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However, a 2003 report published by the Learning and Skills Development Agency (Education, Training, Assessment and Learner Support in HM Prisons and Young Offender Institutions"), found that 39 per cent. of prisoners were engaged in education and training.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what was the (a) target for and (b) number of offenders acquiring (i) Basic Skills Level 1, (ii) Basic Skills Level 2, (iii) Basic Skills Level 3, (iv) Basic Skills Level 4 and (v) Basic Skills Level 5 in each year since 2002. 
|Entry Level Target||6,000||7,749||16,970|
|Entry Level Achievement||9,181||13,500||22,301|
|Level 1 Target||12,000||14,462||23,430|
|Level 1 Achievement||16,991||18,911||25,371|
|Level 2 Target||10,800||14,420||15,600|
|Level 2 Achievement||15,147||14,233||15,875|
For offenders in the community, the National Probation Service collects information on the number of offenders taking up a basic skills course as well as the number of literacy, language and numeracy awards that offenders in the community achieve. Targets are not broken down by level of award. Since 200203, targets and achievement have been as follows:
|Basic skills 'starts' target||6,000||16,000||32,000|
|Basic skills 'starts' achievement||5,983||14,971||34,199|
|Basic skills awards target||1,000||4,000||8,000|
|Basic skills awards achievement||848||2,815||9,451|
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what target has been set by Offenders' Learning and Skills in relation to the number of prisoners undertaking Open University degrees by 2006; what progress has been made towards that target; and what resources have been made available to realise the target. 
However, we have provided funding to increase the number of Open University undergraduate places and access courses for offenders in custody from 450 in 200203 to 1,100 in 200405. In 200506 we are providing £1,048,050 in order to support 1,300 Open University undergraduate places and access courses for offender learners in custody.
15 Jun 2005 : Column 496W
|114202||Murton Primary School||(45)||(45)||0||0.00||0||0.00||(45)||(45)|
|114286||Seaham School of Technology||4||0.36||(45)||(45)||(45)||(45)||(45)||(45)|
|114313||Dene Community School of Technology||(45)||(45)||4||0.54||(45)||(45)||(45)||(45)|
|114314||Shotton Hall School||4||0.38||(45)||(45)||0||0.00||(45)||(45)|
|114318||Easington Community School||(45)||(45)||4||0.39||5||0.51||5||0.53|
|114145||Haswell Primary School||0||0.00||(45)||(45)||0||0.00||(45)||(45)|
|114327||Peterlee St. Bede's Catholic Comprehensive School||0||0.00||(45)||(45)||(45)||(45)||0||0.00|
Mr. Willis: To ask the Secretary of State for Education and Skills how many school age children were permanently excluded for bringing knives or other offensive weapons into schools in each year between 199798 and 200405. 
We have recently started to collect reasons for exclusions. First findings for the 2003/04 academic year will be published in a Statistical First Release on 23 June 2005. This will include information on the number of permanent exclusions by reason, although there will not be a specific category relating to possession of knives and other offensive weapons.
Keith Vaz: To ask the Secretary of State for Education and Skills how many and what percentage of staff in her Department have received training on the general and specific duties of the Race Relations (Amendment) Act 2000, broken down by (a) ethnicity and (b) grade. 
Maria Eagle: Our ongoing programme of staff awareness training (for all staff) on the Race Relations Amendment Act began before the Act was passed and the specific duties had to be implemented. We continue to offer regularly updated guidance i.e. on line and in person.
We measure the positive impact of mainstreaming equality and diversity throughout our programmes, through data collection and analysing feedback on participation. Key tools to measure progress are the DfES Staff Survey and the Learning Academy evaluation strategy. As part of these we collect and analyse information on the ethnic breakdown of people applying for and taking part in learning activities. If results show disparities, we take action to investigate and, as appropriate, remedy the situation.
Keith Vaz: To ask the Secretary of State for Education and Skills what arrangements are in place to ensure that bodies within the responsibility of her Department comply with the requirements of the Race Relations (Amendment) Act 2000. 
Maria Eagle: Our arrangements involve mainstreaming Race Equality Impact Assessments into the policy-making process for all of our programmes and policies. On line guidance is available to policy teams in our equality proofing web tool Fairway".
DfES provides strategic direction to delivery partners. Our key delivery partners have their own Race Equality Schemes. We require partners who implement DfES policies to fulfil the requirements of the Race Relations Amendment Act.
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