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Teachers: Training

Volume 476: debated on Monday 19 May 2008

To ask the Secretary of State for Children, Schools and Families (1) how many officials in his Department are working on the development of the Masters level teaching qualification; and if he will make a statement; (206229)

(2) when courses leading to the Masters level teaching qualification will be provided; and if he will make a statement.

A number of officials in the Department are working, with colleagues at the Training and Development Agency for Schools, on the development of Masters in Teaching and Learning (MTL), as one part of their responsibilities. They will commence consultation with schools and higher education institutions on the content of the new qualification in the near future. We expect the first teachers to start the MTL in September 2009.

To ask the Secretary of State for Children, Schools and Families how many and what proportion of candidates failed initial teacher training in each of the last 10 years; and if he will make a statement. (206234)

Information about failure to complete Initial Teacher Training (ITT) courses is only available for trainees in their final year of training. The following tables show, for academic years for which data are available, the number of final year Initial Teacher Training (ITT) trainees who did not gain Qualified Teacher Status (QTS) in their final year of training, and of these the numbers and percentages who left their course before completion and where the outcome of QTS is unknown for:

1. Mainstream Initial Teacher Training (ITT) trainees

2. Employment Based ITT (EBITT) trainees

1. Mainstream final year ITT trainees

Number of mainstream final year trainees who have not gained QTS

Percentage of mainstream final year trainees who have not gained QTS

Total number of mainstream trainees in their final year

Number of mainstream final year trainees gaining QTS

Known not to have completed course

Undefined outcome

Other outcome

Total

Known not to have completed course

Total

1998/99

27,200

24,070

1,310

460

1,350

3,130

5

11

1999/2000

24,650

21,690

1,290

350

1,330

2,960

5

12

2000/01

25,720

22,640

1,350

480

1,250

3,080

5

12

2001/02

26,350

23,280

1,130

0

1,940

3,070

4

12

2002/03

28,570

25,430

1,050

10

2,090

3,140

4

11

2003/04

30,970

27,340

1,470

0

2,160

3,630

5

12

2004/05

31,360

27,150

1,410

20

2,780

4,210

5

13

2005/06

31,220

27,040

1,310

10

2,900

4,210

4

13

Notes:

1. Includes trainees from Universities and other Higher Education (HE) institutions, School Centred Initial Teacher Training (SCITT) and Open Universities (OU), but exclude EBITT.

2. Numbers are individually rounded to the nearest 10, therefore may not sum.

3. ‘Other outcome’ includes final year trainees who are yet to complete their course, those with withheld QTS (including those where their skills test was not met, their standards were not met and where both their standards and skills test were not met) and those where the skill test has not been taken (include those whose standards were met and those whose standards were not met)

Source:

TDA performance profiles

2. Employment Based ITT (EBITT) trainees

Number of EBITT final year trainees who have not gained QTS

Percentage of EBITT final year trainees who have not gained QTS

Total number of EBITT trainees in their final year

Number of EBITT final year trainees gaining QTS

Known not to have completed course

Undefined outcome

Other outcome

Total

Known not to have completed course

Total

2001/02

2,440

2,210

30

0

190

230

1

9

2002/03

4,030

3,670

340

0

20

360

8

9

2003/04

4,950

4,470

440

0

30

470

9

10

2004/05

7,220

6,600

260

0

350

610

4

8

2005/06

6,970

6,090

420

0

450

870

6

13

Notes:

1. Includes trainees through EBITT only.

2. Numbers are individually rounded to the nearest 10, therefore may not sum.

3. ‘Other outcome’ includes final year trainees who are yet to complete their course, those with withheld QTS (including those where their skills test was not met, their standards were not met and where both their standards and skills test were not met) and those where the skill test has not been taken (include those whose standards were met and those whose standards were not met)

Source:

TDA performance profiles