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University Degrees
Dr. Gibson: To ask the Secretary of State for Education and Employment how he monitors the variability in criteria used in awarding degrees in UK universities; and if he will make a statement. [109029]
Mr. Wicks:
Each institution with degree awarding powers is responsible for the quality and standards of the degrees it awards. The Quality Assurance Agency
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assesses the quality of provision in its subject reviews and the rigour of the quality mechanisms in the institutions in its institutional reviews.
The Quality Assurance Agency has published, for consultation, draft subject benchmark statements setting out expectations of student attainment at honours degree level in 22 subject areas. A further 20 such statements will be published by 2001. The Agency is developing the qualifications framework proposed in the Dearing Report, and will publish proposals shortly. These reference points will be used by the Agency in the reviews it carries out.
Mr. Don Foster:
To ask the Secretary of State for Education and Employment if he will list for the financial year 1998-99 the number and total value of contracts let by his Department with external consultants and advisors that have (a) been put out to competitive tender, (b) not been put out to competitive tender and (c) been let on a non-commercial basis, stating in each case the names of the individuals or organisations that have carried out the work. [109068]
Mr. Wicks
[holding answer 8 February 2000]: This information could be provided only at disproportionate cost.
Mr. Chaytor:
To ask the Secretary of State for Education and Employment what assessment he has made of the role of further education colleges in supporting new curriculum developments in vocational education for 14 to 16-year-olds; and if he will make a statement. [107971]
Mr. Wicks
[holding answer 9 February 2000]: The Schools Standards and Framework Act 1998 allowed Further Education colleges to provide secondary education at key stage 4. In addition, regulations made under section 363 of the Education Act 1996 allow schools to disapply parts of the key stage 4 National Curriculum for certain pupils to enable them to spend more time on work-related learning.
Many schools are now working in partnership with colleges and taking advantage of this flexibility to deliver work-related learning and vocational courses. For example, we have launched a programme to support local work-related learning projects. There are over 180 projects, and around two-thirds of these include school-college links. Such links can: help pupils acquire the skills and knowledge needed in employment; enable schools to enhance their curriculum with vocational options (G/NVQs and Key Skills); and make Further Education facilities and teaching expertise available to schools. Further measures are being introduced to promote work-related learning through college links with Fresh Start schools.
The Department has commissioned the National Foundation for Education Research to carry out an evaluation of how the regulations are being used in practice. The evaluators will interview schools, FE colleges and others involved in delivering extended work-related learning and vocational courses. The final evaluation report is due at the end of 2000.
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Mr. Stephen Twigg:
To ask the Secretary of State for Education and Employment (1) if he will make a statement on ethnicity in employment patterns in the higher education sector; [109307]
Mr. Wicks:
Ministers met the Chairman of the Commission for Racial Equality in October 1999 to discuss the Commission's report on ethnicity and employment in higher education. Most of the recommendations are for higher education institutions and their representative bodies. Ministers have asked the funding and representative bodies, who co-sponsored the report, to consider what more they can do to encourage institutions to make progress towards greater equality of opportunity for all groups of staff.
Mr. Breed:
To ask the Secretary of State for Education and Employment what assessment he has made of the link between class sizes and overall pupil performance at Key Stages 1 to 4. [109806]
Ms Estelle Morris:
The evidence, including from Ofsted, indicates that class size is most important at Key Stage 1. That is why we have pledged to reduce the size of infant classes. The pledge will ensure that all children benefit from infant classes of 30 or below, and will help to give young pupils the important start they need.
Dr. Stoate:
To ask the Secretary of State for Education and Employment when he will announce his decision on the future of Dartford West High School for Boys; and if he will make a statement. [109552]
Ms Estelle Morris:
My right hon. Friend expects to make a decision within the next couple of weeks.
Mr. Coaker:
To ask the Secretary of State for Education and Employment what steps the Government are taking to tackle age discrimination in employment against men between the ages of 60 and 65 years. [109684]
Ms Hodge:
On 14 June 1999 we published a Code of Practice on Age Diversity in Employment, developed with key partners such as the TUC, CBI and Age Concern. It covers all aspects of employment, for men and women of all ages, including men aged between 60 and 65. It has sections covering recruitment, selection, training, development, redundancy and retirement, and provides detailed guidance and case studies to help employers to tackle age discrimination in their organisations. This is being backed by a publicity campaign and practical help for employers wanting to adopt the principles set out in the Code. The effectiveness of the Code is being evaluated through a large scale research project which looks in detail at employer policies and practices in recruitment
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and employment and the impact this has on age diversity in their work force. The results of the evaluation will be published early in 2001.
Mr. Hesford:
To ask the Secretary of State for Education and Employment how much teachers will be able to earn once they have passed the performance pay threshold. [109681]
Ms Estelle Morris:
Teachers who are successful at the threshold will receive a salary increase of £2,000, and will be placed on the new upper pay range. Teachers on point 9 of the pay scale and currently earning £23,193 will see their salary rise to £25,959 in September if they pass the threshold--a rise of 11.9 per cent. In future years, teachers who have passed the threshold will have opportunities to gain a further four points on the upper pay range, worth approximately £1,000 each. This could take their salary to over £30,000 for high performance in the classroom. Taking on additional responsibilities could take a teacher's salary to over £37,000.
Mr. Breed:
To ask the Secretary of State for Education and Employment what percentage of the population in (a) rural and (b) urban areas have at least two A-levels at grade E or above. [109753]
Mr. Wicks:
Information from the Labour Force Survey indicates that, in 1998, 38.6 per cent. of economically active working age adults in urban areas in England had at least two A-levels at grades E or the equivalent, compared with 40.6 per cent. of economically active working age adults in rural areas.
Mr. Rooney:
To ask the Secretary of State for Education and Employment how many employees at Remploy were (a) able-bodied, (b) disabled and factory-based and (c) disabled and on Interwork, in each year since 1980. [109598]
Ms Hodge:
The table shows the numbers of both disabled and non-disabled employees in both Remploy Factories and Interwork since 1980.
(2) what representations he has received concerning employment patterns in the higher education sector in the last 12 months. [109308]
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Supported Employment
Mr. Rooney: To ask the Secretary of State for Education and Employment what was the total budget for supported employment expressed (a) in cash terms and (b) at December 1999 prices in each year since 1980. [109596]
Ms Hodge [holding answer 11 February 2000]: The information is not available for years prior to 1989. The figures for 1989-90 onwards are as follows:
| Year | Cash price (£) | RPI | December 1999 RPI | (£) |
|---|---|---|---|---|
| 1989-90 | 101,634,000 | 117.4 | 167.3 | 144,832,779 |
| 1990-91 | 112,258,000 | 128.7 | 167.3 | 145,926,678 |
| 1991-92 | 122,445,000 | 134.8 | 167.3 | 151,966,235 |
| 1992-93 | 140,775,000 | 139.1 | 167.3 | 169,314,576 |
| 1993-94 | 140,399,000 | 141.5 | 167.3 | 165,998,252 |
| 1994-95 | 150,051,000 | 145.3 | 167.3 | 172,770,353 |
| 1995-96 | 154,231,000 | 150.1 | 167.3 | 171,904,372 |
| 1996-97 | 154,346,000 | 153.7 | 167.3 | 168,003,161 |
| 1997-98 | 155,556,000 | 158.8 | 167.3 | 163,882,360 |
| 1998-99 | 155,032,000 | 163.8 | 167.3 | 158,344,650 |
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