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4 Jul 2005 : Column 174W—continued


Mr. Maude: To ask the Secretary of State for Education and Skills how many (a) primary and junior school teachers, (b) secondary school teachers and (c) classroom assistants there were in (i) West Sussex, (ii) Kent, (iii) Durham and (iv) the East Riding of Yorkshire in each of the last eight years. [7916]

Jacqui Smith: The following table provides the information requested. Teacher numbers are not yet available for 2005 at LEA level.
Full-time equivalent regular teachers (excluding occasionals) and teaching assistants: January 1998 to 2005

West Sussex2,7602,8302,8002,7602,8102,8702,760n/a
East Riding of Yorkshire1,0701,0901,1301,1501,1501,2001,170n/a
West Sussex2,5102,5402,5402,6302,7202,8002,810n/a
East Riding of Yorkshire1,2501,2501,3001,3101,3301,3701,390n/a
Teaching Assistants
West Sussex5005005606001,0301,0901,1201,260
East Riding of Yorkshire300330380460430530660780

n/a=not available
Annual survey of teacher numbers and vacancies (Form 618g) for teacher numbers. Annual School Census for teaching assistants.

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Mr. Gibb: To ask the Secretary of State for Education and Skills if she will list the qualifications approved for teaching in maintained schools under section 96 of the Learning and Skills Act 2000. [9383]

Jacqui Smith: The qualifications approved for teaching in maintained schools under section 96 of the Learning and Skills Act 2000 are available via website at

Training and Enterprise Council

Mr. Laws: To ask the Secretary of State for Education and Skills what the total value was of Training and Enterprise Council (a) assets and (b) cash reserves received by her Department; and how much of this was transferred to individual learning accounts. [8736]

Bill Rammell: The total value of (a) assets was £24,692,898 and (b) total cash reserves received to date £286,710,259. £123,872,849 was transferred to individual learning accounts.

Mr. Laws: To ask the Secretary of State for Education and Skills which of the former training and enterprise council pension schemes have not yet been transferred to the Principal Civil Service Pension Scheme; what type of pension scheme they are; and how many members each has. [8737]

Phil Hope: Of the 72 TEC/CCTEs 33 operated final salary schemes which required action to be taken to enable them to transfer their accrued benefits into the Principal Civil Service Pension Scheme (PCSPS).

Of these 33, 24 participated in the industry-wide" TEC National Pension Scheme, which in March 2001 had nearly 1,000 active members of whom 742 have now transferred their accrued pension rights into the PCSPS as active members. In addition, there have been 926 transfers into the PCSPS in the form of deferred pension rights. The remainder chose not to transfer their accrued benefits into PCSPS.

The following table sets out the information on the remaining nine TECs with final salary-type pension arrangements. Information on the total membership of each TEC pension scheme in March 2001 was not routinely requested, as it was not strictly required in order to arrange a bulk transfer.
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TEC/CCTENumber of active members for whom accrued TEC pension rights have been transferred to PCSPS(74)Number of deferred pensioners for whom accrued TEC pension rights have been transferred to PCSPS(74)
North Yorkshire(75)46nil
Tyneside and Sunderland(75)130nil
Greater Nottinghamshire4221

(74)In the time available, it has not been possible to verify that the above numbers include all late data amendments, but there were relatively few of these.
(75)These TECs each participated in one of the local government schemes; as these schemes would not be wound-up, no transfer option was required for deferred pensioners.
(76)Discussions with the independent trustee are ongoing with the objective of securing a bulk transfer to PCSPS. We understand that there are approximately 100 to 120 members.

Mr. Laws: To ask the Secretary of State for Education and Skills for what reason she appointed an administrative receiver to manage the affairs of the Heart of England Training and Enterprise Council. [8740]

Phil Hope: The Department for Education and Skills appointed an administrative receiver to expedite the conclusion of the outstanding financial affairs of the TEC.

