6 Conclusions
99. At first glance, recent
educational reforms have the appearance of supporting engineering
education, for example the rationalisation of vocational qualifications
following the Wolf Review was generally welcomed, the EBac includes
a focus on science and maths education and UTCs have met with
approval from the engineering community. However, the devil is
in the detail and some of the individual effects of such changes
could be detrimental to engineering education, for example the
recent changes to the Engineering Diploma following the Wolf Review.
We consider that the Government's approach towards engineering
education in some aspects has not been effective.
100. The Government's stated
views on the importance of engineering and manufacturing to the
UK are inconsistent with its actions in education policy. The
Government has a powerful influence on schools, students and parents
through performance and accountability measures and has direct
responsibility for ensuring good education for the UK's future
engineers. It must use its actions, in the form of policy and
incentives, more effectively to promote technical and engineering
education.
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