Memorandum submitted by SEMTA
INTRODUCTION TO
SEMTA
1. SEMTA (Science, Engineering and Manufacturing
Technologies Alliance) is the Sector Skills Council (SSC) for
engineering, science and manufacturing technologies. It was the
first SSC to receive its Government license from the then Secretary
of State for Education and Skills in early-April 2003.
2. The "Higher Standards, Better Schools
for All" White Paper is primarily about the governance of
schools. The SEMTA evidence is limited to those issues that impact
on skills, such as vocational education. For ease of reference,
the evidence is cross-referenced to the relevant paragraphs in
the White Paper.
14-19 OPPORTUNITIES
3. We wholeheartedly support the requirement
that more vocational provision should be made available to young
people through schools and colleges. We support schools, colleges
and work-based learning providers taking on an additional specialist
vocational area, especially engineering or science. However, capital
equipment costs in these vocational areas are relatively high
compared to—for example—business administration. The
Government and funding agencies should reflect on this higher
cost when making decisions about resource allocation so as not
to disadvantage those concerned. [2.39]
4. We would expect new vocational providers
to offer the new specialised diplomas, including to 14-16 year
olds at other local schools. [2.41]
5. We are pleased that 500 of the most successful
specialist schools will have the opportunity to take on a more
significant role leading the local system. However, our comments
in paragraph 3 above are relevant—we must avoid an opportunity
becoming a burden by "spreading the jam too thinly".
[2.48]
6. We welcome local partnership arrangements
set up to deliver 14-19 reform and provide better information,
advice and guidance (IAG) to young people. We have continuing
concern about the quality and consistency of IAG provision in
respect of career opportunities in the engineering, science and
manufacturing technologies sectors. SEMTA is working with other
SSCs on a major project to improve this critical service for all
young people. [2.48]
CHOICE IN
A SPECIALIST
SYSTEM
7. We welcome the aim to have a fully specialist
school system within the next two years. Although this should
on the face of it offer greater choice for parents in urban areas
to choose a school that suits their child's strengths and interests,
the same may not apply to those parents living in a rural community
who wish to choose a specialist school offering engineering or
science. These parents face the real possibility that their children
may have to travel far greater distances to such schools because
there is likely to be less schools offering engineering and science,
due to the prohibitive start-up/on-going costs. As we commented
in paragraph 3 above, the Government and funding agencies should
take this into account when making resource allocation decisions
by perhaps offering a "golden hello" to those schools
who wish to start offering engineering or science. [3.6]
EVERY CHILD
MASTERING THE
BASICS
8. We welcome the Government's strong emphasis
on the basics and renewed emphasis on functional mathematics,
together with the expectation that every school will devote intensive
support for those who have fallen behind in literacy and numeracy.
A good grasp of mathematics is vital for those who want to pursue
a career in engineering or science. The target of 29% for the
proportion of those behind at age 11 catching up by age 14 is
a good start, but only a start. This needs to be maintained between
the ages of 14-19. [4.9]
GROUPING AND
SETTING
9. We agree that grouping students can help
build motivation, social skills and independence as well as raising
standards in subjects such as mathematics and science because
pupils are better engaged in their own learning. Every encouragement
should be given to more schools to adopt such grouping and help
them to learn from the innovative practices that some schools
are already employing, without lowering expectations for pupils
in lower ability groups or limiting choices in the curriculum.
[4.36]
TAILORED TEACHING
IN CLASS
10. We warmly welcomed the establishment
of the Science Learning Centres and the planned opening in summer
2006 of the National Centre for Excellence in the Teaching of
Mathematics. Both these provisions should make high quality professional
development more accessible for teachers and technicians across
the country, critical if we are to raise standards for pupils
choosing a career in engineering or science. We trust Government
funding will be on-going to support the future development of
both centres. [4.39]
11. Although SEMTA welcomes the introduction
of specialised diplomas there is a concern among employers about
them being "fit for purpose". We are working closely
with employers to ensure the outcomes from the specialised diplomas
lay a firm foundation for a future career in the sector. [4.46]
SPECIALIST TEACHING
12. We welcome the Government commitment
to ensuring a good continuing supply of high-quality specialist
teaching, including in the critical areas of mathematics and science.
The increase, from September 2006, in the value of the incentives
for new mathematics and science trainees to £9,000 for bursaries
and £5,000 for "golden hellos" is to be applauded.
We do hope it continues to maintain the annual recorded increases
in recruitment achieved to these key subject areas over the past
five years and urge the Government to monitor progress. [8.10]
13. We support the Government commitment
to enabling every secondary school to recruit a mathematics and
science Higher Level Teaching Assistant specialist by 2007-08.
This will complement the national centres mentioned in paragraph
10 above by providing high quality subject-specific training and
development for the whole school workforce. We urge the Government
to monitor progress. [8.11]
November 2005
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