APPENDIX 33
Memorandum submitted by the EEF (Engineering
Employers' Federation) and EMTA (the National Training Organisation
for Engineering Manufacture)
The EEF is a nation-wide Federation of 13 regional
Associations and ECIA (the Engineering Construction Industry Association)
and operates in Scotland, Wales and Northern Ireland as well as
in the English regions. It has a growing membership of nearly
6,000 member companies of all sizes, employing 900,000 people
from every sector of engineering, manufacturing, engineering construction
and technology based industries.
EMTA is the National Training Organisation for
engineering manufacture. This sector consists of 1.8 million employees
in over 60,000 establishments and includes the engineering sectors
of aerospace, electrical engineering, electronics, mechanical
engineering, motor vehicles, shipbuilding and repair.
This paper is written from the point of view
of the needs of engineering employers for a knowledgeable and
skilled workforce. This is not to say that we subscribe to the
view that education is only, or even primarily, about the needs
of employment. Education is for life and for the development of
well-rounded individuals. It should prepare young people both
to be productive members of society and to discover their full
potential in many areas. However, employment is a very significant
part of life and it would not be a service to individual young
people, nor to the economy, if the needs of employment were ignored.
Knowledge and understanding of science and scientific
principles are of vital importance to engineers of the future.
Engineering and technology can be defined as the application of
science and scientific principles to the solving of problems and
the production of "artefacts". Thus, we believe that
science is of prime importance in the education of young people,
not only for the needs of employment, but also so that all young
people have an appreciation and understanding of the workings
of their environment and the world in which they live. Of increasing
importance is a thorough understanding of improvements which science
and technology can bring to both the planet and the people.
It is a major concern that the number of young
people choosing science options at "A" level continues
to fall and that young people and their parents see the science
curriculum as too theoretical and not relevant to their every
day lives.
LINKS WITH
THE REAL
WORLD
The key to making science teaching relevant
to young people of any age is to demonstrate the application of
the particular scientific principles to situations, products and
issues in every day life.
There are a number of ways that this can be
done. Using links with employment and visits to local companies
is one way to demonstrate relevance and application. The move,
for some learning, for some pupils at key stage 4 to the work
place or in a work related environment, gives a huge opportunity
to link the school based study of science with the work based
experience being gained in the workplace. However, clearly the
number of visits possible to local companies will be limited both
by the nature of industry and commerce in the local area and also
by restrictions on curriculum time. Therefore it will be necessary
to use other methods of demonstrating practical application, such
as multimedia (bringing the world into the classroom) and practical
project work.
Making optimum use of the similarities between
the science curriculum and the design and technology curriculum
would also help to demonstrate the application of science. The
EEF, in conjunction with the Engineering Council, recently sponsored
a study on the relationship between science, and design and technology
in the school curriculum. Whereas in all other walks of life,
the link between science and technology was seen to be fundamental,
there was very little evidence found in schools of science and
design and technology teachers working together to exploit the
similarities between the two subject areas. Indeed, there was
even very little understanding by the teachers of one discipline
of the curriculum and attributes of the other discipline. This
is despite the fact that the attributes being developed in the
two subjects had a considerable degree of overlap. However, teachers
from both disciplines were strongly in agreement that far greater
co-operation and co-ordination between the departments would be
desirable. The report identifies barriers to this and strongly
urges that steps should be taken to encourage and facilitate such
co-operation and co-ordination. The report's recommendations focus
on the development, evaluation and dissemination of good practice
in this area.
ACADEMIC/VOCATIONAL
DIVIDE
One of the main aims of the forthcoming Green
Paper on the 14 to 19 curriculum is to create greater parity of
esteem between vocational and academic programmes of study and
for it to become the norm for the majority of young people to
undertake both academic and vocational subjects in their studies
between ages of 14 and 19. September 2002 sees the introduction
of a range of GCSEs in vocational subjects, including applied
science, engineering and manufacturing. If these subjects are
well designed, they should give excellent opportunities to demonstrate
the relevance of science in the real world. Again the use of employer
links will greatly enhance this as would the opportunity for work
based learning alongside the study of these GCSEs in vocational
subjects.
EMTA and the EEF are very hopeful that the new
Engineering Specialist Schools will also give young people the
opportunity to learn about the contribution made by science and
technology to their lives. We are leading a consortium which plans
to provide funding for three such schools from September 2002.
We would expect Engineering Specialist Schools to offer engineering
qualifications, a wide range of vocational and academic subjects,
and high-quality work experience which allows students to relate
their learning in school to the business world.
