§ Mr. Kilroy-Silkasked the Secretary of State for Education and Science if he will indicate (a) those recommendations of the Finer Report he has implemented (b) those he intends to implement, and when, and (c) those he does not intend to implement and if he will give the reasons for not doing so.
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§ Mr. MulleyRelatively few of the recommendations refer to education, and usually in conjunction with other services, and most of these relate to matters which concern local education authorities, schools and teachers. Several go wider than the problems of one-parent families and reflect current developments in the education service. In such cases implementation is not for my Department. Against this background I have the following comments on specific recommendations, as numbered in Part 9 of the Report:
131—The Government are studying educational maintenance allowances in the wider context of family support through the social services and have undertaken to respond to the Expenditure Committee's Report [HC 306, Session 1974] on this subject as soon as possible.
183—Surveys by Her Majesty's Inspectorate on careers education in secondary schools and curricular differences for boys and girls have recently been published. These surveys offer guidance to the local education authorities and others responsible for the administration of school curricula.
184—Day release is just one aspect of the vocational preparation of young people, including training as well as further education, which the Government have been considering and on which they will shortly be making a statement.
199, 201, 202—in relation to the education of under-5s, these are in line with current policies.
210—The question of using school premises more widely for the care of school children out of school hours is being considered interdepartmentally in conjunction with local authority associations.
211—This is addressed to local education authorities.
214, 220—The Government endorse these recommendations in principle, but decisions on their implementation are for the local education authorities and others responsible for the day-to-day running of schools.
215—These are matters primarily for the local education authorities, who make every effort to inform parents and pupils of the availability of these benefits and to preserve confidentiality.
526W216—The Government recognise the importance of pastoral guidance for all pupils with difficulties, including children from one-parent families. It is, however, for individual schools to decide their own priorities in this field.
217, 219—Progress will depend on initiatives by individual local education authorities and schools. There are some signs that personal and social aspects of subjects which are already part of the normal school curriculum are receiving increasing attention.
218—The appointment of teachers in infant and nursery schools rests with the local education authorities or managers.