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Letter dated 21/08/2024 from Baroness Twycross to Baroness Barran regarding an question raised in the debate on the report from the Education for 11 to 16-year olds Committee: the Government's Curriculum and Assessment Review. Includes attachment: Review aims, terms of reference and working principles. 6p.
Letter dated 21/08/2024 from Baroness Twycross to Baroness Barran regarding an question raised in the debate on the report from the Education for 11 to 16-year olds Committee: the Government's Curriculum and Assessment Review. Includes attachment: Review aims, terms of reference and working principles. 6p.
To ask Her Majesty's Government what assessment they have made of the findings in the OECD Adult Skills survey, published in 2012, which found that the UK is the only country where the numeracy skills of 16- to 24-year-olds were lower than the over-55 age group; and what actions they...
To ask Her Majesty's Government what assessment they have made of the findings in the OECD Adult Skills survey, published in 2012, which found that the UK is the only country where the numeracy skills of 16- to 24-year-olds were lower than the over-55 age group; and what actions they...
We recognise the importance of numeracy skills, both in work and everyday life, as securing good levels of numeracy increases individual productivity and improves earnings and employment opportunities. Our policy is to offer everyone mathematics qualifications and courses which are of high quality and which lead to genuine improvements in skills.
Since the Organisation for Economic Cooperation and Development survey was published eight years ago, we have taken a number of steps to improve numeracy skills particularly for this age group.
We have introduced a requirement that 16 to 19 year old students on a study programme without GCSE mathematics grade 4 or above must continue to study the subject. We have also ensured mathematics skills are a requirement of apprenticeships and T Levels.
As well as GCSE mathematics, post-16 students can also study Functional Skills mathematics. We have recently reformed these qualifications to improve their rigour and relevance, and to ensure they provide students with the essential skills they need for life and work.
In 2019, 76.2% of 19 year olds held a level 2 qualification in mathematics, an increase of 3.8 percentage points since 2013/2014 (the year before we required students to continue studying English and mathematics).
This is in addition to our continued support for adults, through our statutory entitlement. All adults who are yet to achieve a GCSE grade 4 or above, or an equivalent qualification, in mathematics can access this provision free of charge, regardless of income or employment status.
Letter dated 08/02/2016 from Earl Howe to Lord Judd regarding standards of literacy for those joining the Army as Junior Soldiers. 2p.
Letter dated 08/02/2016 from Earl Howe to Lord Judd regarding standards of literacy for those joining the Army as Junior Soldiers. 2p.
Letter dated 20/04/2016 from Earl Howe to Lord Judd regarding the Armed Forces Bill and recruitment and training of under-18s (Junior Entry). 4p.
Letter dated 20/04/2016 from Earl Howe to Lord Judd regarding the Armed Forces Bill and recruitment and training of under-18s (Junior Entry). 4p.
To ask Her Majesty’s Government what steps are being taken to better support young adults at or below average literacy and numeracy levels.
To ask Her Majesty’s Government what steps are being taken to better support young adults at or below average literacy and numeracy levels.
Literacy and numeracy are the foundation for all achievement in education and critical for work and everyday life. We have set a clear expectation that having a good level of English and maths should be the norm.
Learners who did not achieve a Level 2 in English and maths by the age of 16 are now required to continue to study those subjects post-16 and from September all 16-19 full-time students starting their study programme who have a grade D GCSE or equivalent in these subjects must be enrolled on a GCSE or approved IGCSE qualification in maths and/ or English.
We have embedded English and maths within our core programmes for young people. Our Traineeships programme for young people puts English and maths at its core, alongside work preparation and work experience. All apprentices without level 2 qualifications in English and Maths are now required to work towards and take them.
We fully fund all adults to achieve their first English and maths GCSE as well as any other qualifications which will help them find and sustain employment.
We are improving qualifications to ensure they are relevant and robust. We have reformed English and maths GCSEs and are reviewing Functional Skills. We have invested over £30m to ensure that the Further Education workforce has the skills it needs to teach these subjects to a high level.
These regulations were laid before the House on 13 October and I am satisfied that they are fully compatible with our obligations under the European Convention on Human Rights.
Recent labour market statistics show that youth unemployment is moving in the right direction. The most recent figures from last month show...
These regulations were laid before the House on 13 October and I am satisfied that they are fully compatible with our obligations under the European Convention on Human Rights.
Recent labour market statistics show that youth unemployment is moving in the right direction. The most recent figures from last month show...
My Lords, I am grateful to the Secondary Legislation Scrutiny Committee for drawing this matter to the attention of the Committee because it raises issues of public policy that are of some
significance. As my noble friend has said, this policy seeks to deal with a difficult group of young...
My Lords, I am grateful to the Secondary Legislation Scrutiny Committee for drawing this matter to the attention of the Committee because it raises issues of public policy that are of some
significance. As my noble friend has said, this policy seeks to deal with a difficult group of young...
My Lords, I am grateful to the Minister for his very full exposition of the regulations. Twice I have heard him say that the number of full-time students has been extracted from the figures. To start off, can he give us the figures for those in full-time education this year...
My Lords, I am grateful to the Minister for his very full exposition of the regulations. Twice I have heard him say that the number of full-time students has been extracted from the figures. To start off, can he give us the figures for those in full-time education this year...
