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Mr. Frank Field: To ask the Secretary of State for Education and Skills if he will commission a study of the average number of years a graduate has to work to pay off student debt, basing the calculation on the additional earning power of their degree over the salary of a non-graduate. 
Bill Rammell [holding answer 18 June 2007]: Graduates earn considerably more than non-graduates. Over their working life, the average graduate will earn comfortably over £100,000 more in todays valuation, than a similar individual who just had A-levels. The benefits of a degree are not just financial: holders of HE qualifications are about half as likely to be unemployed as non-graduates and graduates tend to live longer and be healthier than non-graduates.
The repayments on student loans vary according to the income of the individual borrower. Based on projected lifetime earnings for all graduates, the average time taken by individuals entering HE in 2006/07 who will fully repay their student loans is estimated to be around 13 years.
Mr. Kidney: To ask the Secretary of State for Education and Skills what guidance he gives local authorities on the involvement of health visitors in the provision of services for children and families in Sure Start centres; and what assessment he has made of the nature and extent of that involvement. 
Beverley Hughes: The Governments planning and practice guidance for local authorities and the health service says that in the most disadvantaged areas we expect to see health visitors ideally working from Sure Start childrens centres, or at least having strong links with centres.
The health-led parenting support project has been established in 10 areas to test an intensive home visiting programme for young, vulnerable first-time mothers. Visits are carried by health visitors and midwives linked to childrens centres.
We do not collect information at national level on the nature and extent of services provided in every childrens centre. We have however asked our delivery contractors Together for Children to ensure that LAs and local health partners are working together to plan
and deliver childrens centres. TfC are also collecting evidence of good practice to share and disseminate with LAs and the health service.
Jim Knight: Since the introduction of citizenship education in 2002, over 800 teachers have completed Initial Teacher Training courses to become specialist citizenship teachers. In addition, places are available to train up to 1,200 existing teachers on the Citizenship Continuing Professional Development programme over the next two years which will allow citizenship teachers to broaden and deepen their subject knowledge.
Rosie Cooper: To ask the Secretary of State for Education and Skills what the average (a) primary and (b) secondary school teacher's wage was in the last 12 months in West Lancashire constituency. 
In March 2005 the provisional average salary of full-time regular qualified teachers employed in Lancashire local authority maintained schools was £31,670 in nursery and primary and £33,360 in secondary schools. This information is from the Database of Teachers Records which is maintained primarily for pensions administration purposes and is the latest available.
Mr. Boris Johnson: To ask the Secretary of State for Education and Skills what estimate he has made of the (a) number and (b) percentage of (i) physics, (ii) chemistry and (iii) biology teachers holding a degree from a Russell Group university, broken down by age group. 
The following table shows the number of mainstream science initial teacher training (ITT) trainees who gained qualified teacher status (QTS) in academic year 2004-05 and are known to be in a teaching post six months after they gained their QTS. It also shows the number of these science trainees who completed their training in Russell Group universities and the proportion of all newly qualified teachers (NQTs) in science in 2004-05 that completed their training in a Russell Group university.
|Number of final year science ITT trainees from Russell Group universities in 2004-05 known to be in teaching posts six months after gaining qualified teacher status (QTS)|
|Age of final year trainees||Science NQTs known to be in a teaching post six months after gaining QTS||Science NQTs from Russell group universities known to be in a teaching post six months after gaining QTS||Percentage of all science NQTs known to be in teaching posts six months after gaining QTS who are from Russell Group universities|
| Notes: 1. Those in teaching post include those in the maintained sector and non-maintained sector as well as those where the sector is unknown. 2. Figures include those qualifying from secondary science courses and key stage 2/3 courses. 3 Figures are rounded to the nearest 10. 4. Russell group universities include, University of Birmingham, University of Bristol, University of Cambridge, Kings College London, University of Leeds, University of Manchester, Newcastle University, University of Nottingham, University of Oxford, University of Sheffield, University of Southampton and University of Warwick. 5. Science figures are for Mainstream ITT trainees and includes those trained though SCITTs, but excludes completers through employment based routes. 6. In addition to those known to be in employment there are an additional 230 science NQTs with unknown destinations across all ages, 50 of these NQTs are from Russell Group Universities. There were also 60 science NQTs who were seeking teaching posts six months after gaining QTS, of which 28 per cent. trained in Russell group universities. Source: TDA Performance Profiles|
Mr. Boris Johnson: To ask the Secretary of State for Education and Skills what estimate he has made of the number and percentage of (a) physics, (b) chemistry and (c) biology teachers who qualified in each year since 1990 who are teaching in 2006-07 in (i) independent schools, (ii) maintained schools, (iii) grammar schools and (iv) city technology colleges and academies. 
Mr. Willetts: To ask the Secretary of State for Education and Skills what his estimate is of the number of newly qualified teachers (NQTs) who left the profession within three years of obtaining NQT status in each of the last five years. 
