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Mr. Willetts: To ask the Secretary of State for Education and Skills what proportion of apprenticeships and advanced apprenticeships had no work-based element spent with an employer in each year since 1997; and which apprenticeships have a work-based element where the apprentice spends on average (a) fewer than five, (b) five to 10, (c) 10 to 20 and (d) more than 20 hours per week with an employer over the same period. 
Phil Hope [holding answer 30 January 2007]: Every apprenticeship programme includes appropriate employment-based learning and application. The balance between work-based and off-the-job learning varies between apprentices and employers according to need. Data on apprenticeships and advanced apprenticeships is collected on the Learning and Skills Council's individualised learner record (ILR). However, it is not possible from the data to determine the time spent by an individual apprentice on the work-based element of their programme.
Jim Knight: The BBC aim to provide all BBC Jam commissions in a format which allows any learning platform, or VLE, provider to use them in their products. The BBC is running a series of meetings with the industry to inform them and discuss the process.
Jim Knight: The Department has issued no guidance on the collection of biometric data by school libraries. Biometric data is covered like all data by the Data Protection Act 1998. Guidance on data protection issues is available on the British Educational Communications and Technology Agency (Becta) website. Becta aims to revise its current guidance on data protection to include specific guidance on biometric technology, which will be available on its website by the end of March 2007 after consultation with the Office of the Information Commissioner.
Margaret Moran: To ask the Secretary of State for Education and Skills (1) what plans he has to introduce (a) gender equality issues and (b) issues around domestic violence into the (i) citizenship personal, social and health education parts of the curriculum; 
the opportunities for individuals to bring about social change,
importance of resolving conflict fairly
to deal with changing relationships in a positive way, showing goodwill to others and using strategies to resolve disagreements peacefully
to know about the statutory and voluntary organisations that support relationships in crisis.
The DfES supports teaching resources including Missdorothy.com, a comprehensive learning programme for seven-to 16-year-olds delivered in the classroom and with links to the national curriculum, which tackles behaviour and personal safety issues including domestic violence.
Rosie Cooper: To ask the Secretary of State for Education and Skills how many teachers took early retirement in (a) west Lancashire and (b) England in each year since 1997, broken down by type of institution. 
The following table provides the number of teachers who took early retirement, defined as before the normal pension age of 60 on premature, actuarially reduced benefits or ill health grounds, in each year from 1997-98 to 2005-06 and broken down by type of institution in England.
|Early retirements by type of institution( 1) , 1997-98 to 2005-06England|
|Financial year||Nursery/primary||Secondary||Special/PRU||Total maintained sector|
|Other sectors( 4)|
|Financial year||Independent||Further and higher education||Unknown||Total all sectors|
|(1) The last known institution where the teacher was in teaching service which may have been some years before the date of retirement.|
(2) The effect of the change in the Teachers Pensions Scheme, from 31 August 1997, was that many more teachers took early retirement in 1997 than in other years. Actuarially reduced benefits are included from 2000-01.
(4) Including only those retirements from independent and further and higher education establishments covered under the Teachers Pensions Scheme.
Figures are rounded to the nearest 10.
DfES Pensioner statistical system
Sarah Teather: To ask the Secretary of State for Education and Skills what assessment he has made of the impact of educational maintenance allowances on the number of young people staying in full-time education beyond 16 years. 
Phil Hope [holding answer 5 February 2007]: Recent national participation figures(1) for the number of 16-year-olds in full-time education show an increase of 4.5 percentage points over the past two years. Whilst it is not possible to say that all of the increase was due to education maintenance allowance, this was one of the most important initiatives aimed at increasing participation.
EMA has been particularly effective in engaging some of our most vulnerable young people such as teenage parents and those who for no fault of their own are estranged from their families. EMA has its biggest impact where it is most neededamong those from less well off households, those from an ethnic minority background and among boys, closing the gender gap.
(1 )SFR (June 2006), Participation in Education, Training & Employment by 16-18 Year Olds in England 2004 and 2005 DfES, SFR 21/2006.
Jim Knight [holding answer 22 January 2007]: The table that has been placed in the House Library shows how many e-learning credits have been allocated to schools in each local authority and how many e-learning credits have been spent by schools in each local authority since their introduction.
Ms Buck: To ask the Secretary of State for Education and Skills if he will publish research he has undertaken into the English for speakers of other languages market since the Qualifications and Curriculum Authority survey in 2005. 
Phil Hope: No further research work on this has been commissioned since the Qualifications and Curriculum Authority survey in 2005. However levels of activity in the Further Education sector as recorded through the Learning and Skills Councils individualised learner record show a growth in demand for ESOL which is clearly unsustainable within the public funding available. Information is not available to disaggregate this information beyond getting a view of overall provision levels, but it is our priority to ensure that funding is prioritised on those who must need public help and support and that those learners who we support are able to access learning that is good quality and is appropriate to their needs.
Mr. Byers: To ask the Secretary of State for Education and Skills what percentage of secondary-age pupils in each local education authority in (a) London, (b) Birmingham, (c) Leicester, (d) Derby, (e) Nottingham, (f) Bradford, (g) Slough, (h) Bolton, (i) Rochdale, (j) Luton, (k) Bristol and (l) Blackburn and Darwen are (i) white British, (ii) black Caribbean, (iii) black African, (iv) Indian, (v) Pakistani and (vi) Bangladeshi. 
|Maintained secondary schools( 1) : Number and percentage of pupils attending secondary schools by ethnicityJanuary 2006 by selected local authority areas|
|Pupils of compulsory school age and above|
|White||White British||Irish||Traveller of Irish Heritage|
|Number of pupils||( 6) Percentage||Number of pupils||( 6) Percentage||Number of pupils||( 6) Percentage||Number of pupils||( 6) Percentage|
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