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(3) how the Department has ensured that lessons from the adult and community learning fund contributed to the development of the neighbourhood renewal strategy; [94471R]
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(5) what proportion of projects supported by the adult and community learning fund were based on voluntary and community-based organisations in each year since 1999; [94470R]
(6) how the Department has ensured that the adult and community learning fund influenced the strategic planning of local learning and skills councils. [94472R]
(2) Impact of the Adult and Community Learning Fund (Tyers and Aston) published June 2002.
(3) Evaluation of Round 5 of the Adult and Community Learning Fund (McMeeking, Taylor, Powell and Sims) published July 2002.
(5) Expenditure to date (£5 million budget)
(6) Expenditure to date (£9 million budget)
I am considering the future of the adult and community learning fund within the Department's wider review of the funding of adult learning and the skills strategy and associated delivery plan, which we intend to publish in June 2003.
On future plans for the union learning fund, our intention is to help trade unions to continue to develop the key role they have to play in promoting the uptake of learning and skills in the workplace. We have allocated a further £33.6 million in the next three years up to 200506. From April 2003 the Learning and Skills Council will assume responsibility for its management and administration. This will place union learning at the heart of the LSC's strategy for workforce development.
Information on the proportion of projects supported by the ACLF which were based on voluntary and community-based organisations is not immediately available. I will write to the hon. Member shortly with the information, and place a copy of my reply in the Libraries of the House.
The Department ensured that the lessons from the adult and community learning fund contributed to the development of the Neighbourhood Renewal Strategy by providing officials within the Neighbourhood Renewal Unit with the findings of the independent
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ACLF evaluations and impact studies as the Neighbourhood Renewal Strategy was being devised. The Department also provided the same material on the ACLF to local LSCs to help inform their strategic planning.
Pete Wishart: To ask the Secretary of State for Education and Skills if he will estimate the impact of increasing the minimum wage (a) in line with average earnings, (b) to £4.17 per hour, (c) to £4.87 per hour, (d) to £5.00 per hour and (e) to £5.30 per hour, on the cost of salaries of departmental employees (i) in total and (ii) for each nation of the United Kingdom in the next financial year. 
The estimated impact on the cost of salaries by increasing the minimum wage to (c) £4.87 per hour, (d) £5.00 per hour and (e) £5.30 per hour is £1,200, £18,500 and £68,800 respectively. The Department does not have employees located outside of England.
Mr. Ivan Lewis: The Government and the Learning and Skills Council (LSC) are wholly committed to Modern Apprenticeships (MA) as a quality work-based learning route to craft, supervisory and technician skills for young people in England. We are implementing Modern Apprenticeship Advisory Committee recommendations to ensure the highest standards and to encourage take-up by employers and young people. We have adopted a challenging Public Service Agreement (PSA) target for MA entrants by 200428 per cent. of young people to begin an MA by the age of 22. We are also implementing with key partners a quality improvement strategy to improve MA outcomes and completion rates.
My right hon. Friends the Chancellor and the Secretary of State for Education and Skills, along with the Chairman of the Learning and Skills Council have announced a new Modern Apprenticeship Task Force which will take a key role in promoting MA to employers and thereby contributing to increased take-up. In addition, the Government will be publishing a national skills strategy in June setting out how we will further boost numbers of young people acquiring technical and craft skills across the economy.
Mr. Hoyle: To ask the Secretary of State for Education and Skills what support and assistance he is able to provide to schools looking to raise money to apply for specialist status; and what measures he will take to remove the barriers to schools looking to apply for specialist school status. 
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Mr. Miliband: The Department has done much to help schools which are having difficulties raising the sponsorship necessary to apply join the programme. We grant-aid the Technology Colleges Trust and the Youth Sport Trust, which advise schools on raising sponsorship. The Trusts are often able to help schools with money donated centrally, on the basis of criteria set out by sponsors.
In 1999 we reduced the sponsorship requirement to £50,000, and in 2002 we reduced the amount of sponsorship required by small mainstream schools (defined as those with under 500 pupils on roll) to £100 per pupil, subject to a minimum of £20,000.
In November 2002 my right hon. Friend the Secretary of State announced the creation of a Partnership Fund. The Fund, which will contain £3 million in 200304, is designed specifically to help schools which have had serious difficulties meeting the £50,000 sponsorship requirement.
The criteria for the allocation of the Partnership Fund will be based around evidence that the school has made a real effort to raise sponsorship and that, although they have not been able to get the required level of private sector funding, the school has created other valuable links with businesses.
Paddy Tipping: To ask the Secretary of State for Education and Skills if he will list the planned capitation per pupil in (a) primary and (b) secondary schools for each shire education authority in 200304. 
Mr. Miliband: The table shows the number of teachers that left full or part time service in maintained schools sector in East Riding of Yorkshire in each of the years shown and did not go on to teach in maintained schools in other LEAs in England. Data for 19992000 are the latest that is available at local education authority level.
|Out of service
The table is based on pension returns. Some leavers will be taking career breaks (eg for maternity leave) and will return to service at a later date. Others may have moved from known service to service not recorded on the teacher pension return.
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