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Innovation, Universities and Skills

Degrees

Mr. Boris Johnson: To ask the Secretary of State for Innovation, Universities and Skills what additional student numbers were awarded for (a) foundation degrees and (b) honours degrees in each of the last five years, broken down by educational institution. [147932]

Bill Rammell: The information requested has been placed in the Libraries.

Degrees: Gender

Mr. Boris Johnson: To ask the Secretary of State for Innovation, Universities and Skills what the non-completion rates were for (a) female full-time students studying for first degrees, (b) female part-time students and (c) male full-time students studying for first degrees, broken down by qualification on entry in the last period for which figures are available. [148121]

Bill Rammell: Projected non-completion rates are released by the Higher Education Statistics Agency
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(HESA) each year within the Performance Indicators in Higher Education publication. The latest available non-completion projections are shown in table 1.

Table 1: Proportion of UK-domiciled entrants to full-time first degree courses in UK higher education institutions (HEIs) who are projected to neither obtain an award nor transfer to another institution
Academic year Percentage

1999/2000

15.9

2000/01

15.0

2001/02

14.1

2002/03

14.4

2003/04

14.9

Source:
‘Performance Indicators in Higher Education’, published by HESA

The 2004-05 figure will be released by HESA on 19th July 2007. These non-completion rates are not available broken down by gender or entry qualification. Drop-out is more likely to occur during the first year of higher education. The performance indicators also include non-continuation rates, which show the proportion of entrants who are not detected in higher education after their first year. The latest available non-continuation rates are shown in table 2.

Table 2: Proportion of UK-domiciled young entrants to full-time first degree courses at UK HEIs not continuing in higher education after their first year
Academic year Percentage

1999/2000

7.8

2000/01

7.1

2001/02

7.3

2002/03

7.8

2003/04

7.7

Source:
‘Performance Indicators in Higher Education’, published by HESA

The 2004-05 figure will be released by HESA on 19 July 2007. The 2002-03 and 2003-04 non-continuation rates are available broken down by entry qualification, as shown in table 3.

Table 3: Percentage of UK-domiciled young entrants to full-time first degrees in UK HEIs in 2002-03 and 2003-04 not continuing in higher education after their first year
Entry qualification Categories Tariff points Entrants 2002-03 Entrants 2003-04

A-levels or Highers:

Unknown

11.3

12.6

Up to 200

11.7

11.9

201 to 290

7.9

8.1

291 to 380

4.9

5.3

Above 380

2.6

2.8

Other qualifications

11.4

11.6

All qualifications

7.8

7.7

Source:
Higher Education Funding Council for England (HEFCE)

The 2003-04 non-continuation rate is available broken down by gender, as shown in table 4.


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Table 4: Percentage of UK-domiciled young entrants to full-time first degrees in UK HEIs in 2003-04 not continuing in higher education after their first year
Rate Benchmark

Female

6.7

7.3

Male

8.8

8.1

Total

7.7

Source:
Higher Education Funding Council for England (HEFCE)

Comparable projected non-completion rates and non-continuation rates after first year are not calculated for part time students.

Degrees: Social Structure

Mr. Boris Johnson: To ask the Secretary of State for Innovation, Universities and Skills how many and what percentage of people aged (a) 18, (b) 19, (c) 20, (d) 21 to 24, (e) 25 to 30 and (f) over 30-years-old from each socio-economic group were in higher education in each year since 1997. [148161]

Bill Rammell: The Full-time Young Participation by Socio-Economic Class (FYPSEC) measure shows the proportion of English-domiciled people aged 18-20 from the top three and bottom four socio-economic classes who have participated for the first time in full-time higher education at UK Higher Education Institutions and English Further Education Colleges. A student’s socio-economic class is based on his/her higher-earning parent’s occupation. The latest available figures are shown in the table:

FYPSEC: 2002/03 to 2005/06
2002/03 2003/04 2004/05 2005/06

NS-SEC 1-3

44.6

41.5

41.5

43.3

NS-SEC 4-7

17.6

17.9

17.7

19.9


It should be noted that a significant proportion of students are from unknown socio-economic backgrounds. The FYPSEC measure uses postcode as a proxy for those with unknown socio-economic class in order to make an informed estimate of their social background. The figures quoted above therefore reflect information collected by UCAS through the application process and an estimate, based on postcode, for those where the information is not provided at application. Further information on the measure is available in the following research report:

Figures are not available for earlier years than 2002/03 because the National Statistics socio-economic classification was introduced in 2001, and was not obtained for higher education students until 2002/03.

Figures are not available for people over the age of 20 because the coverage of the socio-economic class data for older people is relatively low. Figures are not available for part-time students because they do not apply through UCAS and as such their socio-economic class is not recorded during their application process.

Departmental Responsibilities

Charles Hendry: To ask the Secretary of State for Innovation, Universities and Skills what his Department’s responsibilities are for technology. [148750]


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Ian Pearson: The Department for Innovation, Universities and Skills (DIUS) now leads on technological innovation, including sponsorship of the Technology Strategy Board and investment in research, science, innovation and skills. The Department works closely with the Department for Business, Enterprise and Regulatory Reform to ensure that business can take full advantage of technological developments to enable it to compete successfully in the global economy.

Departments: Committees

Mr. Hayes: To ask the Secretary of State for Innovation, Universities and Skills if he will list the European Community committees and working groups for which his Department will be responsible. [148213]

Bill Rammell: The Department for Innovation, Universities and Skills (DIUS) will have responsibility for the work of three formal Council working groups: Education Committee (jointly with the Department for Children, Schools and Families (DCSF)), the Research and Atomic Questions working group and the ad hoc European Institute of Technology working group. In addition to formal Council working groups, there are also a number of advisory committees, which provide advice to the European Commission on policy matters and aid the Commission in the implementation of Community legislation. A list of the key committees for which DIUS has responsibility is attached at Annexe A.

A nnexe A :

Key European Community committees, for which DIUS is responsible:


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Departments: Council of Ministers

Mr. Hayes: To ask the Secretary of State for Innovation, Universities and Skills if he will make a statement on the agenda of the next Council of Ministers which he will be attending. [148214]

Bill Rammell: The next EU Council of Ministers for which the Department for Innovation, Universities and Skills will have some responsibility will be Competitiveness Council on 27-28 September. Ministers will discuss the following items:

Responsibility for these items will be shared between the Department for Innovation, Universities and Skills and the Department for Business, Enterprise and Regulatory Reform. No decision has yet been made on ministerial attendance.

Departments: EU Law

Mr. Hayes: To ask the Secretary of State for Innovation, Universities and Skills if he will list the draft legislation under discussion at EU level pertaining to his Department; and what the current status is of each item. [148218]


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Bill Rammell: The following items of draft legislation pertaining to the Department for Innovation, Universities and Skills are currently being discussed at EU level:


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