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450652

registered interest
date	04/02/2016
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	National Institute of Adult Continuing Education: Centre for Economic and Social Inclusion
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what assessment they have made of the impact of the merger of the National Institute of Adult Continuing Education and the Centre for Economic and Social Inclusion.
tabling member printed	Baroness Rebuck
uin	HL5953
answer	answer is ministerial correction date of answer 17/02/2016 answer text <p>No assessment has been made of the merger of these two independent organisations.</p> answering member printed Baroness Neville-Rolfe question first answered 17/02/2016 14:31:34 answering member 4284 label Biography information for Baroness Neville-Rolfe
tabling member	4332 label Biography information for Baroness Rebuck

450653

registered interest
date	04/02/2016
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	Literacy: Females
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what assessment they have made of the impact of poor literacy skills on women relative to men.
tabling member printed	Baroness Rebuck
uin	HL5954
answer	answer is ministerial correction date of answer 25/02/2016 answer text <p>The Skills for Life Survey 2011 showed no notable difference between the levels of literacy of men and women:</p><p> </p><table><tbody><tr><td colspan="4"><p><strong>Literacy levels by gender (%)</strong></p></td></tr><tr><td rowspan="2"><p><strong>Literacy Level</strong></p></td><td colspan="3"><p><strong>Gender</strong></p></td></tr><tr><td><p><strong>All</strong></p></td><td><p><strong>Male</strong></p></td><td><p><strong>Female</strong></p></td></tr><tr><td><p>Entry Level 1 or below</p></td><td><p>5</p></td><td><p>5</p></td><td><p>5</p></td></tr><tr><td><p>Entry Level 2</p></td><td><p>2</p></td><td><p>2</p></td><td><p>2</p></td></tr><tr><td><p>Entry Level 3</p></td><td><p>/8</p></td><td><p>8</p></td><td><p>7</p></td></tr><tr><td><p>Level 1</p></td><td><p>28</p></td><td><p>29</p></td><td><p>28</p></td></tr><tr><td><p>Level 2 or above</p></td><td><p>57</p></td><td><p>54</p></td><td><p>59</p></td></tr><tr><td><p>Unweighted base</p></td><td><p>5824</p></td><td><p>2520</p></td><td><p>3304</p></td></tr></tbody></table><p>(Skills for Life Survey 2011)</p><p> </p><p>For both women and men, poor literacy is associated with higher rates of unemployment and poorer health and well-being. We do not have evidence to suggest that illiteracy affects women any more than men.</p><p> </p><p>This Government nevertheless understands the importance of English for all adults and has made this subject a priority for support within the adult skills system. An example of this is the Government-funded English and ESOL programmes, which include more female than male learners:</p><p> </p><table><tbody><tr><td colspan="3"><p><strong>English and maths participation figures 2014/15</strong></p></td></tr><tr><td><p> </p></td><td><p><strong>English </strong></p></td><td><p><strong>ESOL</strong></p></td></tr><tr><td><p><strong>Total Learners</strong></p></td><td><p><strong>668,600</strong></p></td><td><p><strong>131,100</strong></p></td></tr><tr><td><p><strong>Gender</strong></p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Female</p></td><td><p>379,700</p></td><td><p>88,000</p></td></tr><tr><td><p>Male</p></td><td><p>289,000</p></td><td><p>43,100</p></td></tr></tbody></table><p> </p><p>(Statistical First Release – first published January 2014)</p><p> </p><p>We are undertaking a range of research to better understand where Government investment in English and maths has the greatest impact and delivers value for money. This includes: using behavioural insights to identify how to motivate adults to improve their English and maths and encourage learners to keep studying once enrolled on a course, through our partnership with the Behavioural Research Centre for Adult Skills and Knowledge (ASK); longitudinal research into skills gain and skills atrophy of adult English and maths learners; and a comparison of the impact of blended and more traditional classroom learning.</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p><strong> </strong></p> answering member printed Baroness Neville-Rolfe question first answered 25/02/2016 14:12:36 answering member 4284 label Biography information for Baroness Neville-Rolfe
tabling member	4332 label Biography information for Baroness Rebuck