University Admissions

Mr. Hoban: To ask the Secretary of State for Education and Skills what assessment she has made of the effects of making module grades of A level students available to universities as an interim measure before moving to a system of post-qualification application to university. [8472]

Jacqui Smith: We welcome and support UCAS's initiative (as set out in the 14–19 Education and Skills White Paper) to make unit grades available to higher education institutions as a swift and practicable interim measure for universities to discern differentiation at the top end. We do so in the belief that it will provide universities with robust and objective information for choosing between candidates. The precise way in which the availability of that information will affect universities' offer making is a matter for the individual
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institutions and UCAS to determine. The results of the consultation process have not yet been made public. However the UCAS/Joint Council for Qualifications Working Group is now investigating the possible effects. The Working Group will meet again on 8 July to consider next steps.

University Graduates

Bob Spink: To ask the Secretary of State for Education and Skills how many university students graduated in each discipline in each of the last five years. [8835]

Bill Rammell: Information on qualifications obtained by students on HE courses is published annually by the Higher Education Statistics Agency (HESA). Provisional figures for the 2003/04 academic year were published on 11 January 2005.
First degree qualifications obtained by students on HE courses at HEIs in the UK by subject area, 1999/2000 to 2003/04 (thousand)(77)

First degree
HESACODE subject area1999–20002000–01(78)2001–02(78)
Medicine and dentistry5.86.06.0
Subjects allied to medicine17.617.819.5
Biological sciences17.418.418.6
Veterinary science0.50.60.6
Agriculture and related subjects2.32.32.3
Physical sciences13.113.213.0
Mathematical sciences4.34.14.2
Computer science10.411.212.5
Engineering and technology22.020.619.8
Architecture, building and planning7.26.66.2
Total science100.6100.7102.7
Social, economic and political studies21.622.722.0
Business and administrative studies30.931.932.6
Librarianship and information science3.84.64.5
Creative arts and design20.321.322.2
All subjects263.7265.3265.3

First degree
JACS subject area42002–03(78)2003–04(78)(5507970079)
Medicine and dentistry6.16.8
Subjects allied to medicine22.323.1
Biological sciences23.225.4
Veterinary science0.60.7
Agriculture and related subjects2.12.3
Physical sciences12.111.7
Mathematical sciences5.05.3
Computer science17.619.3
Engineering and technology18.819.1
Architecture, building and planning6.36.4
Total science114.0120.1
Social studies24.525.9
Business and administrative studies38.740.1
Mass communications and documentation7.27.7
Historical and Philosophical studies13.114.6
Creative arts and design26.127.8
All subjects273.4282.1

(77)The figures presented above include qualifications submitted to HESA by a reporting deadline; however this deadline has changed over the years. Details of reporting schedules are given in earlier Statistical First Releases. These changes are not thought to have affected the number of qualifications reported.
(78)For 2000/01 and subsequent data collections, the figures exclude qualifications obtained by incoming visiting and exchange students. To enable comparison, there were approximately 500 first degree qualifications obtained by incoming visiting and exchange students not included in the figures presented for 2000/01. Also from 2000/01 dormant students are included in the above figures.
(79)The 2003/04 figures above are provisional.
(80)In 2002/03 the Joint Academic Subject Classification (JACS) replaced HESACODE as the basis for grouping by subject area. Although JACS and HESACODE look similar and are closely related, they are not by any means identical, and so are not directly comparable. It has accordingly been necessary for 2002/03 onwards to construct subject area definitions afresh in terms of JACS.
The shift of numbers shown between 2001/02 and 2002/03 is largely attributable to the introduction of a new procedure of apportionment for dealing with students, notably those on combined/split programmes, rather than to the changes in the way subjects are classified. It can also be seen that improved reporting practice has led to further reduction in the numbers on combined programmes shown in 2003/04.

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Due to differing coverage, changes between 2002/03 and 2001/02 are not directly comparable.

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