Top PDF 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

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

Teaching and learning funding The funding letter set out a 2015-16 baseline for the AEB of £1.49 billion and stated that this will be maintained in cash terms in 2016-17. The indicative AEB for 2017-18, 2018-19 and 2019-20 will be held constant at £1.5 billion. Funding for apprenticeships is initially planned to increase from a 2015-16 baseline of £0.74 billion to £0.93 billion in 2016-17, before increasing further to £1.42 billion by 2019-20. It should be noted that from 2017-18 onwards apprenticeship funding has, in part, been provided via the apprenticeship levy, a charge set at 0.5% of any UK employer’s pay bill in excess of
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House of Commons Library briefing paper : number 7708, 20 March 2019 : Adult further education funding in England since 2010

House of Commons Library briefing paper : number 7708, 20 March 2019 : Adult further education funding in England since 2010

allocated at the spending review. In addition, while the categories used in the SFA annual accounts are similar to those used in the skills funding statements and letters, in some places they provide slightly more detail – for example, a more detailed breakdown of ASB expenditure between 2010-11 and 2014-15. The accounts also allow a consistent time series for all non-teaching expenditure excluding capital to be created back to 2010-11.

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House of Commons Library: Briefing paper: Number 7708, 21 April 2017: Adult further education funding in England since 2010

House of Commons Library: Briefing paper: Number 7708, 21 April 2017: Adult further education funding in England since 2010

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.

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House of Commons Library: Briefing paper: Number 7708, 13 June 2018: Adult further education funding in England since 2010

House of Commons Library: Briefing paper: Number 7708, 13 June 2018: Adult further education funding in England since 2010

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.

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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)

The decision not to enter a pupil for the EBacc combination of subjects will need to be considered on a case by case basis by each school, and schools will need to take into account a range of factors particular to each pupil. These will include, for example, complex SEN; having spent significant amounts of time out of education; recently arriving in the country; and only being able to take a limited number of key stage 4 qualifications as significant additional time is needed in the curriculum for English and mathematics. We believe that no single factor should automatically exclude a pupil from entering the EBacc. 33
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House of Commons Library briefing paper : Number 7393, 4 January 2019 : Higher education funding in England

House of Commons Library briefing paper : Number 7393, 4 January 2019 : Higher education funding in England

The 2012 changes in university funding directly affect teaching rather than research. Plans were set out for each year to 2014-15 soon after the 2010 CSR was published. The earlier table shows that recurrent funding for research broadly maintained its cash value up to 2014-15. The 2013 Spending Round kept the total resource (recurrent) science budget for 2015-16, which includes funding for Research Councils and other areas, at the same cash level as earlier years. Total capital funding for science was increased, partially reversing earlier cuts. 16

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House of Commons Library: Briefing paper: Number 05396, 25 October 2018: Constituency casework: schools in England

House of Commons Library: Briefing paper: Number 05396, 25 October 2018: Constituency casework: schools in England

Statutory guidance on the appeal process is contained in the School Admissions Appeal Code. An appeal panel will consider whether the admission arrangements complied with the mandatory requirements and whether the admission arrangements were correctly and impartially applied in the case in question. The panel must also decide whether admission of additional children would prejudice the provision of efficient education or efficient use of resources. Section 4 of the Code deals with infant class size appeals. Section 5 of the Code describes possible further avenues for appeals and complaints in certain circumstances.
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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

The consultation response said that there is no ‘one size fits all’ approach that could meet the needs of the majority of adult learners. The Government, it said, recognises that 19-23 year old learners could benefit from the same T Level programme as 16-19 year old learners. For learners aged over 24, the Government will take into account wider reviews of technical education, including the reviews of qualifications at levels 3, 4 and 5, and will “consider any specific adaptations that will improve accessibility.” 51

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House of Commons Library: Briefing paper: Number 7222, 17 October 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 17 October 2018: Teacher recruitment and retention in England

