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5 Mar 2003 : Column 1129W—continued
Examination Results
Mr. Brady: To ask the Secretary of State for Education and Skills what percentage of pupils obtained A*-C grades in all three core subjects in (a) wholly comprehensive local authority areas and (b) wholly selective local authority areas, in each of the last five years. [91583]
Mr. Miliband [holding answer 20 January 2003]: Within wholly comprehensive LEAs the following percentages of pupils achieved GCSE grades A*-C in all of the three core subjects of English, Mathematics and Science.
| Percentage | |
|---|---|
| 2002 | 38 |
| 2001 | 34 |
| 2000(34) | 33 |
| 1999 | 32 |
| 1998 | 30 |
Within the LEAs deemed wholly selective for grammar school ballots purposes the following percentages of pupils achieved GCSE grades A*-C in all of the three core subjects of English, Mathematics and Science.
| Percentage | |
|---|---|
| 2002 | 43 |
| 2001 | 42 |
| 2000(34) | 42 |
| 1999 | 40 |
| 1998 | 39 |
The following percentages of pupils in all schools in England achieved GCSE grades A*-C in all of the three core subjects of English, Mathematics and Science.
| Percentage | |
|---|---|
| 2002 | 39 |
| 2001 | 38 |
| 2000(34) | 37 |
| 1999 | 36 |
| 1998 | 34 |
(34) From and for the year 2000, in line with general performance tables practice, figures for LEAs aggregates have been adjusted for asylum seekers and refugees, but national information has not been adjusted for these pupils.
The increase in the proportion of pupils achieving a grade A*-C in each of English, maths and science in wholly selective LEAs—4 percentage points since 1998—is half the increase (of 8 percentage points) for pupils in wholly comprehensive authorities. In addition, the above figures have not been adjusted to take into account pupil's prior attainments at KS2 or KS3, or socio-economic circumstances of schools.
For example, the proportion of pupils in mainstream, maintained schools 'known to be eligible for free school meals' in the 10 LEAs deemed wholly selective for grammar school ballots purposes is 11 per cent., compared with 17 per cent. in wholly comprehensive authorities, and nationally. Research has shown that lower levels of performance outcome are associated with lower levels of prior attainment and with higher levels of socio-economic disadvantage.
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General Studies
Mr. Wray: To ask the Secretary of State for Education and Skills what the content of general studies lessons is; whether general studies covers guidance on how to complete (a) health, (b) benefits and (c) career-related forms; and if he will make a statement on the value of general studies periods. [100438]
Mr. Stephen Twigg: All National Curriculum subjects in England provide opportunities to promote pupils' spiritual, moral, social and cultural development. Explicit opportunities to promote pupils' development in these areas are provided in religious education, citizenship and the non-statutory framework for personal, social and health education (PSHE).
PSHE helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives. They learn how to make confident, informed choices and decisions about issues that affect their health and well-being. They learn to use a range of financial tools and services, including budgeting and saving, in managing personal money; and to use career services to help them develop career management plans.
Young people in years 9, 10 and 11 receive advice and support on careers and work, including career-related forms, through careers education and guidance programmes delivered by their school, supported by independent information, advice and guidance on learning and career options from the Connexions Service.
There is no GCSE or pre-16 subject of general studies. The awarding bodies do offer an A level course in general studies.
Higher Education
Paul Holmes: To ask the Secretary of State for Education and Skills what estimates were made of the delay times in repayments to the Treasury if graduate tax were adopted in place of tuition fees, when drawing up the proposals in the policy document, The Future of Higher Education; and if he will make a statement. [98132]
Margaret Hodge: The length of time to realise a particular tax revenue depends critically upon the assumptions being made. Given the number of variables, there is no single answer. In particular, it is sensitive to assumptions about the rate of additional tax and the threshold above which the tax is paid.
