The below Parliamentary question was asked by Phil Boswell on 2016-07-06.
To ask the Secretary of State for Work and Pensions, what assessment he has made of the effect of in-work conditionality under universal credit on the number of people offered (a) full-time and (b) part-time employment.
Justin Tomlinson
The in-work progression Randomised Control Trial is currently being expanded following a successful proof of concept stage. It is too early to provide any assessment of its impact.
The below Parliamentary question was asked by Phil Boswell on 2015-10-30.
To ask the Secretary of State for Business, Innovation and Skills, what assessment he has made of the implications for his policies of the finding of the Equality and Human Rights Commission in its report, Is Britain Fairer, published in October 2015, that up to 2013 there was a decline in both earnings and full-time employment for younger workers, despite them being more likely to be better qualified than previous generations.
Nick Boles
Since 2013 employment has risen by over a million people and the UK’s employment rate is at a record high. The Government is creating employment opportunities for all age groups. Since the first quarter of 2010, youth unemployment has fallen and 229,000 more young people are in employment.
Skills remain important for delivering better employment outcomes for younger workers. The lifetime benefits to apprentices are between £48,000 and £74,000 for Level 2 and between £77,000 and £117,000 for Level 3 Apprenticeships. The average graduate of higher education will earn over £100,000 more over their lifetime than a similar individual who completed their education with 2 or more A levels. The Government is therefore ensuring further and higher education providers are more responsive to the needs of employers, and that young people get the rights skills for the job market.
The below Parliamentary question was asked by Phil Boswell on 2015-12-16.
To ask the Secretary of State for Business, Innovation and Skills, whether Government subsidies and financial incentives to retail companies to encourage the creation of apprenticeships in the retail sector were given to companies known to use zero-hours or casual contract since 2010.
Nick Boles
We do not hold this information.
The below Parliamentary question was asked by Phil Boswell on 2016-01-13.
To ask the Secretary of State for Work and Pensions, what the value is of the personal independence payment assessment contract with ATOS; what the main key performance indicators (KPIs) are under that contract; and what the (a) financial and (b) other penalties are for failure to meet KPIs.
Justin Tomlinson
The Department has two Personal Independence Payment (PIP) contracts with Atos, each covering a geographical area. North of England & Scotland (Lot 1) has a value of £206,703,507. London & South of England (Lot 3) has a value of £183,894,556.
There are a number of Service Levels (Key Performance Indicators are not used in PIP contracts) which Atos are required to deliver to meet the Department’s service requirements. These are detailed in the attached Annex 1. In addition, a number of interim Service Levels have been introduced to address specific performance targets.
In the event Atos fail to achieve a key service level, contracts provide for Service Credits to be applied. Service Credits are a contractual remedy applied to Atos to recognise the loss of service received and to ensure any performance issues are rectified quickly.
The below Parliamentary question was asked by Phil Boswell on 2016-02-24.
To ask the Secretary of State for Education, if she will make an assessment of the implications for her policies on encouraging school leavers to consider careers in science and mathematics of the conclusion of the Institution of Mechanical Engineers in its report, Engineered in Britain, published in December 2015, on the rate of change in the numbers of school leavers considering such careers.
Nick Gibb
The Government is determined to increase the number of young people studying science and mathematics This includes an ambition that by 2020 we want to see a 20% increase in A level entries by girls to these subjects. Since 2010, there have been 28,000 more science and mathematics A level entries.
In order to attract the best and brightest into the teaching profession, we are offering bursaries and scholarships of up to £30,000 to attract top science and mathematics graduates into teaching. We are also investing up to £67 million to recruit 2,500 additional maths and physics teachers and upskill 15,000 existing non-specialist teachers over the lifetime of this parliament. We welcome the contribution that the Institution of Mechanical Engineers is making through its programme of two-week industrial placements which will give teachers a better understanding of the application of science and engineering in the real world.
The Government is also taking action to ensure that young people are making well-informed choices about their future which include a good understanding of the value of science and mathematics subjects. Programmes such as STEM ambassadors and the Big Bang Fair are aimed at raising awareness of the range of careers that science and technical qualifications offer. The Government also supports the industry-led Your Life campaign which aims to transform perceptions of science and maths.
We want to transform careers education and guidance so that all young people can access high quality support when they need it. The Government plans to publish a comprehensive careers strategy later this year to outline this government’s plans for improving careers provision by 2020. Over this parliament we are committing a total of £70 million to our strategy. As part of this, we will provide further funding for The Careers & Enterprise Company to embed and further extend its projects already underway, including the Enterprise Adviser Network, its Careers and Enterprise Fund, its research and wider activity to bring schools, colleges, business and careers and enterprise organisations closer together.
The below Parliamentary question was asked by Phil Boswell on 2016-10-10.
