The AEB also supports a wide range of provision in addition to the statutory entitlements. Whether adult learners are able to have their course fees paid from the AEB depends on a number of factors, including their age, their employment status, their past educational attainment and the course they are studying. Those who are eligible for funding either have all of their course fees paid (fully-funded) or the ESFA pays some of the fees and the learner or the college are responsible for paying the remainder (co- funding).
The budget for Advanced Learner Loans is planned to increase from a 2015-16 baseline of £0.20 billion to £0.48 billion in 2019-20. The 2015-16 baseline is based on an estimate of the likely value of loans paid put in the year, which is £298 million less than the initial budget allocation set out in the skills funding letter. Whether the forecast increase in loan budgets result in an increase in loan funding provided to students depends in part, of course, on the future demand for loans (see box three above).
We have protected the base rate of funding at £4,000 per student for all types of providers until 2020 to ensure that happens. Extra funding is provided where needed, for example, for students on large academic programmes and for providers to attract, support and retain disadvantaged 16 to 19-year olds. In addition, my Rt hon. Friend, the Chancellor of the Exchequer, announced in the Spring Budget a significant investment in technical education for 16-19 year olds, rising to an additional £500 million a year. The first £74 million of this investment will be allocated to help institutions build their capacity for the improved work placements that will form part of new T level programmes, from April 2018 to July 2019.
The initial teaching and learning funding allocations for adult further education (FE) and skills in England fell from a 2010- 11 baseline of £3.18 billion to £2.94 billion in 2015-16, a reduction of 8% in cash terms or 14% in real terms. The allocation for 2015-16 fell further as a result of the 2015 Summer Budget, which reduced the non-apprenticeship part of the Adult Skills Budget (ASB) by an additional 3.9%. While funding for community learning and offender learning stayed fairly constant over the period, ASB funding declined by 29% in cash terms between 2010-11 and 2015-16 – this in part connected to the replacement of grant funding with loan funding for some learners from 2013-14 onwards. The minimum annual funding allocated to adult apprenticeships increased by 113% between 2010-11 and 2015-16,
On 16 June 2015, the then Education Secretary Nicky Morgan made a speech outlining the Government’s plans; a compulsory EBacc would ensure pupils “study the core academic subjects at GCSE, the subjects that keep your options open, and allow you to enter the widest ranges of careers and university courses.” The Secretary of State set out the Government’s view that a compulsory EBacc would enhance the chances of disadvantaged pupils, highlighting that capable pupils are currently less likely to take history, geography, a language or triple science at GCSE than their peers if they are eligible for free school meals. 19
* The Chair was elected to the Children, Schools and Families Committee on 10 June 2010 but the Committee was renamed the Education Committee on 15 June, before the remaining committee members were nominated on 12 July In 2010, committees generally reverted to 11 places but again some exceptions were made to reflect interest in subjects. In all 217 places were available on 19 committees. These places were all filled by different MPs, including 66 women.
The work shows, therefore, that spend on children has in fact been overall broadly resilient over the last 20 years, even taking into account the effects of the 2008 recession. Within that overall figure, however, are some worrying trends. Mainstream and acute services such as age 4-16 education and provision for children in care have been protected at the expense of targeted preventative services, removing vital safety nets for some very vulnerable children. The 60% cut in Sure Start and youth services will see an increasing number of vulnerable children fall through the gaps. England now spends nearly half of its entire children’s services budget on 73,000 children in the care system – leaving the other half for the remaining 11.7 million kids.
In July 2017, Education Secretary Justine Greening announced £1.3 billion additional funding for schools and high needs, across 2018-19 and 2019-20. This, she said, would allow per-pupil funding to be maintained in real terms for the final two years of the Spending Review period. The money, she said, would come from making efficiency savings in the existing DfE budget, including from the free schools programme:
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.” 58
The overall funding level for the sector in academic year 2012/13 was set by the funding council at £5.3 billion which was £1.2 billion (19%) less than in 2011/12. Further cuts of 16% and 14% followed in 2013/14 and 2014/15 as the 2012 reforms applied to increasing numbers of the student population. This is driven by reductions in teaching grant which fell by smaller amounts in each of the next four years. Overall capital and other non-recurrent funding has not been directly affected by these reforms. 2018/19 funding for teaching will be 70% lower than in 2011/12 in cash terms (73% in real terms) despite the increase in student numbers supported by this funding.
