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Figures for Train-to-Gain are not yet available given the recent nation roll out of the programme in August 2006. Figures are not available for the Workstep programme funded by the Department for Work and Pensions through Jobcentre Plus.
Mr. Willetts: To ask the Secretary of State for Education and Skills how many and what percentage of students dropped out of (a) apprenticeships, (b) advanced apprenticeships, (c) other NVQ learning, (d) entry-to-employment, (e) train-to-gain, (f) foundation degrees and (g) workstep programmes in each year since 1997. 
Mr. Willetts: To ask the Secretary of State for Education and Skills how many and what percentage of students moved into (a) employment, (b) further training and (c) unemployment upon completion of (i) apprenticeships, (ii) advanced apprenticeships, (iii) other NVQ learning, (iv) entry-to-employment, (v) train-to-gain, (vi) foundation degrees and (vii) workstep programmes in each year since 1997. 
Phil Hope: The Learning and Skills Council (LSC) collect data on destinations of learners after completion of work-based learning programmes. These data have been collected for the period 2002/03 to 2005/06 and subject to them meeting quality assurance criteria, will be made available by the LSC in due course.
Prior to 2001/02, destinations data was collected through follow-up surveys carried out six months after learners left a programmethese surveys were discontinued in 2001, due to an increase in non-response bias.
Based on these surveys, destination rates for all learners leaving programmes of work-based learning for young people (whether completing or not) in 1997 to 2001 are published in table 4 of the Statistical First Release Government Supported, Work Based Learning for Young People in England 2001/02: Volumes and Outcomes (link www.dfes.gov.uk/rsgateway/DB/SFR/s000358/sfr27-2002.pdf).
The LSC are currently assessing the feasibility of a national learner destinations survey tracking further learning and employment destinations of learners that complete programmes with 60 or more guided learning hours in priority areas including work-based learning.
|UK and EU domiciled foundation degree qualifiers from UK HE institutions, of known destination six months after qualifying 2002/03( 1) to 2004/05|
|(1) The first foundation degree qualifiers were in 2002/03.|
Figures are rounded to the nearest 5.
Higher Education Statistics Agency (HESA) Destination of Leavers from Higher Education.
Train to Gain is aimed at employers and their employees. It has been in operation nationally across England from August 2006 and as at the end of October 2006 there were about 50,000 learners working toward a Skills for Life or first full level 2 (equivalent to five good GCEs) qualification. It is too early to say what the destination of the learners in Train to Gain will be.
However we can point to the evaluation of the employer training pilots on which Train to Gain was based. The final evaluation report by the Institute for Employment Studies found that 55 per cent. of those completing a level 2 qualification intended to study for a higher qualification at level 3 or above. 72 per cent. intended to remain with their current employer. Those completing their training were also keener to apply for a promotion, more confident in looking for another job and more eager to take on additional responsibilities. The report did not highlight any learners becoming unemployed. We are looking to Train to Gain to replicate and build on these positive labour market outcomes.
Mr. Willetts: To ask the Secretary of State for Education and Skills what the total public spending was per student participating in (a) apprenticeships, (b) advanced apprenticeships, (c) other NVQ learning, (d) entry-to-employment, (e) train-to-gain, (f) foundation degrees and (g) workstep programmes in each year since 1997. 
|Table 1: Unit cost per learner in Apprenticeships Advanced Apprenticeships, and other NVQ Learning|
|Programme area||2002/03||2003/04||2004/05||2005/06( 1)|
|(1 )Based on expected outturn data.|
1. These are based on Average in Learning (AIL) learner volumes representing the volumes of learners on this programme within each year.
2. Unit costs are based on participation and expenditure only. Expenditure is based on proportion of funds by type of provision and not actual budget.
3. Other NVQ means NVQ only Learning within Work Based Learning.
Learning and Skills Council
Annual inflation paid for 16 to 18 learners over the period and for 19+ learners until 2004/05.
Increased retention and success of the apprentices. Between 2002/03 and 2005/06 the success rate has increased from 27 per cent. to 53 per cent. Increased retention means that learners stay longer and consequently means that more monthly programme payments are made. Increased success also means that more learners qualify for the 25 per cent. element of funding payable on successful completion of the programme.
Technical certificates have been introduced in many apprenticeship frameworks which have also increased costs.
The LSC has been addressing the issue of unit costs. As set out in the Priorities for Success strategy in October 2005, the LSC has identified some areas of curriculum overlap within the elements of apprentice and reduced funding rates accordingly. It is also increasing employer contributions for learners aged 19 and over to the target of 50 per cent. by 2010.
The unit costs for other NVQ learning have also increased over the period due to increased retention and success. Since 2003/04 the number of learners on other NVQ learning has fallen in favour of full apprenticeships.
The unit costs for Entry to Employment (E2E) are £4,408 in 2004/05 and £4,322 in 2005/06. The unit costs are higher than apprenticeships due to the nature of the programme. These learners are not yet work-ready and need more support to develop the skills necessary for employment. The unit costs are broadly similar to learners following basic skills programmes in colleges.
1. E2E was introduced in 2002/03. However, management information data are only available for 2004/05 and 2005/06.
2. These are based on Learner Volumes (enrolments/starts) and on an average length of 22 weeks. Unit costs are based on participation and expenditure only and are not annualised. Expenditure is based on proportion of funds by type of provision and not actual budget.
Learning and Skills Council.
The increase is due to a timing effect resulting from the payment method where 50 per cent. of each learner's funding is paid for achievement. Many of the learners starting in 2004/05 will not achieve until 2005/06. Therefore the cost in 2005/06 includes not only a higher number of start payments due to a rapidly expanding programme, but also a higher number of achievement payments.
The overall costs are much lower than the other programmes here due to the nature of the programmes. Apprenticeships, other NVQ and E2E are designed for young learners with little or no experience of the world of work who require substantial teaching. ETP and Train to Gain are for more experienced learners who need less training input.
The costs per learner are not annualised. They are based on volumes and expenditure presented in the LSC's Databook 2006/07. Expenditure on Train to Gain also includes marketing, brokerage and evaluation costs.
We do not have a separate figure of unit funding for foundation degree students, and funding varies according to the costs of the subject. The overall planned teaching grant per full-time equivalent student for 2005-06 in higher education is currently £3,790 (at 2004-05 prices). This level of funding per student excludes income from tuition fees. Funding per student has been maintained in real terms since 1997.
|Table 2: Unit costs for Workstep|
|Unit cost (£)|
|(1) Comparable data are only available for these two academic years. These unit costs are annualised.|
These figures exclude Remploy factories.
The Workstep programme is largely about supporting people who face complex disability-related barriers in the workplace to ensure they gain and retain work. Workstep does demand that providers give to participants whatever help they might need to allow them to develop to their full potential, thus there may be (depending on the individual) a significant learning component. The beneficiaries are adults with real contracts of employment who may need considerable support simply to retain their jobs.
Mr. Gibb: To ask the Secretary of State for Education and Skills how many and what proportion of (a) 15-year-olds and (b) pupils at the end of the fourth Key Stage achieved A* to C in (i) five or more GCSEs, (ii) five or more GCSEs including English and mathematics, (iii) English, mathematics and science, (iv) English, mathematics, science and a modern foreign language, (v) five or more GCSEs including English, mathematics and science, (vi) five or more GCSEs including English, mathematics, science and a modern foreign language for each year since 1996. 
Mr. Willetts: To ask the Secretary of State for Education and Skills how many and what percentage of pupils in England obtained five A* to C GCSE grades including English, mathematics, science and a modern language in each year since 1997. 
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