Top PDF House of Commons Library briefing paper : number 7951, 21 December 2018 : T Levels : reforms to technical education

House of Commons Library briefing paper : number 7951, 21 December 2018 : T Levels : reforms to technical education

House of Commons Library briefing paper : number 7951, 21 December 2018 : T Levels : reforms to technical education

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 technical education qualifications as inferior to academic qualifications”, and higher level technical qualifications “have too often become
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House of Commons Library Briefing Paper: Number 7951, 21 August 2019: T Levels: Reforms to Technical Education

House of Commons Library Briefing Paper: Number 7951, 21 August 2019: T Levels: Reforms to Technical Education

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 technical education qualifications as inferior to academic qualifications”, and higher level technical qualifications “have too often become divorced from the actual occupations they should be preparing individuals for.” 14
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House of Commons Library: Briefing paper: Number 7951, 8 January 2018: Technical education reforms

House of Commons Library: Briefing paper: Number 7951, 8 January 2018: Technical education reforms

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 technical education. 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
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House of Commons Library: Briefing paper: Number 7951, 21 June 2017: Reforms to Technical Education

House of Commons Library: Briefing paper: Number 7951, 21 June 2017: Reforms to Technical Education

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 technical education. Above all, they will become anchor institutions for local, regional and national industry, providing sought-after skills to support the economy,
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House of Commons Library briefing paper : number 7951, 23 April 2019 : T levels : reforms to technical education

House of Commons Library briefing paper : number 7951, 23 April 2019 : T levels : reforms to technical education

Also in August 2018, the Department for Education published a research report concerning employer engagement and support for industry placements. The report stated that, overall, employers welcomed the idea of industry placements, and the length of placement was seen as providing enough time for the young person to begin to make a positive contribution to the business. The report stated that many employers indicated that they would be willing to offer industry placements if they received clarification on some key points – for example, the objectives of the placement. A small group of employers stated that they would be unwilling to offer placements, either because they could not see the benefits of T Levels over other qualifications (more typical for employers in industries with more established
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House of Commons Library: Briefing paper: Number SN04223, 21 December 2018: Research & Development spending

House of Commons Library: Briefing paper: Number SN04223, 21 December 2018: Research & Development spending

R&D is measured by the amount spent performing R&D by an organisation, or the funding provided to perform R&D. These are not always the same – for example, the higher education sector in the UK performs R&D worth around £8 billion, but the sector only provides direct funding for R&D worth £450 million.

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House of Commons Library: Briefing Paper Number 07250: 23 December 2019: University Technical Colleges

House of Commons Library: Briefing Paper Number 07250: 23 December 2019: University Technical Colleges

to accept that UTCs had not worked as an experiment, despite some successes. He attributed the weaknesses of the policy to several factors: The first is the principle that admission should be at the age of 14. The originator of the UTC idea, Kenneth Baker, has argued that all students should be divided at 14 and given the option of either a technical, or artistic and creative, or academic education. He saw UTCs as the vanguard of this revolution. But other schools have seen them as destinations for underperforming children. Students whose poor academic prospects might hamper league table performance have been directed towards UTCs and higher- performing contemporaries have been warned off. On top of that, many parents and students themselves have felt that 14 is too young to opt for a narrowly specialist path. 97
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House of Commons Library briefing paper : Number 08444, 10 December 2018 : Off-rolling in English schools

House of Commons Library briefing paper : Number 08444, 10 December 2018 : Off-rolling in English schools

Recent years, however, have seen concerns being raised that children are leaving school rolls in rising numbers, in particular as they approach GCSE level, because of pressures within the school system. It has been suggested that increased ‘off-rolling’ is taking place because of the impact of pupils who are likely to perform relatively poorly in their examinations on school performance measures, and because schools may be struggling to support children who need high levels of support, for example pupils with special educational needs. Off-rolling of this kind might involve children being excluded for reasons that are not legitimate, or parents being encouraged to home educate a child where they would not otherwise have chosen to do so.
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House of Commons Library: Briefing paper: Number 07388, 19 December 2018: Language teaching in schools (England)