450654

registered interest
date	04/02/2016
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	Literacy: Young People
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what assessment they have made of the impact on the UK economy of poor literacy skills on the part of 16–24 year-olds.
tabling member printed	Baroness Rebuck
uin	HL5955
answer	answer is ministerial correction date of answer 22/02/2016 answer text <p>There are a number of ways in which the Government assesses the impact of poor literacy on the economy.</p><p> </p><p>On 28 January 2016, the OECD published its report <em>‘Building skills for all – a review of England’</em>. The report was commissioned by BIS following the publication of the OECD’s Survey of Adult Skills in 2013. Key findings from <em>Building Skills for All</em> are:</p><ul><li>Nine million adults in England have poor basic skills.</li><li>Overall, in terms of proportion, this is average for OECD countries, but England’s young people lag behind other countries.</li><li>A third of 16-19 year olds in England have poor basic skills – three times the proportion than in high performing countries.</li><li>Eliminating the tail of low achievement could increase long term productivity growth by around 0.5%.</li></ul><p>The BIS Research Paper 195 ‘Estimation of the labour market returns to qualifications gained in English Further Education’, published in December 2014, shows that there are higher returns to qualifications achieved at younger ages and that English (and maths) Level 1 and Level 2 qualifications provide an additional wage uplift for achievers of higher learning aims. Increased earnings and employment rates following training provide an indication of the positive impact on the economy of improving skills.</p><p> </p><p>In 2012, when the PIAAC carried out the survey fieldwork for both reports, only 70% of 16-19 year olds were participating in education and training that leads to a formal qualification; compared to almost universal participation in some other OECD countries. Since then the participation age in England has been increased to age 18 and action has been taken to improve GCSE qualifications and raise standards in post-16 education. These reforms have been welcomed by the OECD in its latest report. .</p><p> </p><p>Since changing the requirement for all learners who did not achieve a Level 2 in English and maths by the age of 16 to continue to study these subjects as part of their 16-19 study programme, we have seen a positive effect on participation and attainment. In 2014/15, 97% of 16 to 19 year olds without GCSE A*-C English and/or maths attending an FE institution continued their study of these subjects. In 2015, for 17-year-olds and over, entries for English rose by 23% (30% for maths). As a result, last year there were over 4,000 more GCSE passes at grades A*-C in English by students aged 17 and over (7,500 more maths passes).</p><p>On 5 February 2016 we published a new report on the impact of poor English and maths from the perspective of employers. Some key findings are:</p><p> </p><ul><li>The vast majority of employers surveyed reported no issues with the literacy of their employees.</li><li>Employers that do offer basic skills training reported positive impacts on aspects of work such as the number of errors (63%), better capacity to meet statutory requirements (58%), being able to introduce new processes (52%) and being able to produce higher quality products (51%).</li></ul><p> </p><p>The full report can be found here: <a href="https://www.gov.uk/government/publications/poor-basic-literacy-and-numeracy-effect-on-employers" target="_blank">https://www.gov.uk/government/publications/poor-basic-literacy-and-numeracy-effect-on-employers</a></p><p> </p><p> </p><p> </p><p> </p> answering member printed Baroness Neville-Rolfe question first answered 22/02/2016 12:31:09 answering member 4284 label Biography information for Baroness Neville-Rolfe attachment 1 file name BIS-impact-of-poor-basic-literacy-and-numeracy-on-employers.pdf title Literacy and Numeracy skills
tabling member	4332 label Biography information for Baroness Rebuck

