Top PDF House of Lords: Library briefing: Part-time and Continuing Education

House of Lords: Library briefing: Part-time and Continuing Education

House of Lords: Library briefing: Part-time and Continuing Education

Other factors have been suggested as contributing to the decline in part-time higher education student numbers. These include: a general aversion to debt among older students, who are more likely to study part-time; a decline in levels of part-time study for self-improvement purposes or leisure, suggested by the reduction in the number of entrants for ‘combined study’ courses; and a rise in unrecorded learning opportunities, including unaccredited courses at universities, courses delivered by ‘alternative providers’, and massive open online courses (MOOCs)—one of which, FutureLearn, was launched by the OU. 23
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House of Lords: Library briefing: School Funding in England: Debate on 29 November 2018

House of Lords: Library briefing: School Funding in England: Debate on 29 November 2018

This briefing focuses on school funding for state-funded primary and secondary schools in England. It sets out the Government’s recent reforms to the school funding system and their impact on schools, how school funding has changed over time, and provides wider context to the financial challenges schools are facing. This briefing does not cover early years provision or 16–19 school funding where separate funding formulas exist and does not outline the impact of school funding policy decisions made by the devolved administrations. Continuing with steps taken by the previous Conservative Government in 2016/17 to provide “fairer funding”, the Government introduced a national funding formula (NFF) to calculate the amount of core funding allocated to state-funded schools across England. Alongside the announcement of the NFF in July 2017, the Government announced an additional investment of
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House of Lords: Library briefing: International Women’s Day: Steps Being Taken to Press for Gender Equality Globally Debate on 8 March 2018

House of Lords: Library briefing: International Women’s Day: Steps Being Taken to Press for Gender Equality Globally Debate on 8 March 2018

Western Europe records a remaining gender gap of 25 percent, placing it ahead of North America, with a gap of 28 percent, Eastern Europe and Central Asia, with a gap of 29 percent, and Latin America and the Caribbean, with a gap of 29.8 percent. The East Asia and the Pacific region ranks ahead of Sub-Saharan Africa, with a remaining gender gap of 31.7 percent and 32.4 percent, respectively, and South Asia, with a gap of 34 percent. The Middle East and North Africa region, for the first time this year, crosses the threshold of having a remaining gender gap of slightly less than 40 percent. 9
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House of Lords: Library Briefing: Independent Inquiry into Child Sexual Abuse: Debate on 20 December 2018

House of Lords: Library Briefing: Independent Inquiry into Child Sexual Abuse: Debate on 20 December 2018

first preliminary hearing that the inquiry will need to remain sensitive to the particular needs of vulnerable complainants without unduly privileging their testimony. At the same time, he said the inquiry will need to recognise the damage that can be caused by false accusations of sexual abuse, without hesitating to make findings against individuals and institutions if justified by the evidence. I agree with that analysis. I am committed to ensuring that we hear all relevant testimony, including from victims and survivors as well as from those affected by false allegations of abuse. As I announced in November last year, the Inquiry intends to explore the balance which must be struck between encouraging the reporting of child sexual abuse and protecting the rights of the accused. 90
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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

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 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

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.

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House of Commons Library: Briefing Paper: Number 7857, 7 February 2019: Higher education student numbers

House of Commons Library: Briefing Paper: Number 7857, 7 February 2019: Higher education student numbers

UCAS breaks down some of its group entry rates by the ‘tariff’ level of different universities. There are three tariff groups; high, medium and low and these refer to average grades of students admitted. High tariff institutions where entrants have higher grades are generally considered more prestigious and harder to get into. This type of analysis therefore can shed light on a different aspect of widening participation. In 2018 only 2.7% of 18 year olds from England who were eligible for FSM at school got into one of these high tariff universities. The rate has increased over time from less than 1.5% in the period 2006 to 2010, but was still well below the 10.0% for the non-FSM group. The size of the relative gap has fallen over time; in 2006 the non-FSM group were almost six time as likely to go to a high tariff university and this fell to below four times as likely in 2015 onwards. However, the absolute gap has increased in recent years from six percentage points in 2012 to more than seven points in 2016, 2017 and 2018.
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House of Commons Library: Briefing Paper Number 5440: 12 June 2019: Higher Education Finance Statistics

House of Commons Library: Briefing Paper Number 5440: 12 June 2019: Higher Education Finance Statistics

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.

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House of Commons Library: Briefing Paper: Number 06103, 11 February 2019: Relationships and Sex Education in Schools (England)

House of Commons Library: Briefing Paper: Number 06103, 11 February 2019: Relationships and Sex Education in Schools (England)

The report’s recommendation that PSHE be made part of the curriculum was part of the Children, Schools and Families Bill, Session 2009-10. The Library research paper 09/95 on the Bill sets out the proposals of the then Labour Government. The PSHE provisions and sex education generally were discussed during the Public Bill Committee – pp 13 and 14 of the Library research paper 10/12 give an account of the debates. However, many of the key provisions of the Bill were removed during the consideration of Lords Amendments on 8 April 2010 immediately before the dissolution of Parliament for the general election. The provisions removed included the introduction of compulsory PSHE, and the provision that all children receive at least one year of sex and relationship education. Incidentally, the provisions in the Bill that did survive are now contained in the Children, Schools and Families Act 2010 .
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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)