House of Commons Library: Briefing paper: Number 07388, 19 December 2018: Language teaching in schools (England)

During a March 2018 debate in Parliament, the Schools Minister, Nick Gibb, set out that the Government did not plan to introduce any new subjects at GCSE level during the current Parliament, although it was open to a BSL GCSE in the longer term. The bar on new qualifications was intended to allow schools a period of stability, following wide- ranging reforms to GCSEs that have taken place in recent years. 46 However, the Government has recently reversed this position. The Schools Minister stated that the Government was prepared to make an exception to the broader prohibition, and consider proposals for a GCSE in BSL more quickly than previously indicated, opening the door for a GCSE to be introduced ahead of 2022. 47
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House of Commons Library: Briefing paper: Number 7708, 4 December 2018: Adult further education funding in England since
2010

House of Commons Library: Briefing paper: Number 7708, 4 December 2018: Adult further education funding in England since 2010

5.5 FE maintenance loans The March 2017 Budget additionally announced that from 2019-20 maintenance loans like those available for higher education students would be provided to students on technical education courses at levels 4 to 6 in National Colleges and Institutes of Technology. It added that these loans will “support adults to retrain at these institutions.” 43 However, in its response to a consultation on FE maintenance loans in September 2016, the DfE stated that it needed to “consider the value for money case and fiscal position before taking any decision on the case for FE maintenance loans.” 44
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House of Commons Library: Briefing paper: Number 7857, 7 February 2018: Higher education student numbers

House of Commons Library: Briefing paper: Number 7857, 7 February 2018: Higher education student numbers

This paper looks at trends in the size of the student population, changes in the number of entrants overall and for different types of students/courses and entry rates for different groups and areas. This paper replaces Entrants to higher education and HE in England from 2012: Student numbers which looked in detail at policy around student number control and focussed on annual changes in student numbers, especially in the period leading up to and just after the 2012 higher education funding reforms. Those papers will no longer be updated. The data in this paper will be regularly updated and its coverage expanded over time.
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House of Commons Library: Briefing paper: Number 6836, 10 October 2018: Physical education and sport in schools

House of Commons Library: Briefing paper: Number 6836, 10 October 2018: Physical education and sport in schools

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.
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House of Commons Library : Briefing paper : Number 7782, 20 December 2016 : Technical and Further Education Bill: Committee Stage Report

House of Commons Library : Briefing paper : Number 7782, 20 December 2016 : Technical and Further Education Bill: Committee Stage Report

administrator to decide how to proceed. 84 However, the Minister thought it inconceivable that the education administrator would take this decision without first consulting a wide range of stakeholders: Let me be clear: I and the Government would expect, in an appropriate case, the education administrator to liaise with the FE commissioner – that view was shared by the FE commissioner last week in his evidence – who might be able to advise the education administrator whom they should be speaking to in addition to staff, students, local authorities and the other providers. We would expect the EA, in seeking to fulfil the special objective to avoid or minimise disruption to students’ studies, would seek to satisfy themselves that, as far as possible, the quality of the education or training that students have been receiving at the college is maintained. This may be achieved by transferring students to another provider or by continuing to teach them in the FE body until they complete their courses. 85
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House of Commons Library : Briefing paper : Number 04195, 7 December 2018 : School meals and nutritional standards (England)

House of Commons Library : Briefing paper : Number 04195, 7 December 2018 : School meals and nutritional standards (England)

The Magic Breakfast website provides further information on its impact. The most recent response to a Parliamentary Question on Government support stated: Sam Gyimah: Magic Breakfast currently receive central government funding from a contract with the Department for Education. The objective of the project is to set up and run 184 breakfast clubs in schools where 35% or more children are eligible for free school meals, to ensure that children are fed and are at school on time and ready to learn. Magic Breakfast are required to develop plans to enable the breakfast clubs to be self- sustaining beyond the contract period. The project is being externally evaluated.
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House of Commons Library: Briefing paper: Number 8389, 19 September 2018: Returns to a degree

