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16 Jan 2006 : Column 1007W—continued

Graduates and Postgraduates

Tim Farron: To ask the Secretary of State for Education and Skills what percentage of working age people have held a qualification at (a) degree level or equivalent and (b) above degree level in each parliamentary constituency in each year since 1997. [40698]

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Bill Rammell: The information requested has been place in the House Libraries.

HE/FE Drop-out Rates

Greg Clark: To ask the Secretary of State for Education and Skills what statistics the Government keep on drop-out rates from further and higher education courses. [42015]

Bill Rammell: Since 1996/97, information on projected non-completion rates for higher education students has been published annually, initially by the Higher Education Funding Council for England (HEFCE) and latterly by the Higher Education Statistics Agency (HESA) in Performance Indicators in Higher Education". The latest available figures giving overall non-completion rates for students starting full-time first degree courses in England are shown in the table. Figures published in 2005 by the Organisation for Economic Co-operation and Development (OECD) showed that in 2003 the UK had one of the lowest highereducation non-completion rates among OECD countries.
Percentage of UK domiciled full-time first degree students expected neither to obtain an award nor transfer—English higher education institutions

Students starting courses in:Non-completion rate

Performance Indicators in Higher Education", published by HESA. For 2002/03, the projected outcomes summarise the pattern of movements of students at institutions between 2002/03 and 2003/04 and give the outcomes that would have been expected from starters in 2002/03 if progression patterns were to remain unchanged over the next few years. The HESA data show the proportion of entrants who are projected to: obtain a qualification (either a first degree or another undergraduate award); transfer to another HEI; neither obtain a qualification nor transfer (i.e. fail to complete the course).

One of the measures used by the Government to monitor performance in further education is the learnerretention rate. The learner retention rate is the proportion of qualification aims for which all learning activities were completed.

Learner retention rates are published annually in a Statistical First Release ( The overall learner retention rate for FE colleges was 85 per cent. in 2003/04, the latest year for which final data are available.

Retention rates for individual colleges can be downloaded from the LSC website (http://benchmarking For the middle 80 per cent. of colleges the retention rate in 2003/04 lay in the range 78 per cent. to 91 per cent.

Retention rates are highly dependent on the mix of qualifications done at a college. A college that does few short courses and many full courses is likely to get a
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relatively low retention rate, simply because the national retention rate for short courses is relatively high and the national retention rate for full courses is relatively low.

FE college retention rates and HE institution non-completion rates are collected in different ways and are not comparable.

Healthy Schools

John Bercow: To ask the Secretary of State for Education and Skills if she will list the schools which have achieved healthy schools status, broken down by local education authority. [39443]

Jacqui Smith: The information requested has been placed in the House Libraries.

Higher Education

Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills how many further education students went on to university in the last year for which figures are available. [24999]

Bill Rammell: The latest information is given in the table.
Accepted applicants to full-time undergraduate courses by previous school type UK institutions 2004/05

School typeAcceptances
Further education112,395
Maintained schools123,315
Independent schools31,390
Not known63,065

Universities and Colleges Admissions Service (UCAS).

Dr. Gibson: To ask the Secretary of State for Education and Skills how many pupils in (a) Sprowston High School, (b) Kellesden High School, (c) King Edward School and (d) Norwich High Street in Norwich progressed to (i) medicine, (ii) law and (iii) science subjects at university in the last five years. [37916]

Bill Rammell: Figures on the number of pupils from individual schools entering higher education are not calculated by the Department. Information on the number of entrants from Norwich, North constituency are given in the table. Figures for 2004/05 will be available later in January.
18-year-olds entrants to HE courses from Norwich, North constituency

Pre-clinical medicineLawAll sciences(31)All

(31)'Sciences' includes 'Medicine and Dentistry', 'Subjects allied to Medicine', 'Biological Sciences', 'Physical Sciences', 'Computer Sciences', 'Mathematical Sciences', 'Architecture Building and Planning' and 'Engineering and Technology'.
(32)less than 3.
(33)In 2002/03 a new coding frame for recording subject of study was introduced, as was a new method of apportionment between subjects studied. As such, figures for 2002/03 onwards are not directly comparable to earlier years.
Figures are on a DfES whole year count basis and are rounded to the nearest 5.
Higher Education Statistics Agency (HESA) student record.

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Home Schooling

Mrs. Hodgson: To ask the Secretary of State for Education and Skills what assessment has been made of the impact the proposals contained within the Education White Paper will have on local education authority powers to regulate home schooling. [41622]

Jacqui Smith: Local authorities have a duty to ensure that all children of compulsory school age in their locality receive a suitable full-time education. While the White Paper proposes a new statutory duty on local authorities to identify children missing education, it will not have any impact on local authority powers to regulate home schooling and there are no current plansto introduce compulsory registration of parents choosing to educate their children at home.

Learning and Skills Councils

Harry Cohen: To ask the Secretary of State for Education and Skills what steps she is taking to improve the operation of Learning and Skills Councils in London; and if she will make a statement. [42684]

Bill Rammell: London faces a range of opportunities and challenges which need distinctive and tailored solutions. One of the biggest challenges over the next few years will be the Olympics and Paralympics. The Learning and Skills Council (LSC), the body responsible for planning and funding skills in London, has made good progress in meeting the skill needs of the capital, and is committed to working with all private and public sector partners to ensure that these opportunities are realised and the challenges met.

The appointment of an LSC Regional Director for London has helped to strengthen the way that the LSC is working with partners to tackle education and skills issues in the capital. The recent appointment of a new Director for Regeneration, whose responsibilities include links to the Olympics, will further strengthen its ability to deliver training and skills in London.

The LSC is also undergoing a radical restructuring exercise, which will ensure that the LSC is able to identify and respond to London's learning and skill needs even more effectively. These proposals will create a number of specialist economic development teams that will focus on skills for employers and regeneration. They will be supported by a new regional centre that will co-ordinate work with the RDAs, Sector Skills Councils and Regional Skills Partnership. The proposals are currently out to consultation with staff and unions until the end of January, and the final agreed changes will take effect from summer 2006.

We will also want to consider in due course the outcomes of the current consultation on the powers and responsibilities of the Greater London Authority.
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