Memorandum submitted by the Royal Society
of Chemistry (RSC)
The Royal Society of Chemistry is the largest
organisation in Europe for advancing the chemical sciences. Supported
by a network of over 43,000 members worldwide and an internationally
acclaimed publishing business, our activities span education and
training, conferences and science policy, and the promotion of
the chemical sciences to the public.
The main points we wish to make in respect of
chemistry based occupations are:
1. There is a need to raise skills to a minimum
standard, Level 2, to underpin the UK economy.
2. For the chemicals using industries (broadly
defined) Level 2 in science, IT and related technical areas is
too low. The minimum to allow a technician or operative to function
at a basic level is Level 3.
3. The Government's target of 50% of the
population to enter HE (which we support) inevitably means that
there is severe competition for young people qualified at Level
3 (university entrance level) with very few choosing employment.
There needs to be a substantial improvement in the careers advice
provided to young people in order that they can make well informed
choices.
4. There is now little provision in the FE
sector for science based training even to Level 3 and almost none
beyond that level. Consequently the universities are and will
need to be the source of education and training for skilled technicians
and scientists.
5. The Skills Network Group of the Chemistry
Leadership Council identified that "...the chemicals industry
has significant skills gaps at both plant operative and graduate
levels" (Skills for the 21st Century, Chemical Industry,
July 2004).
6. There are examples of good practice. The
shortage of skilled technicians, in both laboratories and manufacturing
plants is being addressed in part by apprenticeship schemes in
the North West (Chemicol) and in the Yorkshire and Humber region
(CATCH). These schemes are best done regionally in partnership
with industry and more of these schemes should be made available
to FE students and those in employment. The number of these schemes
is limited and this good practice should be replicated regionally
across the UK but progress is likely to be severely restricted
by lack of provision in FE (4 above).
7. From 3 and 4 above, it follows that employers
have difficulty in recruiting, training and upskilling operatives.
In part this has to be addressed by employers themselves in making
technician and operative jobs attractive, well rewarded and providing
scope for progression. The latter requires external support which
the education and training system struggles to provide.
8. The demographic profile within the chemicals
using industries means that upskilling the existing workforce
is at least as important as future recruitment. Opportunities
for upskilling are similarly hampered by lack of provision in
FE and by an over-regulated approach that inhibits training providers
from accessing funds. There are too many external bodies and hurdles
to overcome in securing approval for course provision and qualifications
that meet the needs of employers, their staff and fit national
qualifications frameworks.
9 It is likely that in ten years the chemical
using industries will require employees to be more highly skilled,
and technologically literate to enable them to work more flexibly.
10. In respect of graduate level skills the
current situation with regard to university chemistry provision
is a cause for concern. The recent closure of a number of university
chemistry departments will mean that if demand for chemistry courses
is raised through initiatives such as the Chemistry:The Next Generation
(part of the HEFCE funded Chemistry for our Future programme being
managed by the RSC) sufficient places may not be available. This
initiative targets students who are currently underrepresented
in HE and the opportunity for local access and part time provision
will be very important for some of these students. Of particular
concern is the geographic location of chemistry provision and
the type of courses available. Part time provision and technically
orientated courses in the chemical sciences have been significantly
reduced in recent years.
11. The need to ensure that key skills are
developed through the subject has been recognised and addressed
in many university courses. The need for key skills, as articulated
by employers, has in many cases now generally been incorporated
into courses. The RSC has produced an Undergraduate Skills Record
(USR) and a Postgraduate Skills Record (PSR) for the chemical
sciences. The USR and PSR assist students in identifying the key
skills they have developed during their studies. The USR and PSR
are now widely used in chemical science courses (indeed other
disciplines have also been keen to use the USR and PSR).
12. The Government's skills agenda pays insufficient
regard to the education and skills required for innovation in
the science based industries. Our response to the Committee's
Inquiry into the Bologna process, and in particular Masters level
education is relevant here.
POST-16 SKILLS
TRAINING
Evidence from the Royal Society of Chemistry to
the Education and Skills Committee
We have the following additional general comments
relating to the terms of reference of the Inquiry.
1. In respect of a demand led system of education
and skills training, employers have not, historically been very
good at predicting needs and it may be unreasonable to expect
them to do so. The primary purpose of the education system is
to develop capability (which necessarily includes employability)
and secondarily to be enabled to be responsive to immediate needs,
which may be short term.
2. The design of qualifications is a technical
matter and they must also satisfy the needs of learners for transferability
when moving between employers and employment sectors. The role
of employers is to ensure the requirements for employment are
clearly articulated and met by the assessment process, rather
than in designing the qualification.
3. There is a need for rationalisation of
credit and qualifications frameworks which are poorly understood.
Unfortunately current efforts are too inward looking within the
UK and are being carried out by organisations with vested interests.
The UK is part of a global market place. Credits, qualifications
and the requirements on which they are based must be internationally
recognised and compatible with systems elsewhere.
4. Additionally, lessons need to be drawn
internationally on how employers, and other staff, can be incentivised
to develop a learning and training culture.
December 2006
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