450655

registered interest
date	04/02/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what assessment they have made of the impact of the requirement for all learners who did not achieve a Level 2 in English and maths by the age of 16 to continue to study those subjects post-16 since its introduction.
tabling member printed	Baroness Rebuck
uin	HL5956
answer	answer is ministerial correction date of answer 23/02/2016 answer text <p>We publish analysis on English and maths attainment by students aged 16 to 18 who did not achieve A* to C by the end of key stage 4 in an annual experimental Statistical First Release. The latest release (relating to 2013/14) is attached and also available online. [1]</p><p> </p><p>The next publication will provide data relating to 2014/15, the first year of the English and maths requirement.</p><p> </p><p>The English and maths requirement has had a positive effect on attainment. In 2015, for 17-year-olds and over, entries in maths were up 30% while English entries rose by 23%. Last year there were over 4,000 more passes in English by students aged 17 and over and over 7,500 more maths passes.</p><p> </p><p>We also monitor in-year management information returns from further education institutions. In 2014/15, 97% of 16 to 19-year-olds without GCSE A*-C English and/or maths attending an FE institution continued their study of these subjects.</p><p> </p><p>[1] <a href="https://www.gov.uk/government/statistics/level-1-and-2-english-and-maths-16-to-18-students-2013-to-2014" target="_blank">https://www.gov.uk/government/statistics/level-1-and-2-english-and-maths-16-to-18-students-2013-to-2014</a>.</p> answering member printed Lord Nash question first answered 23/02/2016 15:19:21 answering member 4270 label Biography information for Lord Nash attachment 1 file name PQ_HL5956_Statistical_First_Release_35_2015.pdf title Statistical First Release 35/2015
tabling member	4332 label Biography information for Baroness Rebuck

450656

registered interest
date	04/02/2016
answering body	HM Treasury
answering dept id	14
answering dept short name	Treasury
answering dept sort name	CaTreasury
hansard heading	Workplace Pensions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government whether they will place in the Library of the House a list of occupational pension schemes registered in the UK as at 1 January 2011 and at 1 January 2016, indicating whether any of those schemes registered as at 1 January 2011 have been absorbed by or taken over by any of the schemes registered as at 1 January 2016.
tabling member printed	Lord Triesman
uin	HL5957
answer	answer is ministerial correction date of answer 17/02/2016 answer text <p>Lists of registered occupational pension schemes are not readily available and can only be provided at a disproportionate cost. Information on which registered pension schemes have been absorbed or taken over by other registered pension schemes is not available.</p><p><strong> </strong></p><p><strong> </strong></p> answering member printed Lord O'Neill of Gatley question first answered 17/02/2016 14:11:37 answering member 4536 label Biography information for Lord O'Neill of Gatley
tabling member	3651 label Biography information for Lord Triesman

450658

registered interest
date	04/02/2016
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	Unpaid Work: Social Mobility
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Business, Innovation and Skills, what steps his Department is taking to inform businesses about the effect that (a) paid and (b) unpaid internships have on social mobility.
tabling member constituency	South West Wiltshire
tabling member printed	Dr Andrew Murrison
uin	25863
answer	answer is ministerial correction date of answer 12/02/2016 answer text <p>The Government believes in fair wages for fair work and opportunity for all. When an intern meets the legal definition of a worker they must be paid at least the National Minimum Wage. We actively promote understanding of the importance of pay for interns through our Social Mobility Business Compact, which secures agreement from business to take measures to improve social mobility. In addition, the Common Best Practice Code for High Quality Internships secures collective commitment from leading employers to ensure internships are fairly paid. These initiatives help to ensure employers are fully aware of the types of standards and expectations that need to be in place in the intern-employer relationship.</p><p>Separately, we have made it simpler to name and shame employers that do not comply with national minimum wage regulations and complaints from interns are now fast-tracked by HMRC.</p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 12/02/2016 14:21:05 answering member 3995 label Biography information for Nick Boles
tabling member	1466 label Biography information for Dr Andrew Murrison

