|Previous Section||Index||Home Page|
Various surveys of 21,500 young people who were in their final year of compulsory education in 1999 or 2000 were carried out for the evaluation of the EMA pilots. 78 per cent. wanted to stay in full-time education after age 16, 18 per cent. wanted to enter work or training and 4 per cent. were undecided or wanted something else.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how many pupils stayed in education in 2008 after the age of 16 having attended a secondary school (a) with and (b) without a sixth form. 
Jim Knight: The official measure of post-16 participation cannot be disaggregated by the type of secondary school previously attended. However, using matched administrative data, we can estimate post-16 participation rates by characteristics of the school attended at age 15, including whether or not that school had a sixth form. These estimates, shown in the following table, exclude post-16 participation in independent schools.
|Participation of 16-year-olds in education and training by whether secondary school had a sixth form, mainstream maintained schools in England, 2006/07|
|No sixth form||Sixth form||All mainstream maintained schools( 1)|
|(1) Excludes special schools, pupil referral units and independent schools.|
Matched Administrative Data, 19 in 2009 cohort.
Mr. Gibb: To ask the Secretary of State for Children, Schools and Families (1) pursuant to the answer of 7 October 2008, Official Report, columns 590-91W, on the general certificate of secondary education, what estimate he has made of the cost of providing the requested information in full; 
(2) pursuant to the answer of 7 October 2008, Official Report, column 591W, on languages: general certificate of secondary education, what estimate he has made of the cost of providing the requested information. 
Michael Gove: To ask the Secretary of State for Children, Schools and Families what proportion of pupils who did not gain a single grade C or above at GCSE in 2008 were resident in the 50 per cent. most deprived areas of the country. 
Proportion of pupils at the end of key stage 4 achieving five or more A*-C grades;
Proportion of pupils at the end of key stage 4 achieving five or more A*-C grades including English and Maths; and
Proportion of pupils at the end of key stage 4 achieving any passes.
Sarah McCarthy-Fry: The cost of the contract with CfBT for the Young Gifted and Talented (YG and T) programme is commercial in confidence. The Department has historically spent some £10 million to £20 million annually on the full national programme for gifted and talented education, of which YG and T now forms a significant part.
This Government remain totally committed to widening participation in higher education (HE), for those from poorer or other backgrounds which are currently under-represented. And we are making encouraging progressin the 2002/03 academic year, 27.9 per cent. of young full-time first degree entrants to HE came from lower socio-economic classes. By the 2006/07 academic year, this had risen to 29.8 per cent.an increase of 1.9 per cent. Alongside this, in the 2002/03 academic year, 44.1 per cent. of 18 to 20-year-olds from higher socio-economic classes participated in HE, compared with 17.5 per cent. of those from lower socio-economic classesa gap of 26.5 per cent. By 2006/07, the participation rate of higher socio-economic classes had fallen to 39.5 per cent. and that of lower socio-economic classes had risen to 19.0 per cent.reducing the gap by six percentage points to 20.5 per cent.
(a) The Aimhigher programme, a national outreach programme which seeks to widen participation in HE through local partnerships of universities, colleges and schools which co-design and deliver activities to raise attainment, aspiration and application levels of young people from backgrounds currently under-represented in HE;
(b) Aimhigher Associatesis a new mentoring scheme which will be piloted in late 2008 and rolled out nationally in 2009. Associates will be HE students who will provide targeted support for and sharing of personal experience with young people through key transitions in their school and/or college careers, with a view to enabling their successful application to HE;
(c) the Higher Education Funding Council for Englands Widening Participation Allocation, which supports the additional costs of recruiting and retaining students from non-traditional backgrounds; and
(d) HEI/school linksthat are both structural and sustained. DIUS is promoting a range of ways in which universities can get involved with schools, including sponsoring academies and trusts.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what the National Assessment Agency budget has been in each year since its establishment; and if he will make a statement. 
Sarah McCarthy-Fry: The National Assessment Agency (NAA) was launched in April 2004 to safeguard and modernise the delivery of exams, tests and assessment. It is a division of the Qualifications and Curriculum Authority (QCA). Its responsibilities have included delivery of national curriculum assessments and the exams modernisation programme. NAA's annual expenditure in each financial year since establishment has been:
Jim Knight: Lord Sutherland is conducting an inquiry into the problems that occurred in 2008 with the delivery of national curriculum tests. Lord Sutherland met with the Ofqual Committee on 16 October to provide an update on the progress of his inquiry. Lord Sutherland has indicated that he does not intend to publish an interim report. The inquiry anticipates presenting the final recommendations to Ofqual and the Secretary of State before the end of the year and this report will be published.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families when Ministers or officials from his Department met (a) the Qualifications and Curriculum Authority, (b) the National Assessment Agency and (c) ETS to discuss the 2008 key stage tests between December 2007 and July 2008; and if he will make a statement. 
Jim Knight: Neither I nor my right hon. Friend the Secretary of State have met ETS. We do, however, regularly meet with the Qualifications and Curriculum Authority, of which the National Assessment Agency is a division. Recent meetings have included discussions on the administration and marking of key stage tests in 2008, which are now the subject of an independent inquiry being chaired by Lord Sutherland.
To ask the Secretary of State for Children, Schools and Families (1) for what reasons ETS was
required to undertake face to face training for markers of the 2008 key stage tests, rather than online marking training; when this decision was made; and if he will make a statement; 
(2) what requests were made by ETS for changes in the key stage 2 and 3 marking contract for the 2008 tests; which of these requests were (a) granted and (b) refused; how long it took for a decision to be made in each case; and if he will make a statement; 
(3) how many changes to the key stage 2 and 3 contract with ETS were made by (a) the National Assessment Agency and (b) the Qualifications and Curriculum Authority between September 2007 and July 2008; what the content was of each such change; when the changes were notified; and if he will make a statement; 
(4) what warnings were given by ETS to (a) the National Assessment Agency and (b) the Qualifications and Curriculum Authority about risks in delivering the 2008 key stage tests in (i) 2007 and (ii) 2008; when these were made; and if he will make a statement; 
Jim Knight: The Qualifications and Curriculum Authority (QCA) is responsible for the development and administration of National Curriculum tests. The National Assessment Agency (NAA) administers the tests and managed the delivery contract with ETS Europe, on QCA's behalf.
The contract awarded to ETS required face-to-face training of markers to continue as usual. During the procurement process suppliers were encouraged to offer improvements or innovations to improve marking quality.
Schedule 1 of the contract required ETS to pilot and seek approval for innovations that did not replicate the existing process at the effective date of the contract. It was agreed that ETS would plan and conduct a pilot to ensure suitability and robustness.
The NAA agreed to accept three of the proposed marking improvements, standardisation, benchmarking and online mark entry. NAA rejected mandatory online training for experienced maths and science markers, but allowed it to be used on an opt-in basis. The NAA believed online marker training could make an important contribution in later cycles. However, the marker ratings made it clear that the ETS online marker training as trialled would cause significant dissatisfaction and attrition during a critical period of the delivery cycle.
ETS Europe first alerted the NAA concerning a potential failure in delivering the 2008 National Curriculum test results in late June 2008. The first without prejudice discussion at which ETS Europe indicated it may be interested in terminating the contract, occurred on 8 July 2008.
|Change control summary2008 National Curriculum test cycle|
|Next Section||Index||Home Page|