|Previous Section||Index||Home Page|
Mr. Willis: To ask the Secretary of State for Education and Skills how many trainee teachers (a) have been and (b) will be trained through the employment-based training route in each year from 200001 to 200405. 
The Government do not set targets for the number of people entering the graduate teacher programme, the registered teacher programme or the overseas trained teachers scheme. However, my right hon. Friend the former Secretary of State for Education and Employment announced on 12 March this year an extra 570 places on the graduate teacher programme that will bring the total, in due course, to 2,250 a year.
Mr. Willis: To ask the Secretary of State for Education and Skills how many of the trainee teachers undertaking the employment-based training route are from (a) the United Kingdom, (b) European Union countries and (c) other countries, indicating in each case where appropriate which subjects they are training to teach; and if she will make a statement. 
Mr. Rendel: To ask the Secretary of State for Education and Skills if she will estimate the level of funding required if university grants had been maintained at their final level in (a) real terms and (b) actual terms for each of the years (i) 199899, (ii) 19992000, (iii) 200001 and (iv) 200102. 
Margaret Hodge [holding answer 10 July 2001]: If undergraduates normally resident in England and Wales currently funded under the new student support regulations had been offered a package of grants plus loans for maintenance similar to that available in 199798 we estimate the additional cost to the Department over the four years 199899 to 200102 to be as given in the following table.
|In cash||On a resource basis|
|In real terms|
|In cash terms|
These figures assume that contributions towards fees would be unaffected.
11 Jul 2001 : Column: 554W
Mr. Laws: To ask the Secretary of State for Education and Skills what her estimate is of the total cost of (a) design, (b) stationery, (c) new name plaques and (d) other costs of the naming of her Department; and if she will make a statement. 
|Design of marque||14,705|
|New name plaques||(23)5,300|
|Other costs including Branding guidelines, web development and registration||23,420|
(22) Production and initial stock
(23) 18 signs on five HQ sites
This has been carried out as economically and efficiently as possible. I believe that the connection with our customers via the identity is very important. Therefore we have chosen a clear, simple expression of what we do to help the public understand how our work affects them.
Mr. Rendel: To ask the Secretary of State for Education and Skills how many academic staff, by university, left positions between 1 January and 30 March, who would have been included in the research assessment exercise submission had they been in post on 31 March; and if she will make a statement. 
Margaret Hodge [holding answer 10 July 2001]: These figures are not available. However, the Higher Education Funding Council for England are analysing the research assessment exercise returns and expect to be able to provide this information by the end of August.
Margaret Hodge [holding answer 10 July 2001]: Under the Education (Student Support) Regulations 2001, full-time students who are absent from their course because of illness are entitled to continue to receive student support for the first 60 days of absence. Before academic year 199899 this was only 28 days. Local education authorities have the discretion to decide whether such students should continue to receive support after the first 60 days absence.
Students who remain ill for more than a period of 28 weeks may become eligible at that stage to receive income support and housing benefit. Local education authorities have the discretion to continue support to sick students waiting to receive income support.
11 Jul 2001 : Column: 555W
We have made it clear in our guidance that local education authorities should exercise their discretion sympathetically in considering the cases of intercalation which come to them. Among the factors they must consider in coming to a decision is the possibility of financial hardship.
Students who temporarily suspend their courses may also receive assistance from the hardship fund at their institution's discretion. The hardship fund allows universities and colleges to provide discretionary support
11 Jul 2001 : Column: 556W
Dr. Starkey: To ask the Secretary of State for Education and Skills, pursuant to her answer of 3 July 2001, Official Report, column 81W, on modern languages, how many GCSE and A-level passes, in each of the language categories and years, were obtained by students at (a) independent and (b) state schools. 
|(a) Independent schools|
|Any modern language||46,211||44,501||42,202||41,538||41,876||9,505||9,510||9,310||9,240||8,711|
|(b) State schools|
|Any modern language||391,440||388,408||408,264||421,523||425,546||13,890||13,687||13,499||13,048||11,825|
Dr. Starkey: To ask the Secretary of State for Education and Skills how many students obtained GCSE and A-level examinations in (a) Urdu, (b) Bengali, (c) Gujerati, (d) Hindi, (e) Mandarin, (f) Cantonese and (g) modern languages in each of the last five years. 
The number of students of all ages who obtained GCSE and GCE A-level passes in the various languages over the last five years are shown in the table. Figures for Mandarin and Cantonese are not available, data for Chinese as a whole have been provided instead.
|(e) (f) Chinese||1,956||2,048||1,937||1,917||2,028|
|(g) All modern languages||450,244||444,639||460,186||472,010||476,050|
|(e) (f) Chinese||972||887||1,074||1,165||1,225|
|(g) All modern languages||32,937||32,340||31,298||30,224||27,455|
|Next Section||Index||Home Page|