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As National Statistician, I have been asked to reply to your recent question asking how many people aged 16 or under have committed suicide in each of the last 10 years. (252666)
The table below provides the number of deaths where suicide was the underlying cause of death for people aged 16 years and under, from 1998 to 2007 (the latest year available).
|Deaths where suicide was the underlying cause of death( 1) , persons aged 16 years and under, England and Wales( 2) , 1998 to 2007( 3)|
|(1) For persons aged 10 to 14 years, the cause of death was defined using the International Classification of Diseases, Ninth Revision (ICD-9) codes E950-E959 for the years 1998 to 2000, and the International Classification of Diseases, Tenth Revision (ICD-10) codes X60-X84 for the years 2001 to 2007. For persons aged 15 years and over, the definition of suicide also includes deaths caused through undetermined intent, defined using the ICD-9 codes E980 -E989 excluding E988.8 for the years 1998 to 2000, and the ICD-10 codes Y10-Y34 (excluding where the coroners verdict was pending) for the years 2001 to 2007. Verdicts of suicide are not returned for children under the age of 10 years.|
(2) Figures for England and Wales include deaths of non residents.
(3) Figures are for deaths registered in each calendar year.
Mr. Newmark: To ask the Chancellor of the Duchy of Lancaster how many unemployed people there were in (a) Braintree and (b) Essex in (i) 1997 and (ii) the most recent period for which figures are available. 
As National Statistician, I have been asked to reply to your Parliamentary Question asking how many unemployed people there were in (a) Braintree and (b) Essex in (i) 1997 and (ii) the most recent period for which figures are available. (256843)
The Office for National Statistics (ONS) compiles unemployment statistics for local areas from the Annual Population Survey (APS) and its predecessor the annual Labour Force Survey (LFS) following International Labour Organisation (ILO) definitions.
Table 1 shows the number of people aged 16 and over, resident in (a) Braintree parliamentary constituency and (b) Essex who were unemployed in (i) 1997 and (ii) 2008.
Estimates are provided for the 12 months ending in February 1997, from annual LFS, which is the only period covered by the survey in 1997, and for the 12 months ending in June 2008, from APS. The July 2007 to June 2008 APS dataset is the most recent for which figures are available.
As the estimates for Essex are for a subset of the population in small geographical areas, they are based on small sample sizes, and are therefore subject to large margins of uncertainty. Reliable estimates for the Braintree parliamentary constituency are not available.
|Table 1: Number of persons unemployed( 1) resident in Braintree parliamentary constituency and county of Essex|
|12 months ending||Braintree||Essex|
|(1) Levels of unemployment are provided for persons aged 16 and over. The figures presented are weighted to population estimates published in 2007.|
(2) Coefficients of Variation have been calculated for the latest period as an indication of the quality of the estimates. See Guide to Quality as follows.
(3) Figures are disclosive or statistically unreliable.
The Coefficient of Variation (CV) indicates the quality of an estimate, the smaller the CV value the higher the quality. The true value is likely to lie within +/- twice the CV - for example, for an estimate of 200 with a CV of 5 per cent. we would expect the population total to be within the range 180-220
Guide to Quality:
The Coefficient of Variation (CV) indicates the quality of an estimate, the smaller the CV value the higher the quality. The true value is likely to lie within +/- twice the CV - for example, for an estimate of 200 with a CV of 5 per cent. we would expect the population total to be within the range 180-220.
Key Coefficient of Variation (CV) (%) Statistical robustness
* 0 = CV <5 Estimates are considered precise.
** 5 = CV <10 Estimates are considered reasonably precise.
*** 10 = CV <20 Estimates are considered acceptable.
**** CV = 20 Estimates are considered too unreliable for practical purposes.
Sample size too small to provide estimates for lone fathers.
Annual Labour Force Survey and Annual Population Survey
Greg Clark: To ask the Secretary of State for Innovation, Universities and Skills if he will place in the Library a copy of the (a) display energy certificates and (b) advisory reports for public buildings issued in respect of each property occupied by (i) his Department and (ii) its agencies. 
Mr. Simon: The Department will place in the Libraries a copy of the display energy certificates and their associated advisory reports in respect of each property occupied by the Department and its agencies that is required to have them.
