In addition to this economic rationale, the report outlined a social need for change: that individuals should have access to a national system of technical qualifications that is easy to understand, has credibility with employers and remains stable over time. The current system, it argued, failed on all three counts, comprising “a confusing and ever-changing multitude of qualifications”, many of which “hold little value in the eyes of individuals and are not understood or sought by employers.” The report added that learners, teachers and the public have “long regarded technicaleducation qualifications as inferior to academic qualifications”, and higher level technical qualifications “have too often become
We will establish new institutes of technology, backed by leading employers and linked to leading universities, in every major city in England. They will provide courses at degree level and above, specialising in technical disciplines, such as STEM, whilst also providing higher-level apprenticeships and bespoke courses for employers. They will enjoy the freedoms that make our universities great, including eligibility for public funding for productivity and skills research, and access to loans and grants for their students. They will be able to gain royal charter status and regius professorships in technicaleducation. Above all, they will become anchor institutions for local, regional and national industry, providing sought-after skills to support the economy, and developing their own local identity to make sure they can meet the skills needs of local employers. 74
The Government’s response to the T Level consultation did, however, note the concerns of some respondents, including the CBI, about the pace of roll-out, and stated that the Government had “therefore decided to extend the full roll-out of TLevels beyond 2022. It added that the Government wanted to take “an agile approach” which in some cases could mean slowing plans to get a T Level into delivery, and in other cases accelerating delivery. The final sequencing of the roll-out of TLevels would, the response said, be outlined once the outline content is finalised by T Level panels. 89
However, if we truly want a world class system our colleges will need the additional funding to provide world class resources. The plan’s provision for everyone to have work experience alone would cost hundreds of millions of pounds and require much input from employers nationwide to be a success. We therefore welcome the Government's acceptance of the need to review the level of funding for college-based technicaleducation and the Sainsbury Panel's specific suggestion that the intended work placements should receive additional funding. 52
The underpinning knowledge of the core component will be assessed through external examination, with core employability skills assessed through employer-set projects. For occupational specialisms, students will demonstrate that they have competence through practical assignments. Rather than having an overall grade for a technical qualification, students will receive separate grades for the core component (graded A*-E) and for the specialism (graded Pass, Merit or Distinction), with each recognised separately on the T Level certificate. In order to achieve a T Level, students will have to attain an E or above in the core content component and a pass or above in each relevant specialism.
Reporting restrictions introduced by the Education Act 2002 prevent the publication of material that may lead to the identification of a teacher who has been accused by a pupil from the same school. This restriction, which includes publishing material on social network sites, applies until the accused is charged with an offence or until the Teaching Regulation Agency publishes information about an investigation. The guidance notes this restriction and states that it is important that schools make “every effort” to maintain confidentiality when an allegation is made. 84
In 2013-14 changes were made to the basis on which ESOL courses were funded. Previously, courses had been funded according to their guided learning hours; from 2013-14 courses would instead be listed on the Qualification Credit Framework (QCF) and providers would get a flat rate for a qualification, regardless of the number of hours offered. As many ESOL courses are short courses and were only awarded a small number of credits on the QCF, concerns were raised that providers could lose funding for their ESOL provision compared to the previous system. Transitional protections were put in place until new ESOL qualifications were developed in the QCF from 2014-15 (see section 1.1 above). A document published by the Skills Funding Agency setting out
In relation to RSE, the call for evidence asks for the subjects interested parties believe should be priorities for teaching relationships education at primary level and relationships and sex education at secondary level, as well as online issues that might be important to include, and how best to provide information for parents. A separate call for evidence for young people was also published, asking them for information based on their experiences of existing relationships and sex education, in terms of what was most important and what they would like to have been taught about but were not.
1.101 From 2018-19, loans of up to £25,000 will be available to any English student without a Research Council living allowance who can win a place for doctoral study at a UK university. They will be added to any outstanding master’s loan and repaid on the same terms, but with the intention of setting a repayment rate of 9% for doctoral loans and a combined 9% repayment rate if people take out a doctoral and master’s loan. The government will launch a technical consultation on the detail. Those who take out only a master’s loan will still repay at 6%, as announced at Autumn Statement 2015. 40
Reporting restrictions introduced by the Education Act 2002 prevent the publication of material that may lead to the identification of a teacher who has been accused by a pupil from the same school. This restriction, which includes publishing material on social network sites, applies until the accused is charged with an offence. The guidance notes this restriction and states that it is important that schools make “every effort” to maintain confidentiality when an allegation is made. 72
potential repayment followed by much less variation and a gradual decline in numbers as more repay their loans in full. The average value of repayments continues to increase in each year and hence totals also increase. This suggests that it is only in the first few years after leaving higher education that large numbers of borrowers start repaying. Relatively few only start earning above the repayment threshold three, four, or more years later and even then their numbers are balanced by those who stop repaying for one reason or another. It may be some time before any longer term patterns become clear, particularly shifts from non-payment to payment.
