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The government has been clear that the Office for Students (OfS) should take firm and robust action to ensure that threats to academic integrity are tackled. We are determined to beat the cheats who threaten the integrity of our higher education (HE) system.<\/p>
<\/p>
The OfS requires HE providers to design courses that enable the reliable assessment of a student\u2019s genuine achievements. Students are nearly always obligated by their provider to sign a \u2018student contract\u2019 at the commencement of their studies. The contract sets out acceptable student behaviours. Many contracts contain a reference to plagiarism and academic fraud. Many also set out possible sanctions that students may face if they are found to have broken the contract.<\/p>
<\/p>
As independent and autonomous bodies, HE providers have discretion when imposing sanctions, provided that those sanctions are authorised by the contract. The most recent guidance from the Quality Assurance Agency highlights the importance of severe sanctions of suspension or expulsion if \u2018extremely serious academic misconduct\u2019 has been discovered.<\/p>
<\/p>
HE providers' approaches to tackling cheating include deduction of marks, no credit for the work in question, permanent exclusion for a second offence or immediate expulsion depending on seriousness.<\/p>
<\/p>
In March, the government challenged PayPal to stop processing payments for \u2018essay mills\u2019. PayPal is now working with businesses associated with essay-writing services to ensure its platform is not used to facilitate deceptive and fraudulent practices in education.<\/p>
<\/p>
Furthermore, our recently published Education Technology Strategy challenged technology companies to identify how anti-cheating software can tackle the growth of essay mills and stay one step ahead of the cheats. This publication can be found at: https://www.gov.uk/government/publications/realising-the-potential-of-technology-in-education<\/a>.<\/p> <\/p>"}
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], "questionText" : "To ask the Secretary of State for Education, what steps his Department is taking to help tackle plagiarism among students at university.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1447", "label" : {"_value" : "Biography information for Andrew Rosindell"}
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, "tablingMemberPrinted" : [{"_value" : "Andrew Rosindell"}
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, {"_about" : "http://data.parliament.uk/resources/1134932", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1134932/answer", "answerText" : {"_value" : " We have introduced computing as a statutory national curriculum subject at all 4 key stages and have introduced a new Computer Science GCSE and A level. The content was developed with industry experts to better equip pupils with the knowledge and skills they need to become active creators of digital technology.<\/p> <\/p> As part of the Industrial Strategy, the government has committed substantial spending on mathematics, digital and technical education to increase the take-up and better teaching of science, technology, engineering and mathematics (STEM) subjects in schools. For example, in November 2018 we launched the National Centre for Computing Education (NCCE), backed by £84 million of new funding. The NCCE is run by a coalition of STEM Learning, the British Computing Society and Raspberry Pi and supported by industry.<\/p> <\/p> The NCCE is delivering a comprehensive programme of continuing professional development to improve the teaching of computing and increase participation in computer science at GCSE and A level, particularly amongst girls. We expect that this, in turn, will help equip these young people with the knowledge they need to pursue a career in the technology sector.<\/p> <\/p> We are also improving careers advice in schools so that young people are aware of the high quality options available for both technical and academic routes into digital careers and they have access to information about the variety of careers that digital technology pathways have to offer. STEM activities, including employer talks and work visits, are built into school career programmes and the Careers & Enterprise Company funds some opportunities for young people to meet a wide range of STEM employers, which include those from the technology sector.<\/p>"}
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, "date" : {"_value" : "2019-06-26", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Technology: Vocational Guidance"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, what steps he is taking to encourage more school leavers to pursue a career in the technology sector.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1447", "label" : {"_value" : "Biography information for Andrew Rosindell"}
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, "tablingMemberPrinted" : [{"_value" : "Andrew Rosindell"}
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, {"_about" : "http://data.parliament.uk/resources/1134933", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1134933/answer", "answerText" : {"_value" : " It is important for young people to have information on a range of jobs and careers, as well as encounters with a variety of employers in different sectors to inspire them about what they can achieve. The Careers & Enterprise Company is making sure that every young person has access to encounters with employers from a variety of sectors, which may include the maritime industry. In addition, information on a variety of careers, including the maritime industry, can be found on the National Careers Service website.<\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/1523", "label" : {"_value" : "Biography information for Anne Milton"}
