and career choices, to undertake learning and develop skills in the areas employers are looking for. The government’s Careers Strategy sets out a long-term plan to build a world class careers system to achieve this ambition. We are increasing the information available to students to ensure they can make informed choices about what and where to study. The delivery of the Careers Strategy also ensures that science, technology, engineering and mathematics (STEM) encounters, such as with employers and apprenticeships, are built into school career programmes.</p><p>The government also supports around 25% of the total PhD population in the UK through grants awarded by UK Research and Innovation (UKRI). Since January 2020, UKRI has awarded £104 million of additional funding into Mathematical Sciences, over and above the Engineering and Physical Sciences Research Council’s (EPSRC) core Mathematical Sciences Theme budget. The additional funding has funded institutes, small and large research grants, fellowships, doctoral studentships and postdoctoral awards.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 22/10/2021 13:17:54 answering member 4530 label Biography information for Michelle Donelan
tabling member	1447 label Biography information for Andrew Rosindell

1359368

registered interest
date	15/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Clinical Psychologists: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure that those studying clinical psychology qualifications are able to provide feedback on how their courses are (a) structured and (b) weighted.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	56422
answer	answer is ministerial correction date of answer 25/10/2021 answer text <p>English higher education (HE) providers are autonomous institutions, which means that they have the freedom to determine the way their courses are taught, supervised, and assessed. However, all registered providers must continue to meet the Office for Students (OfS) registration conditions in relation to the quality of HE.</p><p> </p><p>These registration conditions make clear the need to ensure that courses are high-quality, and that students are properly supported to achieve good outcomes. Registered HE providers must deliver well-designed courses that provide a high-quality academic experience for all students and enable a student’s achievement to be reliably assessed. Providers must also meet the requirements of the professional bodies, where the course delivers professional recognition as well as a degree. As set out in the OfS’ Regulatory Framework, behaviours that may indicate compliance include actively engaging students, individually and collectively, in the quality of their educational experience. Details of the Framework are available here: <a href="https://www.officeforstudents.org.uk/media/1406/ofs2018_01.pdf" target="_blank">https://www.officeforstudents.org.uk/media/1406/ofs2018_01.pdf</a>.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 25/10/2021 10:18:47 answering member 4530 label Biography information for Michelle Donelan
tabling member	411 label Biography information for Mr Barry Sheerman

1359404

registered interest
date	15/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Overseas Students
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, when the Government last conducted an evaluation of international higher education students’ contribution to the UK economy.
tabling member constituency	Islington South and Finsbury
tabling member printed	Emily Thornberry
uin	56439
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>The department publishes annual experimental statistics on UK revenue from education related exports and transnational education activity.</p><p>The latest release, published in December 2020, estimated total UK revenue from education related exports and transnational activity in 2018 to be £23.3 billion, of which £16 billion (69%) of the total value came from higher education activity.</p><p>The statistical release, along with the technical note detailing the methodology and data sources used can be found here: <a href="https://www.gov.uk/government/statistics/uk-revenue-from-education-related-exports-and-transnational-education-activity-2018" target="_blank">https://www.gov.uk/government/statistics/uk-revenue-from-education-related-exports-and-transnational-education-activity-2018</a>.</p><p>Through the government’s International Education Strategy, and the 2021 update to the Strategy, we have committed to providing a clearer picture of Education Exports data. The department continues to work closely with the Department for International Trade on this matter and as set out in the 2021 Update, a roadmap is being developed focusing on short/medium/long-term steps to improve data. The update can be found here: <a href="https://www.gov.uk/government/publications/international-education-strategy-2021-update/international-education-strategy-2021-update-supporting-recovery-driving-growth" target="_blank">https://www.gov.uk/government/publications/international-education-strategy-2021-update/international-education-strategy-2021-update-supporting-recovery-driving-growth</a>.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 56440 question first answered 22/10/2021 13:23:31 answering member 4530 label Biography information for Michelle Donelan
tabling member	1536 label Biography information for Emily Thornberry

1359405

registered interest
date	15/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Higher Education: Exports
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what methodology his Department uses to evaluate the contribution of higher education-related exports to the UK economy.
tabling member constituency	Islington South and Finsbury
tabling member printed	Emily Thornberry
uin	56440
answer	answer is ministerial correction date of answer 22/10/2021 answer text <p>The department publishes annual experimental statistics on UK revenue from education related exports and transnational education activity.</p><p>The latest release, published in December 2020, estimated total UK revenue from education related exports and transnational activity in 2018 to be £23.3 billion, of which £16 billion (69%) of the total value came from higher education activity.</p><p>The statistical release, along with the technical note detailing the methodology and data sources used can be found here: <a href="https://www.gov.uk/government/statistics/uk-revenue-from-education-related-exports-and-transnational-education-activity-2018" target="_blank">https://www.gov.uk/government/statistics/uk-revenue-from-education-related-exports-and-transnational-education-activity-2018</a>.</p><p>Through the government’s International Education Strategy, and the 2021 update to the Strategy, we have committed to providing a clearer picture of Education Exports data. The department continues to work closely with the Department for International Trade on this matter and as set out in the 2021 Update, a roadmap is being developed focusing on short/medium/long-term steps to improve data. The update can be found here: <a href="https://www.gov.uk/government/publications/international-education-strategy-2021-update/international-education-strategy-2021-update-supporting-recovery-driving-growth" target="_blank">https://www.gov.uk/government/publications/international-education-strategy-2021-update/international-education-strategy-2021-update-supporting-recovery-driving-growth</a>.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 56439 question first answered 22/10/2021 13:23:31 answering member 4530 label Biography information for Michelle Donelan
tabling member	1536 label Biography information for Emily Thornberry