On 4 October 2016, the then Education Secretary, Justine Greening, announced £60 million of funding for six ‘Opportunity Areas’ to help them “address the biggest challenges they face”. The six areas were Blackpool, Derby, Norwich, Oldham, Scarborough, and West Somerset. It was stated that the areas would be given prioritised access to a wider support package, including a £75 million teaching and leadership innovation fund “focused on supporting teachers and school leaders in challenging areas to develop.” 72 £10 million of the funding is available for teachers in opportunity areas and category 5 and
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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)

8.2 In relation to equality legislation, the proposals are that schools should encourage pupils to respect other people, even if they do not agree with them. This does not extend equality requirements or discriminate against Christianity or religious freedoms. The amended standard would not require a school to do anything that they are not currently required to do by the Equality Act 2010 (which applies to independent schools). 8.3 Of the remaining responses there were 516 on whether the changes to the SMSC [spiritual, moral, social and cultural] standard are required to ensure the active promotion of fundamental British values and respect for other people. A significant number of respondents indicated that they disagreed with the proposed changes, but analysis of the related comments revealed that this was because of misunderstanding the effect or raising issues that were not part of the consultation. For example, some responses questioned the definition of the fundamental British values and requested that this be opened up for further debate; others maintained that the changes extend the equality agenda and will result in the marginalisation of Christianity; and others considered that the changes are not necessary, that the standards were only amended in January 2013, and that many schools are already doing this.
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House of Commons Library: Briefing paper: Number 7357, 21 May 2018: Further Education: Post-16 Area Reviews

House of Commons Library: Briefing paper: Number 7357, 21 May 2018: Further Education: Post-16 Area Reviews

In July 2015, the National Audit Office (NAO) published a report on the oversight of financial sustainability in the FE sector. The report found that the “financial health of the…sector has been declining since 2010-11” and that “the number of colleges under strain is set to rise rapidly”. It further stated that “reductions and changing priorities in public funding”, along with a declining 16-18 population and increased competition from schools and colleges, had “combined to create a challenging educational and financial climate for many colleges”. The report recommended that decisions about whether to merge or close a college need to be “supported by good information on educational and skills needs in the area, and the capacity available to meet them”. 8
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House of Commons Library: Briefing paper: Number 7222, 19 January 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 19 January 2018: Teacher recruitment and retention in England

In November 2016, the NCTL launched a second pilot scheme to recruit returning teachers. Under the pilot, a package of support, including a bursary of £600 and a 2-4 week training course, was provided to returning teachers in maths, physics, and languages. Schools Direct lead schools, multi-academy trusts, and higher education institutions, among others, in the north-west and south-east were invited to become lead schools for the pilot. Lead schools were to be provided with grant funding and were responsible for coordinating the programme of support. They will receive a further payment upon employment of the returning teacher. The application round for the second cohort of the pilot closed on 20 February 2017.
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House of Commons Library: Briefing paper: Number 7019, 13 June 2018: 16-19 education funding in England since 2010

House of Commons Library: Briefing paper: Number 7019, 13 June 2018: 16-19 education funding in England since 2010

The term 16-19 education is used in this briefing to refer to education funded by the Education and Skills Funding Agency (ESFA) and its predecessor bodies through the 16-19 funding system. This refers to a broad range of educational provision, including (but not limited to), students aged 16-19 in maintained school and academy sixth forms, sixth form colleges, general further education (FE) colleges, and special schools. It also includes students aged 19 to 25 with Education, Health and Care Plans (or, previously, learning difficulties and/or disabilities). It does not include students on apprenticeships or at higher education institutions.
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House of Commons Library: Briefing paper: Number 7019, 7 November 2018: 16-19 education funding in England since 2010

House of Commons Library: Briefing paper: Number 7019, 7 November 2018: 16-19 education funding in England since 2010

