Written questions by Narayan.

Whether she has made an assessment of the potential merits of embedding financial literacy more systematically across the national curriculum to support long-term household financial resilience and informed retail investment.

Education is a devolved matter, and the response outlines the information for England only. Financial education currently forms a compulsory part of the national curriculum for mathematics, at key stages 1 to 4, and citizenship, at key stages 3 and 4, which together cover personal budgeting, saving for the future, managing credit and debt and calculating interest. Primary schools are free to teach financial education within citizenship. The non-statutory primary citizenship programme of study at key stages 1 and 2 equip pupils to look after their money and realise that future wants and needs may be met through saving. The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review seeks to deliver a rich, broad, inclusive and innovative curriculum that equips young people with the knowledge, skills and attributes needed to thrive in life and work.

What assessment she has made of the adequacy of the compatibility of UK university STEM courses with the skills required by the tech sector.

The department published a Jobs and Skills Dashboard in May 2024, which allows users to explore employment, demand and education pathways for both science, technology, engineering, and mathematics occupations and occupations most relevant to the UK critical technologies. This dashboard can be accessed here: https://department-for-education.shinyapps.io/ufs-jobs-and-skills-dashboard/?_inputs_&navbar=%22Jobs%20and%20skills%22&tabsID=%22Summary%22&sectorChoice=%22STEM%22&shortageTimeChoice=%22Air-conditioning%20and%20refrigeration%20engineers%20SOC2010%22. An accompanying ad-hoc statistics release was also made available on Explore Education Statistics in May 2024, which can be accessed here: https://www.gov.uk/government/publications/supply-of-skills-for-jobs-in-science-and-technology.Skills England will continue to assess the skills needs of the tech sector and the skills provision required to meet these skills needs. It is working closely with the Department for Science, Innovation and Technology and the Industrial Skills Council to bring businesses, training partners and unions together with national and local government, including Mayoral Strategic and Combined Authorities, to develop a clear assessment of the country’s skills needs for the tech sector and map pathways by which they can be filled.

What recent discussions she has had with (a) Cabinet colleagues and (b) the devolved Administrations on the potential for expanding the Stay Aware, Stay Safe, Stay Together campaign to schools and colleges across the UK; and what steps her Department is taking to promote the inclusion of similar safety awareness initiatives within the curriculum for 16-19 year olds.

Education is a devolved matter, and the response outlines the information for England only.The department is currently reviewing the relationships, sex and health education (RSHE) statutory guidance for schools and will look carefully at responses to the public consultation conducted last year, consider the relevant evidence and discuss with stakeholders before setting out next steps to make sure the guidance draws from the best available evidence. As part of this process, we will explore whether additional content is required, including on personal safety and safety awareness.Sixth-form colleges and further education colleges are autonomous, and as such are responsible for determining the content of teaching provision, including whether to teach young people about personal safety and how to stay safe when going abroad.