450659

registered interest
date	04/02/2016
answering body	HM Treasury
answering dept id	14
answering dept short name	Treasury
answering dept sort name	CaTreasury
hansard heading	Apprentices: Taxation
house id	1
legislature	25259 pref label House of Commons
question text	To ask Mr Chancellor of the Exchequer, what estimate his Department has made of the number of businesses and other organisations in (a) Wiltshire and (b) the UK that will be required to pay the apprenticeship levy.
tabling member constituency	South West Wiltshire
tabling member printed	Dr Andrew Murrison
uin	25885
answer	answer is ministerial correction date of answer 12/02/2016 answer text <p>The apprenticeship levy will apply across the UK and will be collected from employers on a UK wide basis. An allowance of £15,000 means those with a paybill exceeding £3million will have to pay the levy.</p><p> </p><p>Regional level estimates of those likely to pay the Apprenticeship Levy is not available.</p> answering member constituency Chelsea and Fulham answering member printed Greg Hands question first answered 12/02/2016 14:34:09 answering member 1526 label Biography information for Greg Hands
tabling member	1466 label Biography information for Dr Andrew Murrison

450660

registered interest
date	04/02/2016
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	UK Commission for Employment and Skills: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Business, Innovation and Skills, whether he commissioned an independent evaluation of the UK Commission for Employment and Skills before deciding to withdraw funding from it; and if so, if he will publish it.
tabling member constituency	Blackpool South
tabling member printed	Gordon Marsden
uin	25899
answer	answer is ministerial correction date of answer 09/02/2016 answer text <p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p> </p><p>No independent evaluation of UKCES was commissioned. The decision by Whitehall Departments to withdraw funding from UKCES during 2016-17 was taken as part of the spending review given the need to make savings in non-participation budgets to allow the core adult skills participation budgets to be protected in cash terms.</p><p> </p><p>The decision had regard to the range of priorities needing to be funded from non-participation budgets. BIS is working with UKCES and the users of its services, including the Devolved Administrations, to manage the implications of this decision.</p><p><strong> </strong></p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 09/02/2016 17:20:56 answering member 3995 label Biography information for Nick Boles
tabling member	465 label Biography information for Gordon Marsden

450661

registered interest
date	04/02/2016
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	UK Commission for Employment and Skills: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Business, Innovation and Skills, whether he consulted the devolved administrations of Scotland, Wales and Northern Ireland before deciding to withdraw funding from the UK Commission for Employment and Skills.
tabling member constituency	Blackpool South
tabling member printed	Gordon Marsden
uin	25900
answer	answer is ministerial correction date of answer 09/02/2016 answer text <p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p>The decision by Whitehall Departments to withdraw funding from the UKCES during 2016-17 was taken as part of the spending review given the need to make savings in non-participation budgets to allow the core adult skills participation budgets to be protected in cash terms.</p><p> </p><p>The Department for Business, Innovation and Skills has subsequently been working with the Devolved Administrations on the future arrangements for working together on common issues within the context of our devolved skills systems.</p><p> </p><p><strong> </strong></p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 09/02/2016 17:19:29 answering member 3995 label Biography information for Nick Boles
tabling member	465 label Biography information for Gordon Marsden

450662

registered interest
date	04/02/2016
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	UK Commission for Employment and Skills: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Business, Innovation and Skills, how he plans to secure comprehensive analyses of skills shortages in the UK economy after funding is withdrawn from the UK Commission for Employment and Skills.
tabling member constituency	Blackpool South
tabling member printed	Gordon Marsden
uin	25901
answer	answer is ministerial correction date of answer 09/02/2016 answer text <p><strong> </strong></p><p> </p><p>In the context of needing to make savings in non-participation budgets to allow the core adult skills participation budgets to be protected in cash terms, the Department for Business, Innovation and Skills has consulted the Devolved Administrations and other users of labour market information on future research priorities.</p><p> </p><p>These discussions have identified the significance of the Employer Skills Survey, the Employer Perspectives Survey and the LMI (Labour Market Information) for All Portal. We are considering how these can best be delivered in future and will announce future arrangements as soon as final decisions are made.</p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 09/02/2016 17:18:02 answering member 3995 label Biography information for Nick Boles
tabling member	465 label Biography information for Gordon Marsden