§ Mr. Damian GreenTo ask the Secretary of State for Education and Skills (1) when he expects the Qualifications and Curriculum Authority to meet its obligations under section 95 of the December 2002 Tomlinson Report to publish a Memorandum of Understanding between the QCA and the awarding bodies before the first anniversary of the publication of that report; [128098]
(2) what discussions took place between the Department and the awarding bodies as stipulated in section 95 of the December 2002 Tomlinson Report relating to the Memorandum of Understanding published on 19 June; [128100]
(3) what plans he has to call together the relevant staff of his Department, of the Qualifications and Curriculum Authority and of the awarding bodies to discuss jointly the Memorandum of Understanding (a) drawn up between his Department and the QCA, and (b) drawn up between the QCA and the awarding bodies; [128101]
(4) when he expects to meet his obligation under section 95 of the December 2002 Tomlinson Report to publish a Memorandum of Understanding between the DfES and the awarding bodies before the first anniversary of the publication of that report. [128102]
§ Mr. Stephen TwiggA Memorandum of Understanding (MoU) between the Department and the 133W Qualifications and Curriculum Authority (QCA) was published on QCA's website on 19 June. I placed a copy in the Library on 18 June. The MoU refers at paragraph 11 to the basis on which the Department meets the awarding bodies.
The relationship between QCA and the awarding bodies is covered by QCA's regulatory arrangements which include the accreditation criteria and Codes of Practice published jointly by the Qualifications, Curriculum and Assessment Authority for Wales, the Northern Ireland Council for the Curriculum Examinations and Assessment and QCA. There is no need for a separate memorandum of understanding between DfES and the awarding bodies. QCA will continue to monitor and review its regulatory arrangements and to meet regularly with the Joint Council for General Qualifications.
Regular teachers with qualified teacher status in England Thousand Nursery and primary2 Secondary3 Special4 Total (FTE)
Full time Part time (FTE)
Total (FTE)
Full time Part time (FTE)
Total (FTE)
Full time Part time (FTE)
Total (FTE)
1992 187.2 173.9 13.3 192.1 180.2 11.9 15.6 14.7 0.9 394.9 1993 188.4 175.1 13.3 192.3 180.1 12.2 15.5 14.6 0.9 396.2 1994 189.0 175.4 13.6 186.4 174.2 12.2 15.3 14.3 1.0 390.7 1995 190.0 175.8 14.2 188.3 175.4 12.9 15.2 14.1 1.1 393.5 1996 190.8 176.3 14.5 187.9 174.5 13.4 14.9 13.8 1.1 393.6 1997 190.7 175.9 14.8 187.7 174.3 13.4 14.7 13.5 1.2 393.1 1998 189.0 174.0 15.0 187.7 173.9 13.8 14.3 13.1 1.2 391.0 1999 189.9 174.0 15.9 189.8 175.7 14.1 14.2 12.9 1.3 393.9 2000 191.6 174.9 16.7 191.1 176.6 14.5 14.1 12.8 1.3 396.8 2001 192.6 174.7 17.9 193.8 179.2 14.6 14.0 12.7 1.3 400.4 2002 193.0 173.9 19.1 196.6 181.3 15.3 13.9 12.4 1.5 403.5 20031 191.9 171.6 20.3 198.0 182.3 15.7 13.7 12.2 1.5 403.6 1 Data are provisional but are unlikely to change. 2 Pupil numbers in nursery and primary schools decreased by 48,000 between 2002 and 2003. 3 Includes sixth form colleges prior to 1994. 4 There are fewer pupils in special schools as they have been moving into mainstream schools in the period covered in this table. Note:
Teachers in service and teacher vacancies (618G) has a survey date of the third Thursday in January.
Source for note:
618g survey.
§ Mr. WillisTo ask the Secretary of State for Education and Skills how many people working as teachers in employment based training routes(a) commenced training and (b) gained qualified teacher status in each year from 1996–97 to 2002–03. [126938]
1997/98 1998/99 1999/2000 2000/01 2001/02 2002/03 RTP new entrants1 7 77 69 96 155 214 OTTP new entrants1 n/a n/a n/a n/a 755 910 GTP new entrants1 89 572 872 1,860 3,507 3,813 Total new entrants1 96 649 941 1,956 4,417 4,937 Total QTS awards2,3 n/a n/a n/a 691 2,437 3,842 1 RTP and GTP trainees may begin their training at the start of the autumn, spring or summer terms. OTTP trainees may begin their training at any time. 2 Total numbers of awards made to RTP, OTTP and GTP trainees during the academic year, irrespective of in which academic year the completers' training commenced. Planned length of training may alter during the programme if a candidate switches from full- to part-time employment or vice-versa, or if training progresses more quickly or slowly than originally planned. 3 A further 14 employment-based trainees have been awarded QTS so far in the 2003/04 academic year. Source:
Teacher Training Agency Employment-based Routes Data Management System