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Mr. Willetts: To ask the Secretary of State for Education and Skills (1) how many people in (a) apprenticeships and (b) advanced apprenticeships (i) were participating in a programme-led apprenticeship and (ii) had successfully completed the full framework of a programme-led apprenticeship in each year since the inception of programme-led apprenticeships; 
(2) what the non-completion rate was for (a) programme-led apprenticeships, (b) programme-led advanced apprenticeships, (c) non-programme-led apprenticeships and (d) non-programme-led advanced apprenticeships in each year since the inception of programme-led apprenticeships. 
Phil Hope: Figures for those participating in apprenticeships funded by the Learning and Skills Council (LSC) can be derived from the Individualised Learner Record (ILR). The work-based learning (WBL) ILR was collated as an interim collection for the first time in 2001/02 and figures are presented from that time.
The programme-led pathway (PLP) is an initiative to enable more learners to enter an employed status apprenticeship programme. When they achieve their agreed goals, learners cease to be on a PLP and then become mainstream apprentices. Learners could start their pathway in WBL or FE (completing their non-employed learning). Once they attain employed status they will transfer to mainstream WBL.
It is possible to calculate participation for programme-led apprenticeships from the ILR data, but because it is difficult to accurately identify learners in mainstream WBL who started on a pathway, progression onto mainstream apprenticeships cannot be accurately calculated. The concept of framework achievement is not appropriate for programme-led pathways because an apprenticeship can only be completed in full, in employment. As the programme-led phase is not employment, learners on this pathway can only ever finish part of the framework.
Non-completion is not a standard measure for apprenticeships. (A learner could complete all of their learning but not gain achievement.) One measure of performance is the success rate, which is calculated as the number of leavers who either meet all of the requirements of their apprenticeship framework, or achieve an NVQ required by the framework, divided by the number of learners who have either left training or successfully completed their programme.
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In order to successfully complete an apprenticeship the learner must achieve each element required by their particular framework; that would include an NVQ, Key Skills and any other required qualification.
Mr. Willetts: To ask the Secretary of State for Education and Skills pursuant to the answer of 27 February 2007, Official Report, column 1249W, on apprentices, how many and what proportion of (a) apprenticeships and (b) advanced apprenticeships had (i) a separately assessed off-the-job technical certificate and (ii) their technical qualification integrated into the delivery and assessment of the National Vocational Qualifications in each year since 1997. 
Phil Hope [holding answer 21 March 2007]: Data on Apprenticeships and Advanced Apprenticeships are collected on the Learning and Skills Councils (LSC) Individualised Learner Record (ILR). This can record all of the individual learning aims that an Apprentice is undertaking as part of the framework, including those identified as separate technical certificates. However, we are unable to identify whether an Apprenticeship framework without a technical certificate is because (a) the learning is integrated into the delivery and assessment of the NVQ; or (b) the learner has previously achieved this qualification.
Ms Buck: To ask the Secretary of State for Education and Skills what the criteria were for approving childrens centres in Kensington and Chelsea; and in what locations in the borough he expects childrens centres to be operational by 2008. 
Beverley Hughes: There are currently four Sure Start Childrens Centres in Kensington and Chelsea. Approval for the designation of centres operating in the most disadvantaged areas of England is given when the following criteria are met: centres are open five days a week, ten hours a day, 48 weeks a year; integrated care and learning is available for children under five, with the support of at least half the time of a qualified teacher; links with Jobcentre Plus are agreed; and plans are in place to provide health, family support and outreach services within an agreed geographical area.
Kensington and Chelsea have not yet finalised the locations for their childrens centres for phase 2 of the programme (2006-08). This information will be submitted to the Department in the next few weeks following further negotiations with local providers. The Departments chosen delivery partner, Together for Children, is working very closely with the local authority to ensure that appropriate high quality Sure Start services are delivered within the borough.
Jim Knight: The Darwen Academy project is currently in the feasibility stage, which is expected to last until autumn this year. Once this is complete and the funding agreement has been signed we will be able to announce details for this academy. It is not the Departments normal practice to announce formally the name of academies but I can confirm that the project is known locally as the Darwen Aldridge Community Academy.
Mike Penning: To ask the Secretary of State for Education and Skills what the Department's total spending was on advertising and promotional campaigns in each year since 1997; and what the cost of each campaign was, broken down by costs relating to (a) television, (b) radio and (c) print media. 
|Press budget national||Press budget regional||TV air time||Radio air time||Total|
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