To ask the Secretary of State for Work and Pensions, what qualifications and experience are expected of personal independence payment assessors who handle cases in which an individual suffers from a neurological condition for which symptoms may present sporadically; and what processes are in place for claimants who consider the result of an assessment an unfair representation of their condition.
Penny Mordaunt
All Health Professionals (HPs) undertaking assessments on behalf of DWP must be registered practitioners who have also met requirements around training, experience and competence. Approval to work as an HP must be conferred by the DWP Chief Medical Adviser on behalf of the Secretary of State for Work and Pensions.
For the delivery of Personal Independence Payment (PIP) assessments, they must be an occupational therapist, level 1 nurse, physiotherapist, paramedic or doctor. They must also be fully registered and have at least two years’ post full-registration experience. In addition to their profession, the Department recognises the importance of ensuring that individuals also have sufficient experience, skills and training to carry out their duties and PIP providers are required to ensure that the HPs carrying out assessments have knowledge of the clinical aspects and likely functional effects of a wide range of health conditions and impairments.
This means that all HPs receive comprehensive training in disability analysis which includes a functional evaluation as to how medical conditions and the long-term medical treatment of those conditions affect an individual’s ability to perform day-to-day activities. Prior to carrying out an assessment the HP routinely refreshes their knowledge of any condition with which they are not fully familiar.
Claimants who consider the result of an assessment to be an inaccurate representation of their condition can ask for a “mandatory reconsideration”, in writing or by telephone, giving their reasons. They may include further information to support their case.
The below Parliamentary question was asked by Phil Boswell on 2015-10-30.
To ask the Secretary of State for Work and Pensions, with reference to paragraph 5.2 of the Equality and Human Rights Commission report, Is Britain Fairer, published October 2015, what steps he plans to take to address that report’s conclusion that the employment rate for young people has fallen and the unemployment rate has risen, even accounting for increased participation in education.
Priti Patel
The employment rate of young people who have left full-time education is 73.9% – its highest level in more than a decade and above the UK working age average. The rate for young people not in full-time education is the highest for over ten years
Over time participation in education has grown, and the majority of young people in full-time education are outside the labour force. The proportion of all young people who have left full-time education and are unemployed is 6.2% – below where it was before the recession and close to the lowest on record. The UK performs well internationally, with the fourth highest youth employment rate in the European Union.
The employment rate for young people fell during the recession and, as a result, unemployment rose. The EHRC report did not take full account of the recovery in the labour market, including the youth labour market that has since taken place.
The below Parliamentary question was asked by Phil Boswell on 2016-01-08.
To ask the Secretary of State for Business, Innovation and Skills, what discussions the Government has had with the devolved administrations on increasing social mobility since May 2015.
Nick Boles
The Government is committed to increasing social mobility throughout the UK. We hold regular discussions with the devolved administrations on a wide variety of topics many of which affect social mobility.
It should also be noted however, that many key levers for improving social mobility such as apprenticeships, traineeships and higher education have some degree of devolution across the UK and so policy decisions on these issues should be referred to the relevant devolved administration.
The below Parliamentary question was asked by Phil Boswell on 2016-01-18.
To ask the Secretary of State for Education, what assessment she has made of the implication for her policies of the conclusion of the Social Market Foundation report, Educational Inequalities in England and Wales, published in January 2016 that, based upon the performance of 11-year-olds, the geographic area in which a child is born has become a more powerful predictive factor in school performance for those born in 2000 compared to those born in 1970.
Mr Sam Gyimah
We refer the Right Honourable MP to our response to PQ 22192, submitted to Parliament on Tuesday 19 January, which provides information on our policies to deliver educational excellence everywhere so that every child in England reaches their potential, regardless of background.
The below Parliamentary question was asked by Phil Boswell on 2016-02-24.
To ask the Secretary of State for Business, Innovation and Skills, if he will make an assessment of the implications for his policy on apprenticeships of the finding of the Institution of Mechanical Engineers in its report, Engineered in Britain, published in December 2015, on the number of manufacturers who would be encouraged to take on more apprentices if the Government provided £3,000 to any person who completed their apprenticeship.
Nick Boles
Apprenticeships are paid jobs. In October 2015 we increased the apprenticeship National Minimum Wage by over 20% to £3.30 per hour for apprentices aged under 19 and those aged 19 and over in the first year of their apprenticeship. Most employers pay more than this. The average gross hourly pay received by apprentices in England is £6.31 an hour for Level 2 and 3 apprentices and £9.69 for higher apprentices.
Apprenticeships have excellent wage returns for individuals over their working life. These add up to between £48,000 and £74,000 for level 2 apprenticeships and between £77,000 and £117,000 for level 3 apprentices. Those completing an apprenticeship at level 4 or above could earn £150,000 more on average over their lifetime.
These are the right long-term financial incentives for individuals to support the growth of apprenticeships towards 3 million new starts by 2020.