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Jim Knight: Revised 2006 figures show that 92.7 per cent. of pupils at the end of Key Stage 4 included English and mathematics GCSE in their best eight results at GCSE and equivalent. These figures are based on the effective GCSE and equivalent points scores that adjust the points score of a qualification to its grade equivalent if it were deemed the size of one full GCSE.
Mr. Harper: To ask the Secretary of State for Education and Skills what average percentage of students gained at least five GCSE grades A* to C for schools with mobility indexes (a) between 0 to 5 per cent., (b) between six to 10 per cent., (c) between 11 to 15 per cent. and (d) above 15 per cent. in each year of the last five years. 
|School name||LA name||Main specialism||Second specialism|
Mr. Paul Goodman: To ask the Secretary of State for Education and Skills whether guidance on good campus relations has been issued to universities, as referred to in the answer of 24 October 2006, Official Report, columns 1758-59W, on Islamist extremists (monitoring). 
Bill Rammell [holding answer 8 February 2007]: The guidance was published on 17 November 2006. It provides university vice-chancellors and principals of FE colleges who provide higher education with a practical tool to assist them in working with students and staff to increase community cohesion and tackle violent extremism on campus.
Bill Rammell: The latest available information for full-time students is given in the following table. The figures are taken from data collected by the Universities and Colleges Admissions Service (UCAS) which are limited to students who apply to full-time undergraduate courses via the UCAS application system. The figures do not therefore cover part-time students or those full-time students who apply directly to higher education institutions.
The latest figures for acceptances to full-time undergraduate courses from the Universities and Colleges Admissions Service (UCAS) show that the percentage of acceptances from lower socio-economic groups has not fallen between 2004/05 and 2006/07.
|UK domiciled accepted applicants to full-time undergraduate courses by the National Statistics: Socio-Economic Classification for years of entry 2002-05, UK higher education institutions|
|Year of entry|
|(1 )Based on those students with a known socio-economic classification. Source: Universities and Colleges Admissions Service (UCAS).|
The only available information on the social background of part-time students shows the percentage of young and mature entrants who come from low participation neighbourhoods, and the latest figures (plus the comparable figures for full-time students) are shown in the following tables. Low participation neighbourhoods are those areas for which the participation rate is less than two-thirds of the UK average rate. Information for 2005/06 will be available in July 2007.
|Percentage of young entrants to undergraduate courses in HEIs in the UK from low participation neighbourhoods|
|Mode of Study||2002/03||2003/04||2004/05|
|(1) Who also had no previous higher education qualification.|
|Percentage of mature entrants to full-time undergraduate courses in HEIs in the UK (who also had no previous higher education qualification) from low participation neighbourhoods|
|Mode of Study||2002/03||2003/04||2004/05|
| Source: "Performance Indicators in Higher Education", published by HESA.|
From 2007/08, the Higher Education Statistics Agency (HESA) will collect data on the parental education of both full-time and part-time entrants to undergraduate courses. These data should provide useful information on the social background of these students.
Jim Knight: I can confirm that the Department has written to King Fahad Academy asking for copies of the textbooks referred to in the media this week. We will consider what more we should do once we have received a response from the school.
Ms Abbott: To ask the Secretary of State for Education and Skills how he plans to ensure that employers and employment agencies contribute to the costs of English for Speakers of Other Languages training for their employees. 
Phil Hope: We welcome the support that we have had for seeking employer contributions to the cost of learning through the Race Equality Impact Assessment exercise on the changes to funding for ESOL. Employers and employment agencies clearly have a very significant role to play in funding learning, including English language learning, for their employees.
We will be taking dialogue forward with our social partners in the skills alliance and with sector skills councils on how we can best secure the right funding balance between individuals, employers and employment agencies and the Government for learning. Proposals for employer contributions to the cost of learning are consistent with messages in the Leitch report on skills about a new balance of responsibilities for funding learning.
Bill Rammell: Since 2001 English for Speakers of Other Languages (ESOL) courses for adults have been delivered through the Skills for Life Strategy. Provisional figures show that FE funding for Skills for Life for adults in 2005/06 was almost 511 million. Between 2001 and 2006, around 1.9 million learners benefited from the opportunity to improve their English skills through Skills for Life.
The amount spent by each local Learning and Skills Council on ESOL is an operational matter and I have asked Mark Haysom, the LSCs Chief Executive, to write to my hon. Friend with this information and a copy of his reply has been placed in the House Library.
I have been asked to reply to your recent parliamentary question regarding how much was spent by each local Learning and Skills Council (LSC) on English for Speakers of Other Languages (ESOL) courses in 2005/06.
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