The MoJ will publish more and better data on ethnicity where possible and we will welcome external analysis where it throws light on problems that need closer examination, especially where it relates to smaller minority groups. This will be implemented in statistics bulletins during 2018/19, or next annual publication after this date. For example, Gypsy, Roma, and Traveller defendants and offenders often have specific needs that are not met by the criminal justice system, because of a lack of data on their treatment and outcomes. We will review the potential further breakdown of data for this ethnic group as new data becomes available with the new criminal justice system data standard capture system 18+1 (18 ethnicity categories plus “other”). However, the numbers may be too small to conduct meaningful analysis. 214
Another difference between the MIS and the relative low income measure is how they account for household size and composition. The proportion of people in relative low income is measured with reference to equivalised household incomes, in order to compare living standards between households of different sizes or compositions. The equivalisation process uses a standard scale to compare between households of different sizes. For the MIS, however, annual income requirements for each household type are calculated separately so there is no fixed ratio that relates the MIS for a single adult, say, to that for a couple household. The MIS calculation also distinguishes between pensioner and non-pensioner households. Compared to the MIS research, the standard equivalisation scales in the official statistics “underestimate the relative cost of each additional child and also underestimate the cost of a lone parent family compared to a couple family”. 42
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.
Some limited historical data are available on bankruptcies and Individual Voluntary Arrangements (IVAs). These only cover students who notified the Student Loans Company of this while they were studying and hence exclude anyone with a student loan who became bankrupt or had an IVA after they graduated. The total number bankrupt or with IVAs in England increased from 10-20 a year in the late 1990s to 110 in 2004. The Higher Education Act 2004 included provisions to prevent student loans being written off by bankruptcy. There were 30 IVAs amongst this group in 2005 and 20 in 2006. Over this period there were large
Systems. These systems bring together the NHS, local authorities and other local partners with the aim of ensuring women and their families receive seamless care, including when moving between maternity or neonatal services or to other services such as primary care or health visiting. By spring 2019, every trust in England with a maternity and neonatal service will be part of the National Maternal and Neonatal Health Safety Collaborative. Every national, regional and local NHS organisation involved in providing safe maternity and neonatal care has a named Maternity Safety Champion. Through the Collaborative and Maternity Safety Champions, the NHS is supporting a culture of multidisciplinary team working and learning, vital for safe, high-quality maternity care. Twenty Community Hubs have been established, focusing on areas with greatest need, and acting as ‘one stop shops’ for women and their families. These hubs work closely with local authorities, bringing together antenatal care, birth facilities, postnatal care, mental health services, specialist services and health visiting services.
Estimated overall spending levels up to 2018-19 are given opposite. Again they include the subsidy element or economic cost of loans, but here they use the current RAB rate estimate of 20-25% of their face value. Cuts in maintenance grants have been projected forward and converted to financial year figures. The HEFCE funding data is that shown in the earlier table. The main pattern over these years is the shift from (maintenance) grants to loans. The real value of total public spending falls slightly in real terms (on this basis) in 2017-18 and 2018-19. After 2018-19 we would expect no major change in the real value of these
For most of the last two decades both Oxford and Cambridge have taken more than half of their entrants from state schools. The latest rates are 56% for Oxford and 60% for Cambridge, or somewhat higher if overseas students at UK schools are excluded. These rates have generally increased over the past few decades, but the historical data shows that progress has been slow. At the end of the 1930s 24% of entrants to Oxford and 19% to Cambridge started their education at a state school. By the early 19050s these rates had increased to 43% and 34% respectively. In the early 1960s 34% of students at Oxford and 27% at Cambridge came from state secondary schools
If these findings are put alongside the data in the table at the end of this paper and the earlier chart we can conclude that ‘state school pupils’ improved their representation at Oxford and Cambridge between the end of the 1930s and end of the 1940s; there appears to have been relatively little change in the late 1950s, but further increases in the 1960s and late 1970s which saw state school pupil numbers draw roughly equal with independent schools at the start of the 1980s. State school participation was higher at Oxford, on the measures given here, up to the mid-1960s. However, given there are large gaps this may not necessarily have been the case in each and every year.
Medicine & dentistry Veterinary sciences Engineering Economics Nursing Physics and astronomy Pharmacology, toxicology and pharmacy Architecture, building and planning Math. sciences Computing Subjects allied to medicine Chemistry Business and management Combined and general studies Politics Health and social care Geographical and environmental studies Languages, linguistics and classics Education and teaching Physical, material and forensic sciences Philosophy and religious studies Biosciences Technology History and archaeology Humanities and liberal arts Law Agriculture, food and related studies Psychology Sociology, social policy and anthropology English studies Communications and media Sport and exercise sciences Creative arts & design
The fourth area that my hon. Friend raised was planning policy. He described the imbalance between the number of sites in some areas compared with others, particularly in his county. The Government’s planning policy for Traveller sites confirms that our aims include that local planning authorities should make their own assessment of need for the purposes of planning and, working together with neighbouring authorities, identify land for sites. Local planning authorities should consider the production of joint development plans that set targets on a cross-authority basis to provide more flexibility in identifying sites. The policy is clear that local planning authorities should ensure that sites in rural areas respect the scale of, and do not dominate, the nearest settled community. In exceptional cases when a local planning authority is burdened by a large-scale unauthorised site that has significantly increased its need, and where the area is subject to strict and special planning constraints, there is no assumption that the authority has to plan to meet its Traveller site needs in full. 83