|Previous Section||Index||Home Page|
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. 
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.
|Students starting courses in:||Non-completion rate|
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 (http://www.dfes.gov.uk/rsgateway/DB/SFR/s000583/index.shtml). 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 data.lsc.gov.uk/year8/index.cfm). 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
16 Jan 2006 : Column 1009W
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.
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. 
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.
|Pre-clinical medicine||Law||All sciences(31)||All|
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. 
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.
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. 
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.
|Next Section||Index||Home Page|