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Mr. Hayes: To ask the Secretary of State for Education and Skills what the total cost arising from students dropping out of higher education without completing courses was in each of the last five years. 
The cost to the Exchequer of students who drop out from UK universities depends on factors such as the timing of drop outs within academic years,
the level of public funding associated with individual courses, students entitlement to student support, whether or not students transfer to other HE institutions and whether or not students return to HE at a later date. It is therefore not possible to give a reliable figure for the cost.
Completion rates for the UK are among the highest in the OECD. The following table sets out the rates of non-completion over the last five years for which information is available. In England, the national rate of projected non-completion has broadly shown a downward trend since 1997/98, but we are committed to continuing to bear-down on rates of non-completion while increasing and widening participation in higher education.
|Percentage of UK domiciled full-time first degree entrants expected neither to obtain an award nor transfer (English higher education institutions)|
|Students starting courses in:||Non-completion rate (percentage)|
| Source: Performance Indicators in Higher Education in the UK published by Higher Education Statistics Agency.|
Justine Greening: To ask the Secretary of State for Education and Skills what assessment his Department has made of the number of students in full-time higher education who are in paid employment, broken down by industry sector. 
Bill Rammell: The Student Income and Expenditure Survey 2004-05, published on the 30th March 2006, is a comprehensive study on students' income, expenditure, borrowing and debt. It showed that 56 per cent. of all full time undergraduate students undertook paid work at some time during the academic year. For those undertaking such work earnings were on average £3,250 (after tax). Data by industry sector are not available. The Department plans to repeat the survey in the 2007-08 academic year.
Mr. Hunt: To ask the Secretary of State for Education and Skills how many (a) disabled students and (b) students with severe learning disabilities entered higher education in each of the last five years for which figures are available. 
|UK domiciled, undergraduate entrants to English institutions by disability type( 1)|
|n/a = not applicable.|
(1) A separate category for autistic spectrum disorder was introduced in 2003/04. The information on disability is based on self reporting by students and those who have indicated that they have a disability will not necessarily be in receipt of a disabled students allowance (DSA).
Figures are based on the HESA standard registration population and have been rounded to the nearest five, so components may not sum to totals.
Higher Education Statistics Agency (HESA)
Mr. Boris Johnson: To ask the Secretary of State for Education and Skills what proportion of the Higher Education Funding Council for England's budget for 2005-06 was spent on administration costs. 
Dr. Cable: To ask the Secretary of State for Education and Skills how many courses have had funding withdrawn by the Higher Education Funding Council for England on grounds of a lack of vocational focus in each of the last five years for which records are available; and how many of these courses were specifically offered to disabled people. 
To ask the Secretary of State for Education and Skills what educational programmes
and materials on the dangers of carrying illegal knives he has made available to schools. 
Jim Knight: The issue of carrying knives can be explored through the statutory citizenship curriculum, at key stages 3 and 4 as it relates to legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system and how both relate to young people, and the importance of resolving conflict fairly. In PSHE, pupils are taught to recognise and manage risk and make safer choices and to recognise when pressure from others threatens their personal safety.
Mr. Marsden: To ask the Secretary of State for Education and Skills what funding and assistance out of public funds is given to law students to enable them to complete a legal practice course. 
Bill Rammell: The legal practice course is a postgraduate level course and students are not generally eligible for student support under the Education (Student Support) Regulations. However, provision is made for support to be provided to disabled students who are undertaking a legal practice course to assist with additional expenditure that they are obliged to incur in connection with that course. To be eligible for the postgraduate disabled student's allowance students would need to meet the eligibility criteria and their course would need to be designated for student support purposes.
Michael Gove: To ask the Secretary of State for Education and Skills what steps he has taken to investigate Markfield institute of higher education's teaching of Islam; and if he will make a statement. 
Sarah Teather: To ask the Secretary of State for Education and Skills how many institutions in England offer accredited newly qualified teacher courses; and how many places are available on each course. 
Jim Knight: There are a total of 134 accredited initial teacher training (ITT) providers offering post-graduate and under-graduate routes to qualified teacher status (QTS). In the 2006/07 academic year these providers have been allocated a total of 15,253 primary ITT places and 18,450 secondary ITT places.
The Training and Development Agency for Schools (TDA) announced ITT allocations to all training providers for the academic years 2006/07 and 2007/08 on 21 December 2005. Details of allocated places are included in the annexes and are available at http://www.tda.gov.uk/partners/funding/allocations/allocations0708.aspx
Sarah Teather: To ask the Secretary of State for Education and Skills how many applications have been made to Newly Qualified Teacher courses in each year since 1999; and how many of these applications have been successful. 
applications to under-graduate (UG) and post-graduate (PG) initial teacher training (ITT) courses,
applicants accepted on to a course leading to Qualified Teacher Status (QTS),
acceptances to Employment Based Teacher Training Scheme (EBTTS) courses.
|Academic year||PG and UG applications||PG and UG accepted applicants||EBTTS recruitment|
UG data from UCAS, PG data from GTTR, EBTTS data from the TDA EBTTS database.
Comparative data on applications to ITT courses are not available for the academic year 1999/2000. Accepted applications differ from those given in the Training and Development Agency for Schools (TDA) ITT Trainee Number Census as they do not include forecast trainees.
Sarah Teather: To ask the Secretary of State for Education and Skills how many teachers who qualified overseas are working in schools in England; and how many of these will be required to enrol on a Newly Qualified Teacher course this September if they are to continue teaching. 
Commonwealth and other foreign teachers who choose to come to our schools are welcome, although not recruited or solicited by the Government. They are well qualified and greatly valued, making an important contribution to schools in England. We know that
many stay for one or two years, and can in any event teach for no more than four years here without acquiring Qualified Teacher Status.
The following table provides the number of foreign teachers recruited to the overseas trained teacher programme in each year from 2000-01 to 2004-05, the latest year for which full details are available.
|Recruitment to the overseas trained teacher scheme in England by phase, 2000-01 to 2004-05|
Teacher Development Agency (TDA)
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