Keep house warm Keep up to date with bills Money to decorate home Replace broken electrical goods Home contents insurance Replace worn out furniture Money to spend on self each week Make savings of 10 pounds a month or more One week's holiday away from home not with relatives Have a warm winter coat Celebrations on special occasions Eat fresh fruit and/or vegetables every day Go to a playgroup at least once a week Go on school trip at least once a term Leisure equipment, e.g. sports equipment or a bicycle Hobby or leisure activity Have friends round for tea or a snack once a fortnight Outdoor space / facilities to play safely Attend organised activity once a week Bedrooms for every child aged 10+ of different gender One week's holiday away from home with family
It is this Government’s policy that all good and outstanding schools should be able to expand to offer excellent places to local students. The Weald of Kent Grammar School is one of the top performing schools in the country, with 99% of its students achieving five A*-C grades in GCSE exams in 2014, and 98% of sixth form students achieving at least 3 A-Levels at grades A*-E. The Weald of Kent Grammar School submitted a proposal for expansion in 2013. At that stage the then Secretary of State could not approve the proposal as an expansion because the proposal at that time was for a mixed sex annexe when the existing school was single sex. The school submitted a revised proposal in September 2015 under which girls will be educated on both sites alongside a mixed sex sixth form. I am satisfied that this proposal represents a genuine expansion of the existing school, and that there will be integration between the two sites in terms of leadership, management, governance, admissions and curriculum. I am also satisfied that the excellent quality of learning currently delivered will be replicated across the newly expanded school. I welcome the fact that the newly expanded school will better meet the needs of parents in the local area, with 41% of existing pupils at the Weald of Kent Grammar School already travelling from the Sevenoaks area.
In primary schools, some teachers lack the specialist knowledge needed to teach PE well and outcomes for pupils are not as good as they could be. More able pupils are not always challenged to achieve their very best, levels of personal fitness are not high enough and not all pupils are able to swim 25 metres before they leave school. PE in secondary schools does not always contribute to improving pupils’ fitness. More able pupils do not have enough time to practise and achieve their very best. Only a minority of schools play competitive sport to a very high level. Only a few schools have achieved a balance between increasing participation and generating elite performance: in these schools sport was played to a very high standard.
that the definition of ‘local connection’ for care leavers ensures that a young homeless care leaver should be treated as having a connection in the area where they were looked after or, if different, the area where they normally live and have lived for at least 2 years, including some time before they reached the age of 16. The aim of this change is to make it easier for care leavers to get assistance in the area where they feel most at home. Local authorities’ duties to provide advice and assistance to homeless people were strengthened with effect from 3 April 2018. Section 179(2) of the 1996 Act provides that authorities must design advice and information services to meet the needs of people within their district including, in particular, the needs of the following groups:
Disclaimer - This information is provided to Members of Parliament in support of their parliamentary duties. It is a general briefing only and should not be relied on as a substitute for specific advice. The House of Commons or the author(s) shall not be liable for any errors or omissions, or for any loss or damage of any kind arising from its use, and may remove, vary or amend any information at any time without prior notice.
But the expansion of higher education relies on funding being put onto a sustainable footing. The government must therefore ask graduates to meet more of the cost of their degrees once they are earning. From the 2016-17 academic year, maintenance grants will be replaced with maintenance loans for new students from England, paid back only when their earnings exceed £21,000 a year, saving £2.5 billion by 2020-21. To ensure that the long term costs of the student loan book remain affordable and transparent, the government will consult on freezing the loan repayment threshold for five years and review the discount rate applied to student loans and other transactions to bring it into line with the government’s long-term cost of borrowing.
These comparisons are far from perfect as they exclude the impact of underlying demographics and differences in the courses covered by UCAS in each country. They provide no evidence that variable fees caused a major ongoing decline or downward shift in overall numbers of applicants or entrants to higher education in England. Similarly there is no evidence that those from ‘lower’ socio-economic groups or (deprived) areas with historically low levels of participation have been adversely affected by tuition fees. The proportion of students from these groups has increased over this period. The note Higher education and social class looks at this subject in detail. A report from the funding council concluded that there have been substantial and sustained increases in participation among young people from disadvantaged 45
1.101 From 2018-19, loans of up to £25,000 will be available to any English student without a Research Council living allowance who can win a place for doctoral study at a UK university. They will be added to any outstanding master’s loan and repaid on the same terms, but with the intention of setting a repayment rate of 9% for doctoral loans and a combined 9% repayment rate if people take out a doctoral and master’s loan. The government will launch a technical consultation on the detail. Those who take out only a master’s loan will still repay at 6%, as announced at Autumn Statement 2015. 38
1.8 UTCs are all-ability and mixed sex state funded schools, independent of local authorities. They are not extensions of, or conversions from, existing provision, but new academies, typically with 500-800 pupils in Key stage 4 and Key stage 5. UTCs specialise in subjects that need modern, technical, industry- standard equipment, such as engineering and digital technologies, and teach these disciplines alongside business skills and a broad, general education.