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For example, the income threshold at which repayments begin under the loans system is higher than for most taxes (currently £10,000, rising to £15,000 in April 2005), but the rate at which repayments are made is also substantially higher than would be likely under a graduate tax system (9 per cent. of income over the threshold until the loan is fully recovered). Moreover, students and employers have the option to repay early any sums owed and evidence shows a significant number do so. This combination of factors means that the Government are more likely to recover "repayments" more quickly under a loans system than under a graduate tax system.
Mr. Boswell: To ask the Secretary of State for Education and Skills what arrangements he will make for accreditation of the (a) professional and (b) teaching skills of (i) full-time and (ii) part-time further education lecturers in connection with conditions on their continuing ability to teach in colleges. [100153]
Margaret Hodge: "Success for All" sets out our aim of a fully qualified workforce in further education colleges by 2010. Regulations introduced in 2001 require new lecturers to be qualified to teach within two years if they are full-time, or four years if they are part-time. There is no requirement for existing staff to become qualified, but we have set a target that 90 per cent. of full-time staff and 60 per cent. of part-time staff will be qualified to teach, or enrolled on appropriate courses, by 2006. Enabling powers to make further regulations were secured in the Education Act (section 136). The Learning and Skills Council is currently consulting on arrangements to achieve this and other targets.
Mr. Boswell: To ask the Secretary of State for Education and Skills what assessment he has made of the annual cost of compliance with access regulation requirements falling on the higher education sector. [100302]
Margaret Hodge: The last review on regulatory requirements falling on the higher education sector was carried out by the Better Regulation Task Force. I am placing a copy of the report in the House Library for reference. From this month, Professor VandeLinde, Vice-Chancellor of the University of Warwick, will be chairing a task force to ensure that the burden of bureaucracy in higher education is reduced and kept to a minimum. The task force will help to ensure that significant new initiatives such as access regulation, will not place any disproportionate new burden on the sector.
National Curriculum
Mr. Wray: To ask the Secretary of State for Education and Skills (1) what periods of history are studied in the schools curriculum from year 7 to year 13; and what choice is available to students wanting to specialise in certain areas; [100436]
- (2) if he will require the history syllabus in the schools curriculum to cover all periods of history by year 11. [100437]
Mr. Stephen Twigg: History is a compulsory part of the national curriculum in England for all pupils in years 1–9, that is key stages 1–3.
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The programmes of study for history require that pupils are taught knowledge, skills and understanding through various areas of study. At key stages 2 and 3 these include studies of local history, British history, European and world history. Certain periods are compulsory including at key stage 2, the Romans, Anglo-Saxons, or Vikings in Britain, the Tudors and, either the Victorians, or Britain since 1930. At key stage 3 all pupils have to study key features of British history in a time span ranging from 1066 to the impact on Britain of the Cold War. Primary and secondary schools do have some discretion over the detailed content of their history courses as long as the statutory requirements are met.
The full requirements of the history national curriculum can be seen at www.nc.uk.net.
Beyond key stage 3 of the national curriculum, history is an optional subject and the content of courses are determined by the awarding bodies through their examination specifications for GCSE and A level history. QCA is responsible for approving these specifications. There is considerable choice in the GCSE, AS and A levels currently available, and it is up to schools to choose which course of study best meets the needs of their students.
We are committed, as part of our review of 14–19 education, to introducing an entitlement for students to study the humanities in years 10 and 11.
Learning and Skills Council
Mr. Laws: To ask the Secretary of State for Education and Skills what the running costs of the Learning and Skills Council are in 2002–03; what the estimated figure is for (a) 2003–04 and (b) 2004–05; and if he will make a statement. [99813]
Margaret Hodge: The Learning and Skills Council (LSC)'s core administration budget in each of the three years, 2002–03, 2003–04 and 2004–05 is £218 million. In addition, a further £17.9 million has been made available in 2002–03 mainly to cover one-off transition costs associated with establishing a new organisation. The LSC's core administration costs represent 2.9 per cent. of its total current budget from the Department for Education and Skills of £7,606 million, falling to 2.5 per cent. of its planned total budget in 2004–05. This represents good value for money and a saving of over £50 million on the cost of predecessor organisations.
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