The report’s recommendation that PSHE be made part of the curriculum was part of the Children, Schools and Families Bill, Session 2009-10. The Library research paper 09/95 on the Bill sets out the proposals of the then Labour Government. The PSHE provisions and sex education generally were discussed during the Public Bill Committee – pp 13 and 14 of the Library research paper 10/12 give an account of the debates. However, many of the key provisions of the Bill were removed during the consideration of Lords Amendments on 8 April 2010 immediately before the dissolution of Parliament for the general election. The provisions removed included the introduction of compulsory PSHE, and the provision that all children receive at least one year of sex and relationship education. Incidentally, the provisions in the Bill that did survive are now contained in the Children, Schools and Families Act 2010 .
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House of Commons Library: Briefing paper: Number 6103, 2 March 2017: Sex and Relationships Education in Schools (England)

House of Commons Library: Briefing paper: Number 6103, 2 March 2017: Sex and Relationships Education in Schools (England)

Baroness Howe of Idlicote: My Lords, the report says that improvement in the delivery of the sex and relationship side of PSHE is needed in as many of a third of schools; and, worse, that this means that particularly sensitive issues, such as mental health, sexuality, domestic violence and pornography, are either receiving too little attention or are frankly just being omitted completely because of teacher embarrassment. What steps are the Government proposing to ensure that teachers involved will in future have the necessary skills to teach these important subjects? Lord Nash: The noble Baroness is quite right that we need to up our game in this regard, particularly in relation to internet pornography. As noble Lords will know, quite a lot is going on in relation to the internet at the moment. SRE in particular is a vital part of training, and we hope that the Ofsted examples will improve that. The draft science curriculum includes clear
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House of Commons Library : Briefing paper : Number 7393, 1 July 2019 : Higher education funding in England

House of Commons Library : Briefing paper : Number 7393, 1 July 2019 : Higher education funding in England

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 Lords Library Note: Number LLN-2017-0013, 13 March 2017: Work of the Ad Hoc Committees in 2014–15: House of Lords Affordable Childcare Committee

House of Lords Library Note: Number LLN-2017-0013, 13 March 2017: Work of the Ad Hoc Committees in 2014–15: House of Lords Affordable Childcare Committee

On 12 June 2014, the House of Lords Affordable Childcare Committee was appointed to consider issues relating to affordable childcare, and to make recommendations. The Committee looked in depth at a range of issues, including government funding for childcare. At the time of the Committee’s report, the Coalition Government was investing £5.2 billion annually in early education and childcare. That figure was set to rise to £6.4 billion in the 2015–20 Parliament and, to date, the current Government has maintained this commitment. The stated aims of this investment in childcare were, and broadly remain: to promote child development for all children; to narrow the gap in attainment between the most disadvantaged children and their “better off” peers; and to enable parents to work. The
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House of Commons Library: Briefing paper: Number 08117, 7 June 2018: Sexual harassment in education

House of Commons Library: Briefing paper: Number 08117, 7 June 2018: Sexual harassment in education

It should be of concern to everyone working and studying in higher education that cases occur of unwanted physical contact, unwanted advances, initiation ceremonies, sexual innuendo and threats. We have made, and providers have implemented, recommendations about improving support and strengthening processes to help students, and also staff, involved in such cases. The OIA’s role is not to judge the behaviour but to look at how the providers dealt with complaints or disciplinary cases. One case concluded in 2014 confirmed that a provider’s decision to expel a student following complaints about indecent exposure was reasonable, but only after it was required to re-run the disciplinary process having mishandled the case first time around.
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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

In addition to this economic rationale, the report also 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.” 13 The report added that learners, teachers and the

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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

T level programmes are likely to be equivalent in size to a 3 A level programme and will generally be studied full time over two years by 16-19 year olds. It is expected, on average, that they will consist of 1,800 hours in total – 50% more than the current average 16-19 study programme. The March 2017 Budget announced additional funding for this increase, amounting to £500 million a year once T levels are fully rolled out. T levels will consist of five components:

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House of Commons Library briefing paper : Number 06103, 11 July 2019 : Relationships and Sex Education in Schools
(England)

House of Commons Library briefing paper : Number 06103, 11 July 2019 : Relationships and Sex Education in Schools (England)

The report’s recommendation that PSHE be made part of the curriculum was part of the Children, Schools and Families Bill, Session 2009-10. The Library research paper 09/95 on the Bill sets out the proposals of the then Labour Government. The PSHE provisions and sex education generally were discussed during the Public Bill Committee – pp 13 and 14 of the Library research paper 10/12 give an account of the debates. However, many of the key provisions of the Bill were removed during the consideration of Lords Amendments on 8 April 2010 immediately before the dissolution of Parliament for the general election. The provisions removed included the introduction of compulsory PSHE, and the provision that all children receive at least one year of sex and relationship education. Incidentally, the provisions in the Bill that did survive are now contained in the Children, Schools and Families Act 2010 .
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House of Commons Library: Briefing paper: Number 5440, 20 March 2017: Higher Education Finance Statistics

House of Commons Library: Briefing paper: Number 5440, 20 March 2017: Higher Education Finance Statistics

The latest report on the financial health of the sector from the English funding council found that the projected financial position of the sector from 2015/16 onwards was ‘sound’. There was, however, expected to be a continuing widening gap between the best and worst performing institutions and increasing volatility in forecasts. Overall surplus levels were forecast to fall after 2015/16. Results were similar to the last year’s ones, but not as strong as the previous year’s forecasts and below as those for 2010/11 when the majority of the key financial indicators for the sector were said to be the best on record with strong surpluses, large cash balances and healthy reserves.
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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

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, 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

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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