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, "date" : {"_value" : "2019-06-26", "_datatype" : "dateTime"}
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, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, what steps his Department is taking to encourage more school leavers to pursue a career in the maritime industry.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1447", "label" : {"_value" : "Biography information for Andrew Rosindell"}
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, "tablingMemberPrinted" : [{"_value" : "Andrew Rosindell"}
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, {"_about" : "http://data.parliament.uk/resources/1134963", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1134963/answer", "answerText" : {"_value" : " In order to increase the number of women in science, technology, engineering and mathematics (STEM) industries, we are encouraging more girls to take STEM subjects at school, college and university, as well as providing improved careers advice and awareness and working with the STEM sector to champion gender representation.<\/p> <\/p> We announced substantial spending commitments in the Autumn Budget 2017 on maths, digital and technical education. We are funding programmes to increase the take-up of maths, such as the Advanced Maths Premium, and physics, through the Stimulating Physics Network, which has a specific strand focusing on increasing the number of girls in physics A level.<\/p> <\/p> We are supporting better teaching of maths, science and computing in schools, including a new £84 million programme for computing teaching and participation. As part of this investment, we also launched the Gender Balance in Computing pilot programme this year, which aims to identify practical interventions that schools (at all stages, excluding post-16) can implement to improve girls\u2019 participation in computing.<\/p> <\/p> We have committed to improving STEM careers advice in schools in the Careers Strategy, including making sure that STEM encounters, such as with employers and apprenticeships, are built into school career programmes by updating school and college statutory guidance. We are also raising awareness of the range of careers that STEM qualifications offer, through programmes such as STEM ambassadors. 44% of these ambassadors are women.<\/p> <\/p> Finally, we are taking steps to work with the sector through apprenticeships and using the employer Apprenticeships Diversity Champions Network, now employing 70 members, to champion gender representation in industries where improvement is needed.<\/p> <\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/1523", "label" : {"_value" : "Biography information for Anne Milton"}
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, "date" : {"_value" : "2019-06-26", "_datatype" : "dateTime"}
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, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, what steps his Department is taking to increase the number of women taking up careers in STEM.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4677", "label" : {"_value" : "Biography information for Giles Watling"}
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, "tablingMemberPrinted" : [{"_value" : "Giles Watling"}
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, {"_about" : "http://data.parliament.uk/resources/1135061", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1135061/answer", "answerText" : {"_value" : " We have recently received data on the current region of residence of graduates in the 2016/17 tax year and have incorporated this into the Longitudinal Education Outcomes data. The Department for Education has announced that we will be publishing experimental statistics using this data to look at the employment and earnings outcomes of graduates by their geographical location on 18 July 2019.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4169", "label" : {"_value" : "Biography information for Viscount Younger of Leckie"}
}
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, "hansardHeading" : {"_value" : "Graduates: Pay"}
, "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's Government what steps they will take to ensure that longitudinal education outcomes data take account of regional variations in salaries across the UK.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/395", "label" : {"_value" : "Biography information for Lord Blunkett"}
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], "uin" : "HL16688"}
, {"_about" : "http://data.parliament.uk/resources/1135062", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1135062/answer", "answerText" : {"_value" : " It is important that universities focus on ensuring that their graduates have the skills needed, including technical, vocational and transferable skills, to gain a positive outcome from their degree. The higher education regulator, the Office for Students\u2019 (OfS), primary aim is to ensure that higher education delivers positive outcomes for students and it has a regulatory focus to ensure that students are able to progress into employment or further study.<\/p> The government is supporting regional growth and retention of graduates in a number of ways. For example, on 16 May 2019, the OfS announced £5.6 million funding for 15 projects aiming to support the transition to highly skilled employment and improve outcomes for graduates who seek employment in their home region. Details of this can be found here, and are also attached:<\/p> https://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/no-place-like-home/<\/a><\/p> Similarly, the UK Research and Innovation \u201cStrength in Places Fund\u201d is a competitive fund for collaborative bids between research institutions and businesses to support significant regional growth through research and innovation. Details can be found here, and are also attached:<\/p>