The Department for Innovation, Universities and Skills (DIUS) was created by machinery of government changes at the end of June 2007. Information on the cost of the Departments contracts with management
consultants before that date is available from the predecessor departments of DIUSthe Department for Children, Schools and Families and the Department for Business, Enterprise and Regulatory Reform.
|(1) up to 31 December 2008|
2007-08 figuresDepartmental Annual Report 2007-08
2008-09 figuresinternal accounting systems
Mr. Hoban: To ask the Secretary of State for Innovation, Universities and Skills whether Ministers in his Department received representations from (a) Lord Moonie, (b) Lord Taylor of Blackburn, (c) Lord Snape and (d) Lord Truscott in the last seven months. 
Mr. Simon: None of the Ministers in the Department for Innovation, Universities and Skills received representations from Lord Moonie, Lord Taylor of Blackburn, Lord Snape or Lord Truscott in the last seven months.
Mr. Hoban: To ask the Secretary of State for Innovation, Universities and Skills how much his Department spent on digital media training courses provided by the Internet Advertising Bureau in 2008; how many such training sessions were held in 2008; and how many staff in his Department attended at least one such training course. 
Mr. Simon: There is an in-house programme of training and coaching staff in the uses of digital media to improve working methods and communicate more effectively. No training has to date been delivered through the Internet Advertising Bureau.
Mr. Boswell: To ask the Secretary of State for Innovation, Universities and Skills if he will take steps to encourage the dissemination of diet, lifestyle and health information through the further education sector. 
The Further Education sector has a key role to play in improving the health and well-being of their learners, staff and their communities, in July 2008, we announced cross-government support for a new National Healthy FE initiative. This is now being
taken forward through the development of a Healthy FE Framework by a sector-led Steering Group.
The Framework will provide a range of materials and guidance to support the sector in promoting all aspects of health and well-being, including guidance on healthy eating; physical activity; emotional well-being; sexual health; drugs, alcohol and tobacco. It will build upon what a number of colleges and providers have already been actively encouraging, by providing them with more tools and support.
Mr. Simon: We are helping the Further Education system deliver a more personalised learning experience for each learner, in ways that help learners acquire the skills and ability they need to succeed and thrivepersonally and economically. That includes guidance titled Supporting Learners to Succeed which is available through the Learning and Skills Improvement Service Excellence Gateway. The guidance helps providers develop their pastoral support systems and processes to improve the emotional, social and economic well-being of all learners.
In addition, the White Paper Further Education: Raising Skills Improving Life Chances (March 2006) recognised that when learners participate in decisions affecting their learning they are likely to play a more active part in improving the quality of provision. All providers are expected to have in place a Learner Involvement Strategy. The pastoral support guidance includes examples of how providers can encourage and motivate learners which in turn will help providers to further develop their strategies for engaging learners.
Mr. Lammy: Typically, architecture graduates have high employment rates with the latest available data from the Destination of Leavers from Higher Education 2006-07 showing 93 per cent. of those with degrees in architecture, building and planning in employment or further study six months after graduating. However, we recognise that the graduate labour market will not be immune from the effects of the economic downturn. Although indications suggest that overall vacancies are likely to fall, there will still be growth areas. Graduates will need to consider a wide range of jobs; look for jobs earlier; and do research on potential employers to maximise their chances of success. We are also considering a number of ways to provide real help and support for new graduates including new opportunities for internships; promoting volunteering; the development of entrepreneurial skills; and increasing the availability over the next two years of Professional and Career Development Loans.
Mrs. Maria Miller: To ask the Secretary of State for Innovation, Universities and Skills how many and what proportion of (a) male and (b) female students attend a higher education institution to study on a (i) full-time and (ii) part-time course. 
|Enrolments( 1) by Gender and mode of study English higher education institutions: Academic year 2007-08|
|Gender||Mode of Study||Number||Percentage|
|(1) Covers enrolments of all domiciles and levels of study.|
(2) 'Indeterminate' gender means unable to be classified as either male or female and is not related in any way to trans-gender. This
field was introduced to the HESA student record for this first time in 2007-08.
Figures are based on a HESA standard registration population and have been rounded to the nearest five, so components may not sum to totals. Percentages are based on unrounded figures.
Higher Education Statistics Agency (HESA)
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