We are introducing T levels, a high-quality technical alternative to A levels to help young people get the high-wage, high-skill jobs of the future. With longer teaching hours, higher standards and a meaningful industry placement, T levels will be more rigorous and occupationally relevant than many current vocational courses.<\/p>
Alongside the introduction of T levels, we are reviewing post-16 qualifications at level 3 and below. The aim is to ensure that qualifications are necessary, have a distinct purpose, are high- quality and support progression.<\/p>
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Apprenticeships are a high-quality alternative path to a career for people of all ages and we are improving the quality of apprenticeships through making them longer, better, with more off-the job training and proper assessment at the end.<\/p>
We have established 4 National Colleges, which are leading the way in the design and delivery of higher technical skills training, ensuring that industries and sectors which are critical to our national economic growth, have the skills they need.<\/p>
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We are investing up to £290 million of capital funding to enable every region in England to establish a high quality Institute of Technology. With state-of-the-art equipment and facilities, and employers in the driving seat, they will give businesses the skilled workforce they need to drive growth and productivity and get more people into rewarding jobs.<\/p>
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It is important that students and young people have access to high-quality information and advice about their choices, including technical options and apprenticeships.<\/p>
In 2017 we introduced a new Careers Strategy, setting out a\u202flong-term plan to build a world class careers system that will help young people and adults choose the career that\u2019s right for them. An important element of the strategy is the responsibility that schools and colleges must provide their students with a full picture of their options. This includes a new law introduced in January 2018, under which schools must allow technical education and apprenticeship providers into their schools to talk to pupils about their offer.<\/p>
We have also undertaken a range of activities to make students and young people aware of the benefits an apprenticeship can offer. Our apprenticeships campaign, Fire It Up, is working to promote apprenticeships to young people, demonstrating that they are an aspirational choice for anyone with passion and energy.<\/p>
We are also working with schools to promote apprenticeships to students. We have developed Amazing Apprenticeships, a website and resource portal for schools and teachers. In addition, we offer a free service to schools through the Apprenticeship Support and Knowledge (ASK) project to ensure that teachers have the knowledge and support to enable them to promote apprenticeships to their students. Last academic year the ASK programme reached over 300,000 students across 2,368 establishments and from September 2019 it has been extended to include years 7 to 9.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4530", "label" : {"_value" : "Biography information for Michelle Donelan"} } , "answeringMemberConstituency" : {"_value" : "Chippenham"} , "answeringMemberPrinted" : {"_value" : "Michelle Donelan"} , "dateOfAnswer" : {"_value" : "2019-10-30", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2019-10-30T20:01:47.847Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2019-10-23", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Apprentices and Vocational Education"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps his Department has taken to promote (a) vocational qualifications and (b) apprenticeships to students and young people.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4139", "label" : {"_value" : "Biography information for Ian Lavery"} } , "tablingMemberConstituency" : {"_value" : "Wansbeck"} , "tablingMemberPrinted" : [{"_value" : "Ian Lavery"} ], "uin" : "4320"} , {"_about" : "http://data.parliament.uk/resources/1151822", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1151822/answer", "answerText" : {"_value" : "
Racial harassment is unacceptable and we cannot tolerate staff and students being victims of it at our world-leading universities. There is no place in our society - including within higher education (HE) \u2013 for hatred or any form of harassment, discrimination or racism. Universities have clear responsibilities in this regard.<\/p>
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HE providers in England are independent and autonomous. They are responsible for addressing student complaints and for meeting their responsibilities under the Equality Act 2010. The government expects providers to discharge their responsibilities fully and have robust policies and procedures in place to handle student complaints, comply with the law and to investigate and swiftly address incidents reported to them.<\/p>
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Where a student complaint cannot be resolved through the institution\u2019s complaint processes, the student can ask for their complaint to be reviewed by the Office for the Independent Adjudicator (OIA) for HE in England. As a result of the government\u2018s recent HE reforms, all HE providers on the HE Regulator\u2019s register, the Office for Students (OfS), are required to join the OIA.<\/p>
The government will continue to work closely with partners, including Universities UK and the OfS, to drive progress on matters of racial harassment in HE.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4021", "label" : {"_value" : "Biography information for Chris Skidmore"} } , "answeringMemberConstituency" : {"_value" : "Kingswood"} , "answeringMemberPrinted" : {"_value" : "Chris Skidmore"} , "dateOfAnswer" : {"_value" : "2019-10-28", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2019-10-28T13:57:49.297Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2019-10-23", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Universities: Racial Discrimination"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps he is taking to ensure that universities investigate all complaints made by students and staff about racism at universities.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/308", "label" : {"_value" : "Biography information for Mr Jim Cunningham"} } , "tablingMemberConstituency" : {"_value" : "Coventry South"} , "tablingMemberPrinted" : [{"_value" : "Mr Jim Cunningham"} ], "uin" : "4262"} , {"_about" : "http://data.parliament.uk/resources/1151830", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1151830/answer", "answerText" : {"_value" : "
