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Phil Hope: Central Government provides substantial financial investment in training and skills through the Learning and Skills Council (LSC) for Staffordshire. The LSC works with a range of partners, learning providers and employers. The recent White Paper 'Getting on in Business; Getting on at Work', announced a National Employer Training Programme which will tailor training solutions to meet the skills needs of employers and their employees. The Executive Director of Staffordshire LSC will give further detailed information about the work being undertaken in Tamworth and a copy of the reply will be placed in the Library.
Mr. Andrew Smith: To ask the Secretary of State for Education and Skills pursuant to her written statement of 7 June 2005, Official Report, column 43WS, on student finance, what the (a) arrangements and (b) timescale for making submissions to the review are. 
Bill Rammell: The review of student finance delivery will be inviting submissions, through a written questionnaire, in the next month. The timescale for making submissions is yet to be determined but will conform to the Cabinet Office Code of Practice on Written Consultations guideline of a minimum of 12 weeks.
Dr. Starkey: To ask the Secretary of State for Education and Skills what assessment her Department have made of the effect of the new student funding regime on access to part-time undergraduates courses for (a) mature students and (b) those from disadvantaged backgrounds. 
Bill Rammell: This Government were the first to introduce statutory support for students studying on a part-time basis. In the current academic year, a grant of up to £575 for fees and a course grant of up to £250 are available for students from the poorest backgrounds. The grants are means-tested in order to target funding most effectively at those from disadvantaged backgrounds. There is no age limit on the fee grant or the course grant, ensuring that part-time students have access to funding regardless of age.
In 2005/06 we are improving the fee grant arrangements by linking the maximum fee grant available to the intensity at which the student is studying. For example, for a student studying at 75 per cent. or more of the full-time equivalent course a fee grant of up to £885 will be available.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills pursuant to the written ministerial statement of 7 June 2005, Official Report, column 43WS, on student finance, what the definition is of under-represented student groups for these purposes. 
Bill Rammell: The review will consider the needs of all customers of the student finance service. It will particularly consider the needs of lower socio-economic groups and those who receive specific grants, such as students with dependents and disabled students.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills how many students of (a) Chinese, (b) Arabic, (c) chemistry, (d) physics and (e) mathematics there were in higher education institutions in England in each year between 1994 and 2004; and what the projected numbers are for each year from 2005 to 2010. 
|Chinese(44)||Modern middle eastern studies(45)||Chemistry||Physics||Mathematics|
Mr. Hoban: To ask the Secretary of State for Education and Skills what action she proposes to take to encourage more people to enter teacher training and to increase the number of options for the training of teachers. 
Since 2000 a number of financial incentives have existed for Postgraduate Certificate in Education (PGCE) students to encourage people to train to teach. The package of incentives has just been reviewed and from September 2006 a new range of incentives will be available:
an increase in the bursary for other shortage subjects such as modern languages, Design and Technology, Information and Communications Technology, English (including drama), Music and Religious Education(RE) to £9,000 with a £2,500 Golden Hello. Music and RE trainees currently get the £6,000 bursary only;
To ensure that people wishing to enter teaching have as many options open to them as possible there has been a significant expansion in the provision of flexible and employment-based routes to Qualified Teacher Status including the Graduate Teacher Programme in the last five years.
Jacqui Smith: The following table shows numbers of temporary buildings on school premises for each English local education authority. The figures are derived from data supplied to the Department by authorities. Not all temporary buildings are used for teaching. They may accommodate one or more classrooms.
Central Government capital support for investment in schools has increased from under £700 million in 199697 to £5.5 billion this year and will rise further to £6.3 billion by 200708. Progress is being made year-by-year in improving the quality of the school building stock. The bulk of schools capital is now allocated by formula to authorities and schools so that they can address their local priorities, including the replacement of decayed temporary accommodation, on which we have set a high priority.
Modern, high quality mobile or demountable classrooms provide a good environment for teaching and learning where there is short term need. They might, for instance, be needed to cope with a short term increase in pupil numbers, or where extensive remodelling or rebuilding of permanent accommodation means providing temporary accommodation on the school site, rather than transporting children elsewhere.
14 Jun 2005 : Column 376W
|Barking and Dagenham||9|
|Bath and North East Somerset|||
|Blackburn with Darwen||1|
|Brighton and Hove||72|
|Bristol, City of||114|
|City of London|||
|East Riding of Yorkshire||104|
|Hammersmith and Fulham|||
|Isle of Wight||90|
|Isles of Scilly|||
|Kensington and Chelsea||3|
|Kingston upon Hull, City of||77|
|Kingston upon Thames|||
|Newcastle upon Tyne|||
|North East Lincolnshire||81|
|Redcar and Cleveland||21|
|Richmond upon Thames||16|
|Telford and Wrekin||126|
|Windsor and Maidenhead||52|