16-19 education funding is allocated to providers by the ESFA and its predecessor bodies. The majority of each provider’s annual allocation is determined using a national funding formula and estimated student numbers. Additional elements of funding are then allocated outside of the formula, including, for example, funding for high needs students, and for some student support schemes (e.g. Dance and Drama Awards). Some 16-19 funding is not allocated to institutions but is instead held and managed centrally (e.g. funding for the vulnerable student bursary). What does this briefing cover?
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House of Commons Library : Briefing paper : Number 7847, 29 December 2016 : UK Funding from the EU

House of Commons Library : Briefing paper : Number 7847, 29 December 2016 : UK Funding from the EU

In addition, projects in the UK can be supported by EU institutions with funding that falls outside the EU Budget. Most notably, the European Investment Bank (EIB) – which borrows money on capital markets and lends it on favourable terms to projects that support EU objectives – committed over €29 billion to UK projects between 2011 and 2015. Non-Member States also have access to certain streams of EU funding, though this is typically dependent on payments into the EU Budget – over the 2014-21 period, Norway is contributing around €2.7 billion in EU grants. While the UK Government has made guarantees about the continuation of funding under EU programmes after the UK’s departure from the EU, continued access to any EU funding is likely to be a
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House of Commons Library: Briefing paper: Number 07091, 18 April 2018: School inspections in England: Ofsted

House of Commons Library: Briefing paper: Number 07091, 18 April 2018: School inspections in England: Ofsted

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.

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House of Commons Library briefing paper : number 5108, 12 April 2019 : Home education in England

House of Commons Library briefing paper : number 5108, 12 April 2019 : Home education in England

Local authorities should, the guidance states, approach cases where the suitability of education is in doubt using powers under the Education Act 1996 (as set out above). It adds, however, that they should also be ready to “fully exercise their safeguarding powers and duties to protect the child’s well being” if a lack of suitable education appears likely to impair a child’s development. The guidance emphasises that a failure to provide suitable education is capable of satisfying the threshold that a child is suffering, or is likely to suffer, significant harm, but whether this is the case will depend on the particular circumstances of the case. Actions that a local authority could take include applying to the court for an education supervision order (giving the authority a formal supervisory role in the education of the child) or a care order under the Children Act 1989. Both of these give the local authority the right to contact with a child. The guidance emphasises that care orders must only be used as a last resort “in the most egregious cases of a failure to provide a suitable education, and a persistent refusal by parents to co- operate with the local authority.”
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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

These two ways of measuring R&D spending are different ways of analysing the same overall total for R&D, known as Gross Expenditure on R&D (GERD). GERD is the preferred way of measuring R&D spending in the UK, and for comparing R&D spending in different countries. R&D is performed and funded by the following sectors: business, higher education, government (including the research councils in the UK) and private non-profit. Some funding for R&D in the UK also comes from overseas sources.

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House of Commons Library: Briefing paper: Number 06154, 5 April 2017: 16-19 Bursaries for further education in England

House of Commons Library: Briefing paper: Number 06154, 5 April 2017: 16-19 Bursaries for further education in England

Separately, the DfE commissioned a series of annual evaluations looking in detail about how the 16-19 bursaries were working in practice. These considered the number and type of young people who’d applied and received the two different sorts of bursary. It also looked at perceived impact, and analysed the methods providers had used to disburse funds. The final third year report was published in July 2015. 15 The researchers

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House of Commons Library : Briefing paper : Number 7905, 22 January 2017: Adult ESOL in England

House of Commons Library : Briefing paper : Number 7905, 22 January 2017: Adult ESOL in England

In January 2016, David Cameron announced a new £20 million community fund to teach English to isolated women. The Government stated that the funding would “build on and extend the English language fund run by DCLG” and would be “targeted to specific communities based on Louise Casey’s…review into segregation in England.” In July 2016 the Government stated that as “a first step” in rolling out the programme, £3 million would be allocated to the six providers of the DCLG’s community-based English language programme to allow them to provide tuition up to the end of March 2017. The
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