| Previous Section | Index | Home Page |
Employers' National Insurance Contributions
Chris Grayling: To ask the Secretary of State for Education and Skills what representations she has received from British universities about the impact of the increase in employers' national insurance contributions. [52526]
Graduates
Mr. Andrew Turner: To ask the Secretary of State for Education and Skills what information she collates on the average earnings of (a) graduates and (b) non-graduates with equivalent A-level or similar qualifications. [52919]
Margaret Hodge: Estimates of average gross weekly earnings by level of qualification are regularly obtained from the Labour Force Survey (LFS). On average, people with a first degree or higher qualification earn over 40 per cent. more than those whose highest qualification is two or more A-levels or another Level 3 qualification. The table shows that in spring 2001, average gross weekly earnings for all graduates with at least a first degree were around £580, compared to £410 for non-graduates with a Level 3 qualification.
| Highest qualification | Average gross weekly earnings £ |
|---|---|
| First degree or higher qualification | 580 |
| 2+ A-levels or another Level 3 qualification | 410 |
Source:
Labour Force Survey, spring 2001, GB figures
Work-based Learning
John Mann: To ask the Secretary of State for Education and Skills what steps she is taking to ensure that the Learning and Skills Council has adequate funds to widen successful participation in work-based learning. [53087]
Margaret Hodge: The LSC's budget for 2002–03 is £7.3 billion, a 5.9 per cent. real terms increase on the
7 May 2002 : Column 86W
previous year. This will enable the LSC to make progress towards its key targets. These include increasing the participation and achievement of young people in learning (including work based learning) and increasing the demand for learning by adults and employers. We have also increased the flexibility available to the LSC to meet its priorities by simplifying the budget structure and removing unnecessary restrictions on how the grant is spent. We have worked with the LSC to agree clear outcomes which include promoting equality by highlighting outcomes for under-represented groups in work-based learning.
The Government have contributed substantial financial support for Modern Apprenticeships (MAs). Between 1997 and 2002 over £3.7 billion has been allocated to Government-supported work-based learning, of which it is estimated that in excess of £1 billion has been used to support MAs. As a result of this investment, the number of young people on MAs has risen from 75,000 in 1997 to over 220,000 today. We are investing an additional £180 million over three years 2001–04 to support and further develop MAs, a clear sign of the importance we attach to their role in raising skills levels in the workplace, and in offering young people high quality vocational and work-related options for post-16 learning. The Government and the LSC recently agreed a target of over a quarter of young people between the age of 16 and 21 entering MAs by 2004 and the LSC will have sufficient funds to meet this target.
John Mann: To ask the Secretary of State for Education and Skills what discussions she has had with the Adult Learning Inspectorate on the use of unpublished benchmarks to measure achievement in work-based learning. [53096]
Margaret Hodge: There have been no discussions between the Secretary of State and the Adult Learning Inspectorate (the ALI) about benchmarks. In her January 2002 grant letter to the chair of the ALI the Secretary of State expressed concern about the downward trend in inspection grades awarded to providers for work-based learning. To investigate the reasons the Department commissioned the Learning and Skills Development Agency (LSDA) to carry out a research study. When finalised, we will consider the evidence and take appropriate action. This will include reviewing how we measure achievement in work based learning.
Work Force Development
John Mann: To ask the Secretary of State for Education and Skills when she expects the Learning and Skills Council to publish its work force development strategy; and which organisations have been consulted in the preparation of the strategy. [53090]
Margaret Hodge: This is a matter for the Learning and Skills Council. I have therefore asked John Harwood, the council's chief executive, to write to my hon. Friend with the information requested and to place a copy of his reply in the Library.
7 May 2002 : Column 87W
John Mann: To ask the Secretary of State for Education and Skills what assessment she has made of referrals from Business Links to local learning and skills councils in respect of work force development requirements of small and medium sized enterprises. [53099]
Margaret Hodge: This is a matter for the Learning and Skills Council. I have therefore asked John Harwood, the council's chief executive, to write to my hon. Friend with the information requested and to place a copy of his reply in the Library.
Learning and Skills Council
John Mann: To ask the Secretary of State for Education and Skills how much on average the Learning and Skills Council will allocate in 2002–03 to each member of its staff for personal development purposes. [53094]
Margaret Hodge: This is a matter for the Learning and Skills Council. I have therefore asked John Harwood, the council's chief executive, to write to my hon. Friend with the information requested and to place a copy of his reply in the Library.
Child Care
John Mann: To ask the Secretary of State for Education and Skills what plans the Learning and Skills Council has to support the training of child carers for 2002–03. [53095]
Margaret Hodge: This is a matter for the Learning and Skills Council. I have therefore asked John Harwood, the council's chief executive, to write to my hon. Friend with the information requested and to place a copy of his reply in the Library.
John Mann: To ask the Secretary of State for Education and Skills what steps her Department is taking to support National Childcare Month. [53110]
Margaret Hodge: My Department is making available over £200,000 of sponsorship which is being channelled through the five major national child care and early years education organisations 1 . This will enable children, parents, staff including child minders and volunteers in local playgroups, out of school clubs and nurseries to highlight and celebrate the valuable services they provide in their communities.
- 1 Daycare Trust, Kids' Clubs Network, National Childminding Association, National Day Nurseries Association and the Pre-School Learning Alliance.
Teachers' Salaries
Ross Cranston: To ask the Secretary of State for Education and Skills what the average annual increase in teachers' salaries has been in each of the last 10 years. [53347]
Mr. Timms: Annual increases in teachers' salaries to March of each of the years shown are as follows.
7 May 2002 : Column 88W
| Increases | |
|---|---|
| 1993 | 7.5 |
| 1994 | 0.2 |
| 1995 | 2.5 |
| 1996 | 2.4 |
| 1997 | 2.3 |
| 1998 | 2.8 |
| 1999 | 3.8 |
| 2000 | 3.9 |
| 2001 | 9.8 |
| 2002 | 5.4 |
These figures reflect the effects of annual pay awards in April each year; of incremental drift caused by progression up pay scales and the recruitment of newly qualified teachers to replace teachers who retire; and of performance-related pay progression. The increases in the years to March 2000 are actual increases; those for 2001 and 2002 are estimates. Occasional and unqualified teachers are not included.
Citizenship Education
Dr. Tonge: To ask the Secretary of State for Education and Skills what measures are being taken to improve education for international understanding, as part of the UK programme of citizenship education. [53588]
Margaret Hodge: From September 2002, when citizenship becomes statutory in secondary schools, pupils will be taught about the world as a global community, and the political economic, environmental and social implications of this. Pupils will learn about the United Kingdom's relations in Europe, including the European Union, Commonwealth and the United Nations and the wider issues and challenges of global interdependence and responsibility.
The DFES is funding organisations to produce resource materials to support schools. For example, we worked with Department for International Development (DfID) and the Development Education Association (DEA) to produce a guide "Developing a Global Dimension in the school curriculum". In addition, detailed guidance produced by the QCA, sent to all secondary schools, include a unit—"Debating a global issue" which encourages pupils to develop international understanding. The guidance is available at www.dfes.gov.uk/citizenship.
| Next Section | Index | Home Page |