I thank noble Lords for those two contributions. There is a consensus here that we need to do everything we can to reduce unemployment in young people, increase their opportunity for sustained employment and get their earnings to the maximum possible level. One of the key elements underneath the academic...
I thank noble Lords for those two contributions. There is a consensus here that we need to do everything we can to reduce unemployment in young people, increase their opportunity for sustained employment and get their earnings to the maximum possible level. One of the key elements underneath the academic...
Oh, go on.
Oh, go on.
I know the noble Lord would enjoy that more than anything but rather than do that let me go on to talk about the Heywood review, which he admired so much in public for which we are very grateful. In addition to these pilots there is also the 16 to...
I know the noble Lord would enjoy that more than anything but rather than do that let me go on to talk about the Heywood review, which he admired so much in public for which we are very grateful. In addition to these pilots there is also the 16 to...
Lords motion to consider. Agreed to on question.
Lords motion to consider. Agreed to on question.
Motion to consider. Agreed to on question.
Motion to consider. Agreed to on question.
Like the hon. Gentleman, I was quite depressed at what the report said on the progress young people are making. Clearly, literacy and numeracy are the foundations on which all further achievement in education depend, and are critical for work and everyday
life. We need to do more work to...
Like the hon. Gentleman, I was quite depressed at what the report said on the progress young people are making. Clearly, literacy and numeracy are the foundations on which all further achievement in education depend, and are critical for work and everyday
life. We need to do more work to...
Earlier this month, the OECD published a report showing that young adults in England have among the lowest results in the industrialised world in international literacy and numeracy tests. The report showed that this is the only country in the survey in which results are going backwards, with higher numbers...
Earlier this month, the OECD published a report showing that young adults in England have among the lowest results in the industrialised world in international literacy and numeracy tests. The report showed that this is the only country in the survey in which results are going backwards, with higher numbers...
To ask Her Majesty’s Government how they propose to address the Organisation for Economic Co-operation and Development's criticism of the literacy and numeracy of United Kingdom school leavers.[HL2452]
To ask Her Majesty’s Government how they propose to address the Organisation for Economic Co-operation and Development's criticism of the literacy and numeracy of United Kingdom school leavers.[HL2452]
The findings of the Organisation for Economic Co-operation and Development’s recent report “OECD Skills Outlook 2013: First Results from the Survey of Adult Skills” underline the urgent need for the Government’s radical reforms to raise standards in education at every age and in particular to improve young people’s literacy and numeracy skills.
These reforms include the new national curriculum, published on 11 September to come into effect from September 2014, which focuses on the basics so that children from a young age have a strong foundation on which to build. We are reforming English and mathematics GCSEs to be taught from September 2015. In addition, all young people without at least a C grade at GCSE must now continue to study English and mathematics beyond 16, and our new Technical Baccalaureate (TechBacc) will combine high-quality occupational qualifications with a rigorous maths core. Those choosing a Traineeship or Apprenticeship will also be expected to have, or be working towards, English and maths GCSE at grade C or above.
To ask Her Majesty’s Government how they will better support young adults at or below average literacy and numeracy levels in England following the findings of the recent Organisation for Economic Co-operation and Development report Skills Outlook 2013.[HL2539]
To ask Her Majesty’s Government how they will better support young adults at or below average literacy and numeracy levels in England following the findings of the recent Organisation for Economic Co-operation and Development report Skills Outlook 2013.[HL2539]
We have set high expectations for our young people so they are clear about the importance of studying English and maths alongside their other choices. Our reforms to schools and further education will improve the quality of the teaching workforce, reward the best providers and ensure learners are stretched to achieve the best they can.
Since September 2013, all young people aged 16 to 19 who have not yet achieved a grade C or above in English and maths at GCSE are continuing to study these subjects whether they are at school or college. Where a student might not be ready to study towards a GCSE, he or she can take other qualifications ranging from entry level to level 2 depending on the student’s prior attainment. These interim qualifications include functional skills, English for Speakers of Other Languages or free-standing mathematics as stepping stones to GCSE. Students with complex learning difficulties and/or disabilities are excluded from this requirement where appropriate.
Some young people learn English and maths best within a vocational setting. As a consequence we are ensuring that good-quality English and maths provision are at the heart of traineeships and apprenticeships. All young people undertaking a traineeship will be required to study English and maths, unless they have already achieved Level 2.
All intermediate apprentices will be required to work towards achieving a Level 2 in English and maths from 2014/15.
We fully fund English and maths courses, up to and including GCSE, for adults who lack these skills. There is a wide range of provision to enable adults to learn in the way that suits them, including workplace learning, community learning, traditional college courses and online learning. Unemployed people with poor English and maths are required to train to bring their skills up to the level expected by employers.
We are also taking steps to improve the quality of teaching and learning and in August 2013 we announced a package of support to increase the numbers of specialist teachers of English and maths in the further education sector. Key features include £15 million of initial teacher training bursaries to match those offered in the schools sector; English and maths continuous professional development programmes to upskill existing literacy and numeracy teachers to teach to GCSE level; and dissemination of best practice in the teaching of English and maths and students with special educational needs.
We will continue analysing the Organisation for Economic Co-operation and Development International Survey of Adult Skills and will consider whether further action is necessary.