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1 Dec 2005 : Column 778W—continued

Management Allowances

Mr. Davey: To ask the Secretary of State for Education and Skills how much was spent on management allowances in each of the last three years for which figures are available. [33355]

Jacqui Smith: The estimated costs of management allowances in England and Wales for the last three years are £770 million in 2002–03, £894 million in 2003–04, and £905 million in 2004–05. These include on costs (employers' contributions for pensions and national insurance).

Mr. Davey: To ask the Secretary of State for Education and Skills how many teachers are in receipt of management allowances. [33356]

Jacqui Smith: During 2004–05 an estimated 193,000 full-time equivalent classroom teachers were receiving management allowances in England and Wales.

Public Service Worker Skills

Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what criteria were used in making the decision explicity to include improving the skills of workers delivering public services in the Learning and Skills Council's Priorities for Success; and whether this excludes workers delivering private services. [28766]

Bill Rammell: Strengthening the skills of the workforce that delivers public services is central to the Government's public service reforms. This was recognised by the Learning and Skills Council in December 2004 in its Annual Statement of Priorities for 2005–06. This was reinforced in Priorities for Success", issued in October this year, which sets out its funding priorities for the next two years. The detailed rationale behind these funding priorities is a matter for the LSC and Mark Haysom, the Council's chief executive, has written to the hon. Member setting out the detail. A copy of his letter has been placed in the House Library.

Letter from Mark Haysom dated 30 November 2005:

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Qualifications (Newcastle)

Jim Cousins: To ask the Secretary of State for Education and Skills what proportion of working age people were (a) qualified to (i) graduate level, (ii) level 4, (iii) level 2 and (b) without qualification in Newcastle-upon-Tyne Central in each year from 1992. [32328]

Phil Hope: The table shows analysis of the level of highest qualification held by the working age population in the parliamentary constituency of Newcastle-upon-Tyne Central at (a) qualified to (i) graduate level, (ii)level 4, (iii) level 2 and (b) without qualification. Data comes from the local labour force survey. Data at parliamentary constituency level is not available prior to 1999.

Qualification level
Graduate level(50)27(50)3228303132
Level 4 and higher, exc. graduates

Level 3172218211719
Trade Apprenticeships(51)1077754
Level 211111113109
Below level 211898109
Other qualifications(52)11776610
No qualifications131312101514

(50)Data identifying graduates only, is not available for 1999–2000 or 2000–01.
(51)For the purposes of target measurement people with trade apprenticeships as their highest qualification are assigned to level 3 and level 2 in the ratio of 50:50.
(52)Qualifications that cannot be assigned directly to levels. For the purposes of target measurement, people with other qualifications as their highest qualification level are assigned to level 3: level 2: below level 2 in the ratio of 10:35:55.
Columns may not sum to 100 per cent. due to rounding. Working age people are defined as males and females aged 16 to 64 and 16 to 59 respectively.

Race Equality Impact Assessments

Keith Vaz: To ask the Secretary of State for Education and Skills how many Race Equality Impact Assessments her Department completed between (a) April 2004 and March 2005 and (b) April 2005 and November 2005; and how many assessments in each period resulted in a change of policy. [32825]

Jacqui Smith: The Department for Education and Skills' commitment not to discriminate unfairly on any grounds is set out clearly in our recently revised equality and diversity policy, which recognises that everyone should have an equal opportunity to meet their aspirations, realise their full potential and improve their life chances.

This means that equality and diversity is the responsibility of everyone in the Department and is an ever evolving commitment mainstreamed within the normal course of business. It is therefore not possible to identify the number of Race Equality Impact Assessments (REIAs) which have been undertaken within specified periods as this information is not held centrally and it would involve disproportionate cost to collect.
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Under the Race Relations Amendment Act we as a Department are required to publish a triennial Race Equality Scheme and an associated annual action plan. The Race Equality Scheme was published in May 2005 and annex 1 of the publication details a summary of impact assessments.

We continue to be proactive in this area by working with our major programme boards to build a stronger evidence based strategy to address race equality challenges and to ensure that all staff continue to be aware of their responsibilities.

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