APPENDIX 37
Memorandum submitted by the Federation
of the Electronics Industry (FEI)
1. The Federation of the Electronics
Industry (FEI) represents the UK's information technology,
telecommunications, electronic components and manufacturing, consumer
electronics and office technology sectors. It is working increasingly
closely with the Computer Services and Software Association (CSSA)
on issues that affect the ITEC sector as a whole.
2. A snapshot of the industry. Over
1.1 million employees with a high proportion of graduates and
technically qualified staff. £24 billion in salaries. Labour
demand grew by around 4 per cent annually over the past decade.
Capital investment £12 billion in 1997. R&D over £2.2
billion, around 20 per cent of total UK business sector-funded
R&D. ICT output contributed a fifth of overall GDP growth
over the period 1989-1998. UK exports of ICT goods and services
exceeded £34 billion in 1998. Very rapid rate of change in
products and the underlying technology.
3. The need for basic skills. Recent
research undertaken by the Engineering Skills Advisory Group has
identified a number of needs and shortages throughout the engineering
industry as a whole. Of all these needs, the key imperative in
the 14-19 year age group is to ensure that young people develop
a skill set and knowledge base that will allow them to choose
from a range of university courses and initial careers and build
on them through life long learning and retraining.
This needs to be coupled to the oft-repeated
complaint from our members that many technically qualified university
science/engineering graduates have poor management and communication
skills. Science education must be based on a broad curriculum
as well as the development of sector specific skills and knowledge.
These two issues both reflect on education up
to GCSE level ie the 14-16 age group. During this period every
student, despite their ultimate career aspiration, needs to be
well-grounded in core skills and knowledge and it must be accepted
that these are primarily academic, not vocational requirements.
4. The need for quality. As with
our Universities where quality standards are variable, and the
variability seems to be increasing, so with secondary education.
The programme to raise standards introduced in primary schools
must be driven through Secondary schools. By the time young people
have passed the GCSE barrier their studies become very sector
specific. Academic teaching to A-level in Maths and science needs
to be to the highest possible standard. Those responsible for
the development of the A Level examination curricula must have
a clear understanding of the knowledge expected of first year
students by the Universities. It is reported that some Universities
are now spending the first term and sometimes longer teaching
students basic maths and science concepts before they can launch
into their degree course. If these reports are accurate action
needs to be taken.
5. The impact of targets. The National
Curriculum introduced the concept of "entitlement" which
has led to an assumption that all young people will achieve a
minimum of three to four level E to G at GCSE as a minimum. Whilst
all people should be given equality of opportunity, it is accepted
that teaching will need to be differentiated to meet the needs
of different pupils and there is therefore no reason why achievement
measures should not also be differentiated.
The constant attention to GCSE results diverts
attention from the real issues of how well education fits people
to contribute to and be rewarded by society throughout their working
lives. Of more concern to us is the danger that too concentrated
a focus on achieving overall numerical targets can impede progress
of those pupils more suited to vocational style continuous assessment
as well as academic pupils suited to examination style assessment.
6. The "vocational" style of
GCSE is a welcome concept but further developments need to
be properly funded and researched to ensure their success. Care
must be taken not to damage the well-established BTEC, and City
& Guilds type of education and qualification that suit some
students better than other approaches. Furthermore introduction
of any new form of assessment needs to be fully supported by employers
to ensure that the qualification is well regarded outside of academic
circles.
7. The vocational route for education
in the 17-19 age group needs consolidation between employers
and providers. The Learning and Skills Councils have an important
role to play here in ensuring that vocational training is properly
funded and that employers both support the training programmes
and recognise the qualifications when achieved.
8. ICT literacy must be one of the
basic skills achieved by all students but ICT must not be seen
as the panacea for educational shortcomings. ICT as a means of
widely distributing information and manipulating data is clearly
a powerful tool but it is only a tool. A key element of education
in this age group must be the building of intellectual capacity
to grasp and challenge concepts and ideas and to communicate effectively
with others. This is best done in discussion with peers under
the guidance of teachers and will be thwarted by excessive reliance
on individual study in front of a monitor. ICT must not be used
to re-introduce the discredited concept of child-centred learning
by the back door.
9. Mathematics concepts and skills
should be taught as a separate subject and not be included in
the Science curriculum. Science should apply the skills and knowledge
developed in mathematics classes. The importance of developing
a strong mathematical foundation cannot be underestimated and
we welcome the introduction of the "foundation" and
"higher" option in Key Stage 4 although consideration
needs to given to introducing the split at an earlier age and
on a more rigorous selection basis. At the point at which pupils
take the GCSE they should have covered the fundamentals in all
branches of mathematics they will need in the next stage in their
academic career or in the work place. This does, of course, lead
to a very broad curriculum, which may result in topics not being
covered in sufficient depth. This could contribute to the problems
reputed to be experienced with the 2000-01 AS examinations of
the possibility of passing examinations but still requiring remedial
maths study during the first year of degree courses.
10. With regard to Science, there
is the option of pupils taking either "single" or "double"
science at Key Stage 4. Unlike Maths, however, pupils are selected
for the "single" option on the basis of needing to spend
more time on other subjects — ie not on their ability to
pursue a higher level of science education. The total syllabus
covers Physics, Chemistry and Biology that may be studied as separate
subjects provided the whole curriculum is covered. The inclusion
of some Social Science in the subject matter is highly questionable,
particularly as it eats into the time available for the study
of the hard sciences. The Science curriculum should be modified
to allow for more capable pupils to study at a higher level —
ie apply the same concept as has been used in mathematics rather
than using the present "opt out" concept being applied
to the "single" science curriculum option at Key Stage
4. Differentiation should be introduced as soon as possible preferably
from age 12 and should be based on both course assessment and
examination.
All pupils should be taught the fundamentals
of the three main branches of science. The Social Sciences should
become part of the Citizenship curriculum.
It essential that pupils pursuing higher levels
of science education are encouraged to develop analysis and evaluation
skills. The ability to pursue enquiry and develop proofs of theories
is an essential skill that must be well established prior to university
education commencing. These skills need to be tested in an examination
environment.
11. Design Technology is the ideal
course in which to demonstrate the application of science and
thus should be related to the science curriculum in this way.
12. Efforts to make science more attractive
and hence widen the number of potential candidates pursuing science
education and careers should not be at the expense of reduced
academic standards. Consideration needs to be given to whether
or not examinations and rigorous academic testing are the real
reason why pupils do not pursue the sciences — frankly it
seems unlikely that people with suitable academic skills are put
off the sciences for this reason alone. Rather than pursue the
disincentives, positive motivators need to be developed including
links with industry, more and better qualified career teachers
and an increase in the number of science and maths teachers even
if it means more salary differentiation with other teachers.
13. Making young people aware of the
fundamental role of Science in Industry and of the opportunities
and benefits of engineering is very important to our sector in
particular. This will mean schools developing closer relations
with industry, and companies being encouraged to participate in
support programmes. It must not be forgotten, however, that it
is a function of the Education system to provide education and,
whilst industry can provide support, it cannot accept a primary
role in its provision.
January 2002
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