The Government will be writing to the Higher Education Funding Council (HEFCE) shortly setting out its funding for the coming year. The HEFCE Board will make decisions on funding for universities and colleges in light of the Government\u2019s letter. The Government continues to recognise the importance of language study and the value of studying abroad. Approximately 220,000 students have benefitted from the Erasmus Programme.<\/p>
<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4329", "label" : {"_value" : "Biography information for Baroness Evans of Bowes Park"} } , "answeringMemberPrinted" : {"_value" : "Baroness Evans of Bowes Park"} , "dateOfAnswer" : {"_value" : "2016-02-29", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2016-02-29T13:10:56.457Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "26"} , "answeringDeptShortName" : {"_value" : "Business, Innovation and Skills"} , "answeringDeptSortName" : {"_value" : "Business, Innovation and Skills"} , "date" : {"_value" : "2016-02-04", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Languages: Higher Education"} , "houseId" : {"_value" : "2"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"} } ], "questionText" : "To ask Her Majesty\u2019s Government whether they will take steps to encourage the Higher Education Funding Council for England to continue supporting language study, in particular by maintaining the Year Abroad subsidy.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3829", "label" : {"_value" : "Biography information for Baroness Coussins"} } , "tablingMemberPrinted" : [{"_value" : "Baroness Coussins"} ], "uin" : "HL5920"} , {"_about" : "http://data.parliament.uk/resources/450649", "AnsweringBody" : [{"_value" : "Department for Business, Innovation and Skills"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/450649/answer", "answerText" : {"_value" : "
As announced, the Government is considering measures to increase the transparency of beneficial ownership of assets by foreign companies<\/p>
<\/p>
<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4284", "label" : {"_value" : "Biography information for Baroness Neville-Rolfe"} } , "answeringMemberPrinted" : {"_value" : "Baroness Neville-Rolfe"} , "dateOfAnswer" : {"_value" : "2016-02-25", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2016-02-25T14:58:10.873Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "26"} , "answeringDeptShortName" : {"_value" : "Business, Innovation and Skills"} , "answeringDeptSortName" : {"_value" : "Business, Innovation and Skills"} , "date" : {"_value" : "2016-02-04", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Foreign Companies: Property"} , "houseId" : {"_value" : "2"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"} } ], "questionText" : "To ask Her Majesty\u2019s Government whether they propose to bring the rules regarding transparency in respect of overseas company ownership of UK property into line with those for UK registered companies' property ownership.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/302", "label" : {"_value" : "Biography information for Lord Rooker"} } , "tablingMemberPrinted" : [{"_value" : "Lord Rooker"} ], "uin" : "HL5950"} , {"_about" : "http://data.parliament.uk/resources/450652", "AnsweringBody" : [{"_value" : "Department for Business, Innovation and Skills"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/450652/answer", "answerText" : {"_value" : "
No assessment has been made of the merger of these two independent organisations.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4284", "label" : {"_value" : "Biography information for Baroness Neville-Rolfe"} } , "answeringMemberPrinted" : {"_value" : "Baroness Neville-Rolfe"} , "dateOfAnswer" : {"_value" : "2016-02-17", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2016-02-17T14:31:34.247Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "26"} , "answeringDeptShortName" : {"_value" : "Business, Innovation and Skills"} , "answeringDeptSortName" : {"_value" : "Business, Innovation and Skills"} , "date" : {"_value" : "2016-02-04", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "National Institute of Adult Continuing Education: Centre for Economic and Social Inclusion"} , "houseId" : {"_value" : "2"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"} } ], "questionText" : "To ask Her Majesty\u2019s 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.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4332", "label" : {"_value" : "Biography information for Baroness Rebuck"} } , "tablingMemberPrinted" : [{"_value" : "Baroness Rebuck"} ], "uin" : "HL5953"} , {"_about" : "http://data.parliament.uk/resources/450653", "AnsweringBody" : [{"_value" : "Department for Business, Innovation and Skills"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/450653/answer", "answerText" : {"_value" : "
