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27 Feb 2006 : Column 582W—continued
Schools-focused Websites
Mr. Gauke: To ask the Secretary of State for Education and Skills what steps she has taken to integrate schools-focused websites; and what the effect of these measures was on costs. [52045]
Maria Eagle: The Department has substantially reduced the number of websites for schools over the last two years. It now manages just three main portals (TeacherNet, Governornet and the Standards Site) which contain important information and resources for members of the schools workforce.
Extensive work is currently being undertaken to rationalise and migrate these three portals into a single new online service. This is not due to be fully completed until mid 2007, when potential efficiencies in this area will begin to be measured.
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Science GCSE
Mr. Gibb: To ask the Secretary of State for Education and Skills what proportion of the timetable (a) the double award science GCSE and (b) the new science GCSE and additional science GCSE are expected to take up. [53160]
Jacqui Smith: There is no statutory amount of curriculum time that a school should dedicate to teaching any particular GCSE. However, guidance from examining boards suggests around 20 per cent. of the timetable should be spent on studies leading to two science GCSEs. The new science GCSE and the additional science GCSE are expected to take up the same proportion of the timetable as the double award.
Scientific Research Investment Fund
Mr. Gauke: To ask the Secretary of State for Education and Skills what steps she has taken to improve strategic asset planning at the Scientific Research Investment Fund; and what savings have been made as a consequence. [52092]
Bill Rammell: Aligned to the third phase of the Science Research Investment Fund and in conjunction with other projects to improve the management of capital programmes, higher education institutions are in the process of preparing robust strategic capital asset management plans.
We will be measuring efficiency gains from a range of specific initiatives which contribute to our Gershon efficiency target, including the savings arising from strategic asset planning and management. These are set out in our Efficiency Technical Note. In most cases, the gains are recyclable at the frontline into other activities rather than being clawed back by the Department. The Department is reporting progress towards our overall efficiency target through existing departmental reporting processes. We reported progress towards our target in the Department's Autumn Performance Report and will report further progress in the departmental Annual Report which we expect to publish in April.
Mr. Gauke: To ask the Secretary of State for Education and Skills what steps she has taken to reduce staff time required for the completion of applications to the Scientific Research Investment Fund; and what savings have been made as a consequence. [52093]
Bill Rammell: It is anticipated that the introduction of a wholly electronic system for the administration of the third round of the Science Research Investment Fund (SRIF 3) will result in a reduction of the staff time required for the completion of applications to the fund.
We will be measuring efficiency gains from a range of specific initiatives which contribute to our Gershon efficiency target, including the reduction of staff time required to complete applications through SRIF 3. These are set out in our Efficiency Technical Note. In most cases, the gains are recyclable at the frontline into other activities rather than being clawed back by the Department. The Department is reporting progress towards our overall efficiency target through existing departmental reporting processes. We reported progress towards our target in the Department's autumn
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performance report and will report further progress in the departmental annual report which we expect to publish in April.
Mr. Gauke: To ask the Secretary of State for Education and Skills what steps she has taken to introduce wholly electronic administration of all processes relating to the Scientific Research Investment Fund; and what savings have been made as a consequence. [52094]
Bill Rammell: The intention to introduce a wholly electronic system for the administration of the third round of the Science Research Investment Fund (SRIF 3) was announced to the higher education sector in the Science and Innovation Investment Framework document in July 2004.
We will be measuring efficiency gains from a range of specific initiatives which contribute to our Gershon efficiency target, including the introduction of a wholly electronic system for administration of the SRIF 3 process. These are set out in our Efficiency Technical Note. In most cases, the gains are recyclable at the frontline into other activities rather than being clawed back by the Department. The Department is reporting progress towards our overall efficiency target through existing departmental reporting processes. We reported progress towards our target in the Department's Autumn Performance Report and will report further progress in the departmental Annual Report which we expect to publish in April.
Setting
John Bercow: To ask the Secretary of State for Education and Skills what independent research she has evaluated on best practice in setting by ability in schools; and if she will make a statement. [53539]
Jacqui Smith: My Department has commissioned an independent research project on pupil grouping which consists of an extended literature review, which was published on 27 October 2005, and a fieldwork phase, which is expected to report within the next few months. The fieldwork is investigating grouping practices in a range of schools across England and will provide a basis for any further advice and guidance we may decide to issue to schools on setting.