MATHEMATICS
Poor understanding of mathematics and poor mathematical
skills are of considerable concern to employers with respect to
young people of all ages. Exploiting the links between the science
curriculum and the mathematics curriculum should help to reinforce
and develop mathematical skills in young people. Some years ago,
some work was initiated at Exeter University entitled "Mathematics
from Issues". It argued that mathematics curriculum should
be entirely linked with applications in domestic and business
life. All topics should be taught from the starting point of the
problem, issue or application, before the theory of the technique
is tackled. This approach in both mathematics and science would
enhance the understanding of both subjects among all pupils.
DIFFICULTY OF
SCIENCE
Science subjects are generally recognised as
being harder than other subjects at "A" level. This
has the effect of discouraging young people who would have the
aptitude to undertake them. This is not a new issue. Science curricula
are continuously expanding to accommodate the growing field of
scientific knowledge.
TEACHERS
It is essential that there is a sufficient supply
of well qualified and trained teachers of science. However, well
qualified scientists are in great demand in other parts of the
economy where they are often better rewarded than in the teaching
profession. There has always been a shortage of high quality teachers
in the very subjects which the economy particularly needs. This
becomes a vicious circle leading to fewer successfully studying
the subject, which in turn leads to further and growing shortages.
It may be necessary to consider premium salaries for first class
teachers of these critical shortage subjects.
Following from the point above, we would suggest
that one of the criteria for qualification as a "first class"
teacher of science and technology should be an awareness of/experience
in the "real-life" application of science. The EEF and
EMTA has repeatedly called for teachers to be supported in work-experience,
allowing them to gain business and industry knowledge which they
can then use to illustrate theoretical concepts in the classroom.
Similarly, we strongly support the opening up of schools to non-teaching
professionals, who may not hold a formal teaching qualification,
but who already engage in teaching in many ways (such as training
apprentices or graduates). Such people could add real value to
education through their support of teachers, either acting as
additional assistance for those who may not be specialist experts,
or in teaching particular elements of the curriculum (such as
the use of equipment, the application of concepts, or the illustration
of theory with industry examples).
GIRLS
There are particular issues surrounding girls
and the study of science and related subjects. These subjects
have always been viewed by girls, teachers and the public at large
as being more appropriate for boys than girls and it is difficult
to break down these entrenched stereotypes. Girls often have to
make a major effort to break into these so-called non-traditional
subjects. There has always been a significant shortfall of girls
taking these subjects, although girls are much more likely to
take the "softer" science subjects such as biology and
chemistry. Recent January 2002 figures from the Engineering Council
show that the percentages of girls among students achieving different
"A" level subjects are 37 per cent for mathematics,
23 per cent for Physics and 49 per cent for Chemistry. Only 15
per cent of engineering graduates are women. To attract more girls
into the "harder" science subjects requires the positioning
of the subjects in topics which are of interest to girls, for
example medical and environmental issues rather than defence and
transport, and a reduction in peer group and cultural pressures.
REVIEW OF
14 TO 19 CURRICULUM
The review of the 14 to 19 Curriculum, the proposals
for an overarching certificate to be awarded at age 19 and greater
opportunities for students to undertake both vocational and academic
study give some real opportunities to position science teaching
in the real world. If the new certificate is based on some sort
of Baccalaureate model, where the student is required to demonstrate
achievement in a broader base of subjects than is currently the
norm then more young people would be studying science subjects
or science related vocational subjects. However, a real breakthrough
here can only be achieved if the science curricula and teaching
methods are seen as relevant and interesting by the young people.
THE NEEDS
OF INDUSTRY
In our response to the Roberts Review of the
Supply of Scientists and Engineers, the joint submission by EMTA
and the EEF, through their Joint Education and Training Policy
Committee, identified a number of skill requirements for people
working in engineering and science. These included: high levels
of technical knowledge; an appreciation of external situations
and influences on their particular area; an understanding of the
business process, including the supply chain; the ability to recognise
and exploit innovation in the market place; the ability to interact
with a wide range of people and professions, including colleagues,
the wider workforce, journalists; analytical thinking and problem-solving;
negotiation and teamworking skills; and organisation and project
management skills.
The science curriculum and the way in which
it is delivered should therefore reflect these needs, offering
young people a combination of academic study, vocational education,
and experience in the workplace. We have attached a summary of
our response to the Roberts Review.
January 2002
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