The Skills for Life Survey 2011 showed no notable difference between the levels of literacy of men and women:<\/p>
<\/p>
Literacy levels by gender (%)<\/strong><\/p><\/td><\/tr> Literacy Level<\/strong><\/p><\/td> Gender<\/strong><\/p><\/td><\/tr> All<\/strong><\/p><\/td> Male<\/strong><\/p><\/td> Female<\/strong><\/p><\/td><\/tr> Entry Level 1 or below<\/p><\/td> 5<\/p><\/td> 5<\/p><\/td> 5<\/p><\/td><\/tr> Entry Level 2<\/p><\/td> 2<\/p><\/td> 2<\/p><\/td> 2<\/p><\/td><\/tr> Entry Level 3<\/p><\/td> /8<\/p><\/td> 8<\/p><\/td> 7<\/p><\/td><\/tr> Level 1<\/p><\/td> 28<\/p><\/td> 29<\/p><\/td> 28<\/p><\/td><\/tr> Level 2 or above<\/p><\/td> 57<\/p><\/td> 54<\/p><\/td> 59<\/p><\/td><\/tr> Unweighted base<\/p><\/td> 5824<\/p><\/td> 2520<\/p><\/td> 3304<\/p><\/td><\/tr><\/tbody><\/table> (Skills for Life Survey 2011)<\/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> 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> English and maths participation figures 2014/15<\/strong><\/p><\/td><\/tr> <\/p><\/td> English <\/strong><\/p><\/td> ESOL<\/strong><\/p><\/td><\/tr> Total Learners<\/strong><\/p><\/td> 668,600<\/strong><\/p><\/td> 131,100<\/strong><\/p><\/td><\/tr> Gender<\/strong><\/p><\/td> <\/p><\/td> <\/p><\/td><\/tr> Female<\/p><\/td> 379,700<\/p><\/td> 88,000<\/p><\/td><\/tr> Male<\/p><\/td> 289,000<\/p><\/td> 43,100<\/p><\/td><\/tr><\/tbody><\/table> <\/p> (Statistical First Release \u2013 first published January 2014)<\/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> <\/strong><\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4284", "label" : {"_value" : "Biography information for Baroness Neville-Rolfe"}
}
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, "dateOfAnswer" : {"_value" : "2016-02-25", "_datatype" : "dateTime"}
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, "questionFirstAnswered" : [{"_value" : "2016-02-25T14:12:36.19Z", "_datatype" : "dateTime"}
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, "answeringDeptId" : {"_value" : "26"}
, "answeringDeptShortName" : {"_value" : "Business, Innovation and Skills"}
, "answeringDeptSortName" : {"_value" : "Business, Innovation and Skills"}
, "date" : {"_value" : "2016-02-04", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Literacy: Females"}
, "houseId" : {"_value" : "2"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"}
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], "questionText" : "To ask Her Majesty\u2019s Government what assessment they have made of the impact of poor literacy skills on women relative to men.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4332", "label" : {"_value" : "Biography information for Baroness Rebuck"}
}
, "tablingMemberPrinted" : [{"_value" : "Baroness Rebuck"}
], "uin" : "HL5954"}
, {"_about" : "http://data.parliament.uk/resources/450654", "AnsweringBody" : [{"_value" : "Department for Business, Innovation and Skills"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/450654/answer", "answerText" : {"_value" : " There are a number of ways in which the Government assesses the impact of poor literacy on the economy.<\/p> <\/p> On 28 January 2016, the OECD published its report \u2018Building skills for all \u2013 a review of England\u2019<\/em>. The report was commissioned by BIS following the publication of the OECD\u2019s Survey of Adult Skills in 2013. Key findings from Building Skills for All<\/em> are:<\/p> The BIS Research Paper 195 \u2018Estimation of the labour market returns to qualifications gained in English Further Education\u2019, 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> 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> 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> 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> |