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Sue Doughty: To ask the Secretary of State for Education and Skills how many veterinary science students have followed courses in epidemics, farm animals and disease control in universities in each of the last 10 years. 
|Academic year||Number of Students (thousands)|
Universities Statistical Record (USR) and Higher Education Statistics Agency (HESA).
1. Covers home and overseas students on full-time or part-time courses.
Mr. Chidgey: To ask the Secretary of State for Education and Skills what efficiency gains were factored in the funding awards, made to (a) further education colleges, (b) sixth form colleges and (c) schools with a sixth form in each year since 1997. 
|Further Education Unit Funding||actual||actual||actual||actual||provisional||planned||planned||planned|
|Funding for participation (#)||3,050||3,070||3,120||3,360||3,380||3,500||3,550||3,610|
|Real terms index||100||98||97||101||100||101||100||99|
|Total funding (#)||3,050||3,070||3,120||3,440||3,540||3,810||3,990||4,150|
|Real terms index||100||98||97||104||105||110||112||114|
This table shows two real terms indices for each full time equivalent (FTE) student in FE, including sixth form colleges. The first shows unit of funding for participation and includes funding for Qualifying for Success, widening participation and adult basic skills. The second shows a unit of funding for all funding for further education, including funds such as capital, standards fund and Teachers Pay Initiative. Since 1997
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colleges have widened participation among learners, broadened programmes of study for 1619 year olds, increased basic skills provision and improved qualification success rates. Funding for schools with sixth forms was set by individual local education authorities up to 200102 and any effciency gains will have varied from place to place.
Margaret Hodge: The National Childcare Strategy offers substantial resources to develop childcare facilities in all areas, including rural communities. The Neighbourhood Nurseries Initiative, which is part of the Strategy, encompasses rural communities and was launched in 2001 to create 45,000 childcare places in the most disadvantaged communities. Furthermore, an additional #22 million has been allocated for a round of smaller Sure Start programmes, delivered through Early Years Development and Childcare Partnerships (EYDCPs). These new Mini-Sure Starts will provide additional resources to new Neighbourhood Nurseries and existing childcare facilities in rural areas, small towns, and pockets of disadvantage.
DfES Officials are working closely with the Countryside Agency to maximise support for rural areas and policies which take the needs of rural areas into account in accordance with the Rural White Paper. There is also a rural adviser seconded to the Early Years and Childcare Unit in my Department to advise on rural issues.
Mr. Ivan Lewis: The revised National Curriculum requires all pupils aged 5 to 14 to be taught Information and Communication Technology (ICT) and we have a target of 85 per cent. of 14 year olds reaching National Curriculum level 5 or above by 2007. To support schools in reaching this target we have, in particular, a strategy at Key Stage 3 which is currently in pilot and will be rolled out to all schools in the next academic year.
For adults, there are a number of learndirect centres and three UK online centres in Middlesbrough, South and Cleveland, East. Ufi Limited works closely with organisations involved in local hub partnerships to plan and develop local learndirect provision offering a range of on-line courses including ICT and Basic Skills to individuals over 16. UK online centres provide access to the Internet and email to adults in disadvantaged communities who may have low, or no, ICT skills. There are no current plans to open further UK online centres in Middlesbrough, South and Cleveland, East.
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Mr. Ivan Lewis: The New Opportunities Fund ICT teacher training programme is to ensure that serving teachers feel confident and are competent to teach using ICT within the curriculum, with the aim of raising the standards of pupils' achievements. This is probably the largest scale teacher training programme in the world and over 96 per cent. of eligible teachers and over 99 per cent. of schools have already signed up for the training in England.
However, the programme still has 18 months left to run and it is therefore too early to assess the full effectiveness and to say whether the training is having the desired impact on classroom practice.
However, the recent Ofsted report highlighted a number of positive things about the training, namely that the scheme has raised the profile of ICT training in many schools; has helped teachers to improve their ICT skills significantly and that there has been an unprecedented willingness in the teaching profession to embrace ICT.
The Ofsted report also raised concerns that the training has not had as widespread an effect on classroom practice as might be reasonably expected at this stage of the programme. My Department will be working with NOF and the TTA to ensure that these concerns are addressed and that we establish the most effective support for teachers who are crucial to the successful implementation of the overall ICT Schools programme.
