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Stephen Williams: To ask the Secretary of State for Innovation, Universities and Skills how many adults enrolled on (a) Level 2 apprenticeships, (b) Level 3 advanced apprenticeships and (c) higher education apprenticeships in each year since 1997. 
Mr. Lammy: The information requested about apprenticeships starts in England is provided in the following table. Information about apprenticeships at level 4 is not separately available, and information about starts by level is not available before 2002/03.
|Adult( 1) apprenticeship starts by level|
|(1) Adult is defined as 19+.|
(2) Figures or 2006/07 are preliminary due to late provider returns, therefore these
figures may be revised upwards.
(3 )Because of small numbers includes higher education level 4 apprenticeships.
Figures are rounded to the nearest 1000.
LSC Individualised Learner Record.
Stephen Williams: To ask the Secretary of State for Innovation, Universities and Skills how much funding has been allocated by his Department to (a) adult Level 2 apprenticeships, (b) adult Level 3 advanced apprenticeships and (c) higher education apprenticeships in each year from 2007-08 to 2010-11. 
Mr. Lammy: The Department and the Department for Children, Schools and Families allocate funds to the Learning and Skills Council for the provision of Apprenticeships in England. The allocations for 2007-08 to 2010-11 are outlined in our joint grant letter to the LSC. Our allocations for apprenticeships are not available in the form requested. The funds we make available are specified for 16-18 year olds apprentices and those aged 19 and over as follows:
|Financial year (£000)|
LSC grant letter 2008-09
Mr. Peter Ainsworth: To ask the Secretary of State for Innovation, Universities and Skills whether he has issued guidance to staff in his Department to switch off personal computers when not in use; and if he will make a statement. 
James Brokenshire: To ask the Secretary of State for Innovation, Universities and Skills whether any officials in (a) his Department and (b) its agencies were disciplined or dismissed for (i) breaches of data protection requirements and (ii) inappropriate use of personal or sensitive data in each of the last three years for which figures are available. 
Mr. Lammy: The Department for Innovation, Universities and Skills (DIUS) was created as a result of Machinery of Government changes in June 2007. No officials in the Department have been disciplined or dismissed for alleged breaches of data protection requirements or for the inappropriate use of personal or sensitive data since it was established.
Mrs. May: To ask the Secretary of State for Innovation, Universities and Skills pursuant to the Answer of 20 May 2008, Official Report, column 246W, on departmental equality, what percentage of top management positions in his Department were held by women; and what percentage of senior civil service positions were held by employees with disabilities in April 2008. 
The Department for Innovation, Universities and Skills was formed as a result of Machinery of Government changes in June 2007. Pending transition to a common data collection system next year, the Department has access to information about its staff on the two databases of its predecessor Departments. Significant levels of non-declarationas
regards ethnicity and disabilityaffect the quality of present data. Subject to this limitation, the representation of women and employees with disabilities in senior positions is as follows:
(a) Currently three of 10 members of the DIUS board and three of four non-executive board members are women;
20 per cent. of the top management posts (permanent secretary and director general posts) are held by women (the Cabinet Office target is 30 per cent.);
32 per cent. of DIUS. senior civil servants are women (the Cabinet Office target for the whole civil service is 37 per cent.); and
(b) Where status is known, there are no senior civil servants in the Department reporting a disability.
Stephen Williams: To ask the Secretary of State for Innovation, Universities and Skills (1) if he will estimate the number of 19 to 25-year-olds expected to enrol on their first full level 3 course in each of the next five years; 
(2) if he will estimate how many (a) 25 to 30 and (b) 25 to 35-year-olds he expects to enrol on their first full level 3 course in each of the next five years; and if he will make a statement. 
Bill Rammell: The Government are committed to ensuring that young adults have the opportunity to complete their education and gain a full level 3 qualification that will enable them to progress into skilled employment or higher education. We are committed to achieving the 2011 indicator of 56 per cent. of working age adults qualified to at least full level 3.
Table 1 shows projections of the number of adults (to the nearest 1,000) studying for full level 3 in further education until 2010-11. Projections beyond that date and for other age groups have not been made.
Table 2 shows projections of the number of adults aged 19+ (to the nearest 1,000) that will start a full level 3 qualification in Train to Gain and advanced apprenticeships through the employer responsive route. No breakdown by age is available. We have not measured the proportion doing first qualifications, although we expect it to be around 80 to 90 per cent. for Train to Gain.
|Table 1: Adult learner responsive|
Based on LSC projections for Annual Statement of Priorities November 2007
|Table 2: Employer responsive|
Based on LSG projections for Annual Statement of Priorities November 2007
Mr. Hayes: To ask the Secretary of State for Innovation, Universities and Skills (1) how many students studied a higher education course in a further education college in each of the last 20 years for which figures are available; 
|Higher education enrolments( 1) at English further education colleges( 2) academic years 2002/03 to 2006/07( 3)|
|Academic y ear||Enrolments|
|(1) Excludes students registered at a higher education institution but franchised out to a further education college.|
(2) Birmingham college of food, tourism and creative studies transferred to the higher education sector in 2002 and Leeds college of music transferred in July 2005. The figures have not been adjusted for colleges that transferred during this period from the FE to the HE sector, or for those which merged with HE institutions, and which therefore account for some of the year-on-year reductions.
(3) 2006/07 data is provisional. The final sweep of 2006/07 data will be available in January 2009.
Figures are on a DIUS whole year count basis, which counts students enrolled at any point in the academic year, and have been rounded to the nearest five.
Learning and Skills Council (LSC) Individualised Learner Record
The changes in the number of higher education enrolments at further education colleges are partly due to the transfer of institutions from the further education sector to the higher education sector. In addition, improvements to the reporting of franchising arrangements between higher education institutions and further education colleges may have contributed to the changes in numbers. Franchising is a process whereby one institution delivers a course on behalf of another and this often occurs between higher education institutions and further education colleges.
The methodology for calculating the number of students studying at higher education level in a further education college has recently been revised and updated, providing a more consistent time series back to 2002/03 when the individualised learner record was introduced.
Stephen Williams: To ask the Secretary of State for Innovation, Universities and Skills (1) how many people enrolled on (a) access courses and (b) foundation degrees in each year since 2006; and if he will make a statement; 
Bill Rammell: The Department for Innovation, Universities and Skills is determined to develop and increase the range of non-traditional pathways into and through higher education. Improving the progress of school leavers into higher education will not be sufficient to meet the skills needs of the future. The Access to Higher Education scheme is one way of enabling adults, some of whom may have few other qualifications, or have been out of education for a number of years, to study successfully at the higher education level. The following table gives the available figures for Access to HE courses since 2006 in England and Wales.
|(1) Figures include learners registered on Access to HE courses which are in Higher Education Institutions and learners which are not publicly funded.|
QAA. This data is collected by QAA from the 15 Access Validating Agencies in England and Wales. Data is collected retrospectively, following the completion of an academic year. As a result, no data for learner registrations or courses running is available for 2007/08.
Over recent years we have seen an expansion of more flexible routes into HE and increased options for those wishing to benefit from an HE experience, such as Foundation Degrees and progression through professional and vocational courses, and figures show that the number of people applying to enter higher education continue to increase.
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