The following table provides the number of teachers who had left service from the maintained sector in England by March in each of the last five years for which information is available having entered full or part-time regular service three years previously and having qualified during the year prior to that. This is the latest information available. It is not known how
many of these teachers have left the teaching profession permanently and it is difficult to determine the number of those who have subsequently returned to service.
|Full and part-time( 1) teachers entering maintained sector service in England the year after attaining qualified teacher status who were no longer in such service three years later( 2 ) by year|
|Year of qualification||No longer in service by March||Number of NQTs|
|(1) Part-time service may be under-recorded by between 10 and 20 per cent. and therefore these figures may be slightly underestimated.|
(2) For example teachers qualifying in calendar year 1997 who have been recorded as in service in March 1998 and out of service in March 2001. Teachers may have returned to service since the date where they are shown as no longer in service or may have moved to teaching service outside of the English maintained sector.
(3) Provisional estimates.
Database of Teacher Records.
Kerry McCarthy: To ask the Secretary of State for Education and Skills what steps he plans to take to secure recognition of employment-based teacher training programmes in countries outside the European economic area. 
Jim Knight: It is not in our gift to secure recognition of employment based teacher training programmes in countries outside the European economic area. However in the light of a range of inquiries from teachers seeking to work in Commonwealth countries, I will be sending a letter to Commonwealth Education Ministers underlining the fact that, irrespective of the route by which teachers are trainedwhether undergraduate, post-graduate or school-basedqualified teacher status is conferred only on the basis of rigorous assessment against an agreed set of professional standards.
Phil Hope: There are two major areas of workplace training supported by Government to achieve an increase of employer engagement in training. Firstly, the number of young people participating in apprenticeships is at a record level with more than a quarter of a million now in learning involving 130,000 employers across 80 sectors. Secondly, from August 2006, Train to Gain was rolled out nationally. It is a new service to help businesses get the training they need to succeed including offering free training for low skilled employees. It offers employers impartial advice and easy access to quality training, matching training needs with training providers and ensuring that training is delivered to meet employers needs. In its first year it has engaged more than 40,000 employers and over 150,000 learners in learning.
To encourage further training, the Government launched the Skills Pledge on 14 June. The Skills Pledgeopen to all employersis a voluntary public commitment by the leadership of an organisation to ensure that all staff are skilled, competent and able to make a full contribution to the success of that organisation.
Mr. Gibb: To ask the Secretary of State for Education and Skills when Stratton Upper School and Community College in Bedfordshire adopted the Students As Learning Partners scheme at Key Stage 4; what results were achieved in (a) English, (b) mathematics and (c) other GCSEs in (i) the year before this approach was adopted and (ii) each year since this approach was adopted. 
Jim Knight: Stratton Upper School adopted the Students As Learning Partners Scheme in the summer of 2003. The information requested for the years 2002-2003 to 2005-2006 can be provided only at a disproportionate cost. However indicators on the percentage of pupils to achieve five or more A*-C at GCSE including English and Maths GCSE, and the percentage to achieve five or more A*-C at GCSE for the years 2003 to 2006 can be found in the House Libraries in the Secondary School (GCSE and equivalent) Achievement and Attainment Tables 2006.
Jim Knight: Discussions are taking place with Thomas Telford school to amend its Funding Agreement to reflect a change in its post 16 admission arrangements. The Department has agreed to an increase in post 16 student numbers at Thomas Telford school to provide post 16 education for 100 Madeley academy students as part of Madeley Court school's conversion to an academy.
Mr. Willetts: To ask the Secretary of State for Education and Skills (1) how many companies have signed a Skills Pledge; how many employees these companies employ; how many employees these companies expect to participate in the Skills Pledges aim of obtaining a first level 2 qualification; and what proportion of these companies and employees are in the (a) public and (b) voluntary sector; 
Phil Hope: On 14 June 157 employers made the Skills Pledge, which was launched by the Chancellor of the Exchequer, the Secretary of State for Education and Skills, the Secretary of State for Work and Pensions and Sir Digby Jones, the UK Skills Envoy. Thus far more than 1.7 million employees, of which around 1.1 million are public sector and over a 1,000 from the third sector, are covered by the commitment of these employers.
It is not possible to provide a detailed breakdown of the proportion of employees who will undertake their first full level 2 as each company will be working with the Learning and Skills Council to understand their skills gap and how best to meet that need. We expect that for some companies the gap may translate into higher level skills, as well as supporting those employees to gain basics skills, such as literacy and numeracy. All of these companies have access to the advice and guidance of independent skills brokers, should they need one. For companies with more than 5,000 employees they receive a similar service through the National Employer Service.
Mr. Willetts: To ask the Secretary of State for Education and Skills how many pupils were persistent truants in schools with (a) fewer than 1,000 pupils, (b) 1,000 to 1,500 pupils and (c) more than 1,500 pupils in the latest period for which figures are available; and what proportion this represented of all pupils in each category. 
The first year for which information on persistent absentees is available relates to 2005/06 and covers only maintained secondary schools, city technology colleges and academies. For the 2006/07 school year this information will also be available for maintained primary schools and special schools. This is expected to be available in February 2008.
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