Science and TechnologyWritten evidence submitted by University of Cumbria
Engineering skills Today the Science and Technology Committee publishes its report Engineering in Government, a short follow-up to the 2009 report Engineering: Turning ideas into reality. The Committee recognises the importance of engineering to society and as part of its continuing scrutiny of engineering, has agreed to conduct an inquiry on engineering skills.
Age 14 and above is an important period in education as students are asked to make decisions influencing the career path they will follow. In England, there have been three key developments:
the introduction of the English Baccalaureate as a performance measure in 2010 provided an incentive for schools to prioritise performance in “traditional” academic subjects at GCSE-level/Key Stage 4 over more technical qualifications such as Design and Technology;
the introduction of 13 new University Technical Colleges for students aged 14–19 to study technical subjects such as engineering and construction; and
from 2014, many vocational qualifications in practical subjects, including engineering, will be downgraded from their previous status as GCSE-equivalent qualifications, including the Engineering Diploma, which would in future be equivalent to one GCSE rather than four.
There have also been changes among the devolved administrations. In Scotland for example, the Standard Grade examination will be replaced in 2013.
The Committee seeks to gain an understanding of how changes in qualifications and education structures will impact on the acquisition of engineering skills across the whole of the UK.
Terms of Reference
The Committee seeks written submissions on the following matters:
1. Does the current engineering skills base meet the needs of employers? Do employers in the engineering sector prefer an academic or a vocational profile?
We need to recognise that there is a need for both practical hands on engineers, a route traditionally taken through apprenticeships and the more academically focused skills needed by professional engineers where a strong grounding in mathematics and physics or chemistry is needed. It is not a matter of what do employers prefer as both types of “engineer”, are required. It is unfortunate that the term “engineer” in the UK has a very unclear definition.
For young people it means ensuring they receive the necessary grounding, through applied learning to become highly motivated technically competent young people, who can meet the demands of the engineering sector in terms of technical competence and delivering problem based solutions based on academic principles.
Within the existing engineering workforce we need to ensure that they develop the skills required to keep pace with technological developments in engineering. And in particular in the areas of specialism, for example Energy and Renewables. Locally employers have indicated a need to have a workforce of skilled craft technicians with hands on experience, at levels 4 and 5, HND and HNC levels.
2. What impact will recent changes relating to engineering qualifications in England have on the uptake of technical subjects and the skills base needed by the engineering sector?
It really depends on which sector we are talking about. A more academic subject focus for example the A Level—University route will help those student wanting to progress to study at degree level and beyond. This knowledge and skills is required to support innovation in the engineering sector, and is strongly favoured by engineering employers. There also follows opportunities for post graduate research to support industrial needs and the development of world class skills.
The UTCs will help those who wish to follow this academic route and will also provide them with the technical skills to progress within the industry at appropriate levels. The UTC’s will also have a more practical aptitude but the current number nationally for UTCs seems a very low number.
The main negative impact on the changes may be for those students who wish to progress through to an apprenticeship as they may be turned off by the Governments more academic focus from 14, with insufficient practical application of skills being offered at age 14 in schools, with the exception of the UTC.
How do the approaches taken by the Devolved Administrations to produce a technically skilled workforce differ to the current approach in England? What are the strengths/weakness of the different approaches?
Could the Government and others do more to raise the status of technical subjects?
Yes we need to raise the status of engineers in general. There is a great opportunity following the financial sector debacle to make sure engineering is a sought after career. The government focus and that of the city needs to plan for an increase in the contribution of manufacturing to the country’s GDP.
It is widely recognised that qualification in engineering enhance an individuals employment opportunities at 18 years old and also again after successful completion of engineering degree programmes
3. What more should be done to attract and retain a more diverse technically skilled workforce?
Increased pay and respect for the engineering profession and those involved in teaching. Ensure that mathematics and other STEM subjects are taught by well-paid enthusiastic teachers who can engage and enthuse about their subject areas. Increased exposure of technical subjects through media.
Within the UTC, the government to support employers who engage and contribute in the training of young people to enable them to become motivated and achieve STEM and engineering qualifications.
June 2012