Sex Education
Mr. Clifton-Brown: To ask the Secretary of State for Education and Skills what powers parents have to find out the content of their children's sex education in schools. [53595]
Jacqui Smith:
All maintained schools are required to have an up-to-date written policy on sex education available to parents for inspection. This requirement is outlined in Sex and Relationship Education Guidance" (DfES 2000) to which all maintained schools are obliged to have regard. In addition, we have explained the rights of parents in the SRE and Parents" leaflet and on the DfES Parents Centre website.
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Skills Training
Edward Miliband: To ask the Secretary of State for Education and Skills how many people aged (a) 30 to 39 years, (b) 40 to 49 years and (c) 50 years and over received skills training in (i) South Yorkshire and (ii) Doncaster North constituency in each year since 1997. [50593]
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Phil Hope: The following table shows estimates of the numbers and percentage of people receiving job-related training in South Yorkshire and Doncaster, North constituency. It is based on data from the Local Labour Force Survey which is only available from 2001–02. For the Doncaster, North constituency, the survey sample was too small to present data by the age groups requested and they have been amalgamated.
(149) Skills training is assumed to be job-related training for current and future jobs in the four weeks prior to interview.
(150) These figures indicate small sample sizes and are therefore subject to a higher degree of sampling variability. They should be treated with caution and in particular, changes from year-to-year should not be used in isolation from the figures for a run of years.
(151) There were approximately 47,000 16–59/64-year-olds in Doncaster, North in 2004–05.
(152) There were approximately 776,000 16–59/64-year-olds in South Yorkshire in 2004–05.
John Cummings: To ask the Secretary of State for Education and Skills if she will make a statement on the provision of skills training in Easington constituency; and what opportunities there are for the training of disabled workers. [47915]
Phil Hope: This is a matter for the Learning and Skills Council. Mark Haysom, the Council's Chief Executive has written to my hon. Friend with this information and a copy of his reply has been placed in the House Library.
The Government's Skills Strategy, 21st Century Skills: Realising Our Potential" (July 2003) and Skills: Getting on in business, getting on at work" (March 2005), set out our plans for increasing opportunities and entitlement to skills training and for promoting equality of opportunity within this.
Letter from Mark Haysom, dated 15 February 2006:
I write in response to your recent Parliamentary Question to the Secretary of State for Education and Skills (this letter has been passed to myself by Phil Hope MP) regarding the provision of skills training in Easington constituency and what opportunities there are for the training of disabled workers.
There are a number of LSC funded providers of skills training for residents in the District of Easington. The main provider is East Durham and Houghall Community College. The college offers a wide range of vocational provision, ranging from entry/level one through to level two and three, with local access to Higher Education via a partnership with Sunderland University.
Four main providers offer Work-based Learning provision in the area. East Durham & Houghall Community College is the largest with over 350 places available. The other local providers are Springboard, Shape Training and Include. In addition, national providers such as CITB and Remit offer opportunities in the District.
Durham County Council offer a wide range of adult learning courses through their Education in the Community" programme. Courses are particularly aimed at encouraging individuals who have been out of learning for a while, to sample non accredited learning in a supportive atmosphere before moving on to more formal qualifications if they wish. Other opportunities available in the area funded by the LSC include Learndirect, Aim High, the Employer Training Pilot (ETP) and several ESF funded projects.
With respect to opportunities for the training of disabled workers, all the above provision is inclusive and open to anyone including those with disabilities. Nine per cent of learners (1,704 out of 18,858) at East Durham and Houghall Community College, the biggest provider, disclose they have a disability.
These learners join mainstream provision and are provided with additional support appropriate to their individual needs, funded through LSC learner support funds. Classes are accessible to those with physical disabilities, and teaching and learning materials are adapted as appropriate for individual needs.
The college has links with Glendene special school and the Shinwell Centre, both of which cater for disabled learners. Transport for the disabled is available in the form of two adapted minibuses. The college is also developing best practice when dealing with learners with emotional learning difficulties for the whole of County Durham.
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