House of Commons Library: Briefing paper: Number 8389, 19 September 2018: Returns to a degree

consistent across the OECD. These gaps in outcomes generally increase with every additional stage of education studied. It is important to realise that these associations are not necessarily causal. For instance, better levels of reported health are not necessarily due to going to higher education, even in part. There could be other factors which are linked separately to both indicators. This is particularly the case with such social outcomes which will always have multiple contributory factors. If there are causal associations then these could potentially be linked to ‘cultural’ benefits attending university as well as improved employment/ earnings. The direction of cause and effect could also work in the other direction with, for instance, lower levels of higher education participation among those with pre-existing health problems
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House of Commons Library: Briefing paper: Number 8151, 19 February 2018: Higher education tuition fees in England

House of Commons Library: Briefing paper: Number 8151, 19 February 2018: Higher education tuition fees in England

Neither of the first two falls changed the overall upward trends, they were dips linked to changes in fees. Applicant numbers recovered more quickly after the introduction of variable fees in 2006. These figures 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. A report from the funding council concluded that there have been substantial and sustained increases in participation among
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House of Commons Library: Briefing paper: Number 06103, 1 August 2018: Relationships and Sex Education in Schools (England)

House of Commons Library: Briefing paper: Number 06103, 1 August 2018: Relationships and Sex Education in Schools (England)

Call for evidence On 19 December 2017, the Department for Education published a call for evidence on changes to teaching of sex and relationship education, and PSHE. The call for evidence was open until 12 February 2018. 9 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.
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House of Commons Library : Briefing paper : Number 7834, 13 December 2016 : The impact of leaving the EU on higher education

House of Commons Library : Briefing paper : Number 7834, 13 December 2016 : The impact of leaving the EU on higher education

infrastructure. The summary to the report said that the Committee was not convinced that the needs of science and research were at the heart of Brexit negotiations: The science and research community is understandably concerned about the implications and opportunities of the UK leaving the European Union. The Government has provided some helpful and welcome short-term reassurances in relation to underwriting EU funding for research and maintaining access to student loans, but the Government’s strategy for communicating these recent announcements is insufficient. Speeches and high-level meetings with stakeholder representatives will not be enough to ensure that messages are received at all levels and by audiences around the world.
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House of Commons Library: Briefing paper: Number 07070, 15 May 2018: Grammar schools in England

House of Commons Library: Briefing paper: Number 07070, 15 May 2018: Grammar schools in England

transition funding so that schools do not suffer abrupt changes to their funding straight away. We fund all 16-to-19 providers for study programmes of 600 hours per year for full-time students. That is sufficient for a study programme of three A-levels plus one AS-level, and up to 150 hours of enrichment activities, over a two- year study programme. There should be no need to cut those extra-curricular activities, which are such an important part of a rounded school education. In addition, as has been mentioned, we have, in 2013-14, increased the rate for larger programmes of study. For students who are studying four A-levels, the school will receive an extra £400 per pupil, and for those who are studying five A-levels, the school will receive an extra £800. 89
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House of Commons Library: Briefing paper: Number 7070, 21 June 2017: Grammar schools in England

House of Commons Library: Briefing paper: Number 7070, 21 June 2017: Grammar schools in England

transition funding so that schools do not suffer abrupt changes to their funding straight away. We fund all 16-to-19 providers for study programmes of 600 hours per year for full-time students. That is sufficient for a study programme of three A-levels plus one AS-level, and up to 150 hours of enrichment activities, over a two- year study programme. There should be no need to cut those extra-curricular activities, which are such an important part of a rounded school education. In addition, as has been mentioned, we have, in 2013-14, increased the rate for larger programmes of study. For students who are studying four A-levels, the school will receive an extra £400 per pupil, and for those who are studying five A-levels, the school will receive an extra £800. 86
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