§ Mr. StrawTo ask the Secretary of State for Education and Science if he will list in theOfficial Report the measures which have been taken by Her Majesty's Government since 1985 in respect of teacher shortages; what was the total cost of each measure; and if he will make a statement on their effect.
§ Mr. Kenneth BakerThe table shows the principal measures taken since the introduction of our action programme on teacher shortages in 1986, and their costs to date.
Measures Total cost £ million (i) Bursary scheme for trainee teachers in maths, physics, CDT 6.381 (ii) Support for LEAs in-service training in shortage subjects in order to upgrade teachers' skills and conversion of teachers in other subjects to maths, physics and CDT 35.5 (iii) Support for new initiatives in higher education institutions and the Open University for new types of initial and in-service training provision, including distance learning packs and more flexible training arrangements 6.4 (iv) TASC (Teaching as a Career) Unit to promote teaching as a career and improve recruitment practices among local education authorities and initial teacher training institutions 0.725 (v) TASC advertising and publicity campaigns 1.179 (vi) Production of video teaching programmes by the BBC, Thames TV and Yorkshire TV for in-service training use 0.435 (vii) Pump priming support for local initiatives to improve supply in shortage subjects 0.050 (viii) Taster courses for mature people and others to encourage entry or return to teaching 0.040 (ix) Regional conferences with the Scientific Technology Regional Organisation (SATRO) on how industry can help to alleviate shortages 0.010 It is too early to make a definitive assessment of the effectiveness of the action programme. We have commissioned an independent evaluation of all our teacher shortage initiatives from the University of Bath. The first report of the findings of that study was published last June and is available in the Library. A final reort is due this autumn. I am, however, satisfied that our action programme is effective.
The bursary has been successful in reversing the decline in recruitment to initial teacher training courses in shortage subjects. Recruitment to maths, physics and CDT has increased by 27.8 per cent., 24.9 per cent. and 38.2 per cent. since 1986. The fall in vacancy figures suggests that our measures generally are having an impact on shortages.