The Special Educational Needs and Disabilities (SEND) Code of Practice explicitly states that all children and young people with SEND, whether or not they have an Education, Health and Care (EHC) plan, should be prepared for adulthood, including employment. We know that with the right preparation and support, the overwhelming majority of young people with SEND are capable of sustained paid employment. All professionals working with them should share that presumption and should provide the career advice and support that help young people to develop the skills and experience, and achieve the qualifications, that they need to succeed in their careers.<\/p>
Work-based learning is available through personalised study programmes for all young people aged 16 to 19, or up to age 25 if the young person has an EHC plan. This includes:<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
However, we know there is more to do and that is why in September, my right hon. Friend, the Secretary of State for Education announced a cross-government review of provision for children and young people with SEND, to ensure that they are supported to thrive and prepare for adulthood, including employment.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4530", "label" : {"_value" : "Biography information for Michelle Donelan"} } , "answeringMemberConstituency" : {"_value" : "Chippenham"} , "answeringMemberPrinted" : {"_value" : "Michelle Donelan"} , "dateOfAnswer" : {"_value" : "2019-10-28", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2019-10-28T14:35:13.987Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2019-10-23", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Special Educational Needs: Employment and Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps he is taking to increase the (a) quantity and (b) quality of employment and training opportunities for SEND students over the age of 16.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/308", "label" : {"_value" : "Biography information for Mr Jim Cunningham"} } , "tablingMemberConstituency" : {"_value" : "Coventry South"} , "tablingMemberPrinted" : [{"_value" : "Mr Jim Cunningham"} ], "uin" : "4263"} , {"_about" : "http://data.parliament.uk/resources/1151838", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1151838/answer", "answerText" : {"_value" : "
The Department wants schools to equip their pupils with the knowledge needed to make the best use of the internet and technology in a safe, considered and respectful way.<\/p>
<\/p>
Through the guidance for the new subjects of relationships education, relationships and sex education and health education, teachers will address online safety and appropriate behaviour in an age appropriate way.<\/p>
This topic is threaded throughout the guidance which sets out, for example, that pupils should be taught about the rules and principles for keeping safe online, including how to recognise risks, harmful content and behaviours, and how and to whom to report issues. Pupils should also be made aware of the relevant legal provisions when key topics are being taught, including online behaviours.<\/p>
The guidance also refers to some key publications about internet safety which can be used by teachers and others in teaching about this topic. The guidance can be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education<\/a>.<\/p> <\/p> This teaching will complement the existing computing curriculum, which covers the principles of online safety at all key stages, with progression in the content to reflect the different and escalating risks that pupils face. This includes how to use technology safely, responsibly, respectfully and securely, and where to go for help and support when they have concerns about content or contact on the internet or other online technologies.<\/p> There are other curriculum subjects which include content relevant to teaching pupils how to use the internet appropriately and safely. For example, citizenship education covers media literacy, distinguishing fact from opinion and the role and responsibility of the media in informing and shaping public opinion.<\/p> The Department has also published non-statutory guidance, \u2018Teaching Online Safety\u2019 in schools. This outlines how schools can ensure their pupils understand how to stay safe and behave online, as part of these existing curriculum requirements and is available here: https://www.gov.uk/government/publications/teaching-online-safety-in-schools<\/a>.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "dateOfAnswer" : {"_value" : "2019-10-28", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : {"_value" : "4293"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-10-28T14:43:08.303Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-10-23", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Social Media: Harassment"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, what steps he is taking to ensure that the statutory guidance for 2020 on (a) Relationships Education, Relationships and Sex Education and (b) Health Education will include guidance on online abuse and threats on (i) Twitter and (ii) other social media.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1511", "label" : {"_value" : "Biography information for Lord Austin of Dudley"}
}
, "tablingMemberConstituency" : {"_value" : "Dudley North"}
, "tablingMemberPrinted" : [{"_value" : "Ian Austin"}
], "uin" : "4292"}
, {"_about" : "http://data.parliament.uk/resources/1151839", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1151839/answer", "answerText" : {"_value" : " The Department wants schools to equip their pupils with the knowledge needed to make the best use of the internet and technology in a safe, considered and respectful way.<\/p> <\/p> Through the guidance for the new subjects of relationships education, relationships and sex education and health education, teachers will address online safety and appropriate behaviour in an age appropriate way.<\/p> This topic is threaded throughout the guidance which sets out, for example, that pupils should be taught about the rules and principles for keeping safe online, including how to recognise risks, harmful content and behaviours, and how and to whom to report issues. Pupils should also be made aware of the relevant legal provisions when key topics are being taught, including online behaviours.<\/p> The guidance also refers to some key publications about internet safety which can be used by teachers and others in teaching about this topic. The guidance can be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education<\/a>.<\/p> <\/p> This teaching will complement the existing computing curriculum, which covers the principles of online safety at all key stages, with progression in the content to reflect the different and escalating risks that pupils face. This includes how to use technology safely, responsibly, respectfully and securely, and where to go for help and support when they have concerns about content or contact on the internet or other online technologies.<\/p> There are other curriculum subjects which include content relevant to teaching pupils how to use the internet appropriately and safely. For example, citizenship education covers media literacy, distinguishing fact from opinion and the role and responsibility of the media in informing and shaping public opinion.<\/p>