Mrs. Curtis-Thomas: To ask the Secretary of State for Education and Skills (1) how many individuals in Crosby have enrolled on Learndirect; how many courses are provided; and of the number of people enrolled how many (a) are new learners and (b) have no previous qualifications; 
(3) if she will list Learndirect centres operating in the Crosby constituency. 
Mr. Ivan Lewis [holding answer 22 May 2002]: 399 people in the Crosby constituency have enrolled on learndirect courses. There are 621 learndirect courses available currently. Information regarding the number of new learners and learners without qualifications is not available at constituency level.
Information regarding SME's sponsorship of learndirect learners is not currently available at constituency level. Calls to the learndirect helpline are monitored at Standard Telephone District level only. Information at a constituency level is therefore unavailable.
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Margaret Hodge: This is a matter for the Learning and Skills Council. I have therefore asked John Harwood, the Council's Chief Executive, to write to my hon. Friend with the information requested and to place a copy of his reply in the Library.
Margaret Hodge: The Government are committed to raising the level of funding for colleges towards that of school sixth forms. By 200304 funding for further education will have risen by 26 per cent. in real terms since 1997. Further progress can only be made as resources allow and we cannot commit ourselves beyond the resources we secure. We are looking to the current Spending Review to provide the resources needed to deliver the Government's ambitious agenda for further education.
Mr. Willis: To ask the Secretary of State for Education and Skills if she will list for each year since 1997 the (a) capital resources committed and (b) additional revenue costs incurred on reorganisations involving 16 to 19 provisions. 
|Year||Capital Funding Committed||Revenue Funding Incurred|
|19992000||#2.6 million||#0.5 million|
|200001||#0.5 million||#1.2 million|
|200102||#19.6 million||#2.2 million|
These figures relate to the financial year, 1 April to 31 March.
Information on schools funding is not available because details of allocations to individual schools are held only by Local Education Authorities.
Mr. Willis: To ask the Secretary of State for Education and Skills what recent research has been undertaken by her Department into (a) cost effectiveness and (b) the impact on quality and standards of different forms of organisation of 16 to 19 provision. 
Margaret Hodge [holding answer 11 June 2002]: In October 1999 OFSTED and the Adult Learning Inspectorate commenced a programme of area inspections that looked for the first time at the totalityy of LSC funded education and training for 16 to 19 year olds in an area. These provide an overview for local planning, organisation and delivery of 16 to 19 provision and the starting point for measurable, continuous improvement.
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Local LSCs and their partners can consider whether reconfiguration of provision is needed and whether this takes the form of new collaborative arrangements or more far-reaching organisational change. They take a view on the cost effectiveness of their proposals and clearly aim to improve both quality and standards.
Mr. Willis: To ask the Secretary of State for Education and Skills what recent discussions have taken place between her Department and (a) OFSTED, (b) Adult Learning Inspectorate and (c) the Learning and Skills Council about the organisation of 16 to 19 and adult learning provision. 
Margaret Hodge [holding answer 11 June 2002]: Proposals on 16 to 19 organisations were discussed with OFSTED, ALI and the Learning and Skills Council before the publication in September 2001 of our consultation document on 16 to 19 organisation and inspection. DfES Officials have subsequently maintained periodic contact with all three organisations over these proposals and related matters, including progress of the relevant legislation in the Education Bill currently before Parliament. In implementing the legislation, we shall be holding further discussions with all relevant bodies including the inspectorates and the LSC.
The findings from area inspection reports, (prepared by OFSTED and ALI), may lead to consideration of local re-organisation for 16 to 19 learning opportunities. These are discussed with the LSC on a case by case basis.
On the organisation of Adult Learning, officials continue to work closely with the LSC ad ALI on a range of issues including both organisations' relationship with learndirect, and the delivery of adult and community learning, workforce development, the Investors in People standard, and information advice and guidance for adults.
Mr. Gareth R. Thomas: To ask the Secretary of State for Education and Skills what action she is taking to increase funding for further education colleges in line with funding for school sixth forms. 
Margaret Hodge: The Government is committed to raising the level of funding for colleges towards that of school sixth forms. By 200304 funding for further education will have risen by 26 per cent. in real terms since 1997. Further progress can only be made as resources allow and it would be unwise to commit ourselves beyond the resources we secure. We are looking to the current Spending Review to provide the resources needed to deliver the Government's ambitious agenda for further education.
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