§ Mr. CabornTo ask the Secretary of State for Education and Employment what estimate she has made of the number of students who, on completion of a postgraduate certificate of education or equivalent qualification, will gain qualified teacher status in(a) mathematics and (b) physics, for each of the years 1997 to 2000. [18248]
§ Mr. ForthThe information is given in the following table. Estimates for undergraduate completers are based on students who entered such courses between 1993–94 and 1996–97, assuming a four-year course length. Estimates of postgraduate completers in 1997 are based on actual entrants in 1996–97, and for later years on the anticipated intakes for postgraduate courses, assuming that intake targets are met. Estimates for completers reflect the average in-course wastage by type of course; 25 per cent. in the case of undergraduate and 11 per cent. for postgraduate courses.
Year Maths completers Science completers 1996–97 1,550 2,600 1997–98 1,900 2,850 1998–99 1,650 2,600 1999–2000 1,600 2,650 Figures shown to nearest 50.
§ Mr. CabornTo ask the Secretary of State for Education and Employment what steps her Department is taking to encourage new entrants into the teaching profession in(a) mathematics and (b) physics. [18249]
557W
§ Mr. ForthResponsibility for promoting teaching as a profession rests with the Teacher Training Agency. I will ask the chairman of the agency, Geoffrey Parker, to write to the hon. Member direct.
§ Mr. CabornTo ask the Secretary of State for Education and Employment if she will make a statement on the training of teachers in(a) mathematics and (b) physics. [18250]
§ Mr. ForthFrom this September, there will be a national training curriculum for initial teacher training in primary mathematics. A curriculum for secondary mathematics and science and primary science will be introduced next September.
In addition, the Teacher Training Agency is developing national standards for classroom teachers, subject leaders and head teachers. The national standards will provide a focus for teachers' continuing professional development, whatever subject they teach. It is for schools and teachers to decide what individual training needs are appropriate.
§ Mr. CabornTo ask the Secretary of State for Education and Employment what discussions she has had with universities and their representatives over changes in the number of university physics courses; and what assessment she has made of the impact of those changes on the number training to be physics teachers. [18252]
§ Mr. ForthNone. My right hon. Friend continues to attach importance to the supply of places in science and engineering, but it is for individual universities to decide which courses to offer in the light of demand from suitably qualified applicants and other factors. The latest available information from the Universities and Colleges Admissions Service suggests that the number of applicants for higher education physics courses has risen compared with this time last year. The number of students commencing initial teacher training courses in science, including physics, has increased significantly since 1990.