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13 Mar 2003 : Column 402W—continued

Education Targets

Mr. Damian Green: To ask the Secretary of State for Education and Skills how many education targets his Department has (a) introduced and (b) failed to attain since 1997. [102292]

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Mr. Stephen Twigg: The Department publishes progress against all its outstanding PSA targets in its Annual Departmental Report and Autumn Performance Report. Progress against our CSR 98 targets was reported most recently in the 2002 autumn report, published in November 2002, together with commentary where appropriate. A copy of the report is available from the House of Commons Library.

English Baccalaureate

Mr. Gibb: To ask the Secretary of State for Education and Skills what his assessment is of the impact of the proposed move towards an English baccalaureate on an optional foundation year of study after GCSE. [101883]

Mr. Miliband: I refer the hon. Member to the answer given on 11 March 2003, Official Report, column 168W, in which we explained that we have asked a Working

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Group chaired by Mike Tomlinson to take forward work on possible longer-term 14 to 19 developments, including a unified framework of qualifications for this age group. It would be premature at this stage to be developing specific baccalaureate models before the Group has reported or to make any assessment of its effect on post-GCSE study.

Foreign Language Teaching

Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to his answer of 3 March 2003, ref: 99626, how many (a) French, (b) German and (c) Spanish teachers qualified in each year since 1995. [102154]

Mr. Miliband: The table provides a breakdown of the numbers qualifying as teachers in England 1 with a modern language as their subject.

Modern languages Calendar year of qualification(11)1995199619971998199920002001
French8007701,0701,0701,050870(12)
German210200250250210200(12)
Spanish5070140140110130(12)
Other modern languages52056050505070(12)
Total1,5901,5901,5101,5201,4101,2601,390

(10) Includes those trained through the Open University but excludes those qualifying through employment based routes.

(11) The data for 1995 to 2000 are from the DfES Database of Teachers' Records (DTR). A new subject coding system was introduced in 1997 therefore the 1995 and 1996 subject breakdown within modern languages is not comparable with later years. The 2001 figure is taken from the Teacher Training Agency's (TTA) Performance Profiles because 2001 DTR data are not available. The subject breakdown within modern languages is not available for 2001.

(12) Not available


GCSEs

Mr. Damian Green: To ask the Secretary of State for Education and Skills what the GCSE results were of the pupils who did not achieve level 4 at Key Stage 2 in 1997. [102290]

Mr. Miliband: Of those pupils who attempted GCSEs in 2002 but had not achieved level 4 or above at Key Stage 2 in 1997, 12 per cent. achieved five or more GCSE grades A*-C and 83 per cent. achieved five or more GCSE grades A*-G.

The answer is based only on pupils who attempted GCSEs as information on the percentage of pupils from KS2 who did not attempt GCSEs is not collected centrally.

Grammar Schools

Mr. Damian Green: To ask the Secretary of State for Education and Skills how many grammar schools there were in each education authority in (a) 1980, (b) 1990 and (c) 2000. [102424]

Mr. Miliband: The numbers of grammar schools as defined under the 1998 School Framework Act in each education authority for the year 2000 are shown in Table 1. Prior to 1998 schools reported themselves as grammar schools in the Annual Schools' Census. Data from the Census for the years 1980 and 1990 are shown in Table 2. The data in the two tables are not directly comparable.

Table 1: Number of grammar schools(13) by local education authority(14) in England: 2000

Barnet3
Bexley4
Birmingham8
Bournemouth(15)2
Bromley 2
Buckinghamshire(15)13
Calderdale2
Cumbria 1
Devon(15)1
Enfield 1
Essex(15)4
Gloucestershire 7
Kent(15)33
Kingston upon Thames 2
Kirklees 1
Lancashire(15)4
Lincolnshire15
Liverpool1
Medway(15)6
North Yorkshire(15)3
Plymouth(15)3
Poole(15)2
Reading(15)2
Redbridge 2
Slough(15)4
Southend-on-Sea(15)4
Stoke-on-Trent(15)1
Sutton5
Telford and Wrekin 2
Torbay(15)3
Trafford7
Walsall2
Warwickshire 5
Wiltshire(15)2
Wirral6
Wolverhampton1

(13) Grammar schools as defined under the 1998 School Framework Act.

(14) Local education authorities without grammar schools have not been shown.

(15) Local education authority areas affected by the 1996–98 local government reorganisation.


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Table 2: Number of grammar schools as reported in the annual schools' census by local education authority(16) in England as at January of each year

19801990
Avon22
Barnet22
Berkshire86
Bexley22
Birmingham78
Bolton6
Bromley32
Buckinghamshire1414
Calderdale72
Cornwall2
Cumbria4
Derbyshire1
Devon118
Dorset116
Durham1
Enfield11
Essex98
Gloucestershire117
Hereford and Worcester2
Inner London Education Authority3
Kent1929
Kingston upon Thames22
Kirklees21
Lancashire54
Lincolnshire1615
Liverpool10
Norfolk10
North Yorkshire73
Redbridge22
Shropshire42
Staffordshire2
Sutton44
Tameside5
Trafford86
Walsall22
Warwickshire55
Wiltshire32
Wirral44
Wolverhampton11

(16) Local education authorities without grammar schools have not been shown


Modern Apprenticeships

Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to his Answer of 11 February 2003, Official Report, column 693W, on modern apprenticeship programmes, if he will make a statement on the achievement rates of full national vocational qualification (a) level 2 for Foundation Modern Apprenticeships and (b) level 3 for Advanced Modern Apprenticeships from 1994 to 2001. [98908]

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Mr. Ivan Lewis: My earlier answer to the hon. Member provided figures for the achievement of the main National Vocational Qualifications (NVQs) within Modern Apprenticeship (MA) frameworks. These have risen substantially since 1997. Over half of Advanced Modern Apprentice trainees now complete their level 3 NVQ; other positive outcomes include progression to higher education and continuing with the same employer.

On 25 February, the Government launched a new Modern Apprenticeship Task Force, under Sir Roy Gardner, to encourage a higher level of employer commitment to MAs. We expect, through their work and that of the Learning and Skills Council (LSC), retention and completion rates to rise further.

MA framework completion involves achievement of the appropriate NVQ, Key Skills and Technical Certificate qualifications. The collection of information on whole framework completion was a recommendation of the MA Advisory Committee. The LSC aims to publish NVQ attainment and framework completion data from spring 2003.

Opportunity Bursaries

Vera Baird: To ask the Secretary of State for Education and Skills what proportion of 18-year-olds from the borough of Redcar and Cleveland who will meet the parental income eligibility criteria for Opportunity Bursaries in 2003 would be eligible for the proposed Higher Education Grant. [102711]

Margaret Hodge: The Department does not collect information about parental income by local education authority area. Opportunity Bursaries are not awarded solely on the basis of parental income. 11,000 Bursaries are available for those entering English higher education institutions in 2003. Students with Opportunity Bursaries will remain eligible to receive their payments in years 2 and 3 of the course, when the new higher education grant is introduced for new students from 2004. Eligibility for the Higher Education Grant will depend on household income. My right hon. Friend the Secretary of State indicated in his reply to my hon. Friend the Member for Birmingham, Selly Oak (Lynne Jones) on 6 February 2003, Official Report, column 358W, that a decision on the income threshold at which the full £1,000 is payable will be announced later this year.


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