Business West & Western Training Provider Network Advanced Engineering & Aerospace Provider Action Planning Report 2018/19

Connecting for success

Education Providers Priority Sector Overview and Gap Analysis for the West of England

This report has been prepared by: The Provider Action Planning reports for 2018/19 provide an overview of skills provision in the West of England, highlight best practice, provide up-to-date intelligence on activities and curriculum from a wide range of providers and celebrate the achievements and expertise of education in the region.

Each sector-specific report shares insights into the skills challenges faced by businesses in 2018, how education providers have responded to these challenges, plus future potential solutions and partnerships for stakeholders to collaborate. They also highlight the gaps and challenges that exist in education provision in the West of England.

Business West is working in partnership with the West of England Combined Authority, West of England LEP and the region’s universities, colleges and training providers through the Western Training Provider Network.

The report will feed into the West of England skills strategy which will inform key priorities for investment in training, education, careers advice and professional development in the region. Advanced Engineering & Aerospace Introduction

The Skills West project has been created because Methodology of a need to influence change over the local skills system to ensure it responds to local skills strategies. Since January 2017 the ‘Skills West’ SD02 ‘Provider Whilst the local economy is growing and doing well, Action Planning’ stream of activity has focused on businesses are increasingly highlighting skills gaps and the seven West of England LEP priority sectors and shortages that are constraining them from achieving provision delivered by the four further education their business objectives and ultimately economic colleges (Bath College, City of Bristol College, South growth. The potential absence of relevant and Gloucestershire and Stroud College and Weston accessible provision and a fully functioning local talent College), the four local universities (University of Bristol, supply chain results in employers being unable to University of the West of England, University of Bath, upskill current staff or recruit suitably skilled individuals Bath Spa University) and independent training providers within the West of England LEP area. This in turn has a delivering training in the West of England region. negative effect on the local economy. The approach of the Business West, Skills West Improved employer engagement has the potential to programme to ‘Provider Action Planning’ builds on 3 transform the local skills agenda; it can increase the elements: quality, quantity and range of opportunities available to local people and employers. Employers need to 1. Previous collaborative work that the four regional become proactively involved in setting the skills agenda further education colleges undertook with the and helping determine local education provision. West of England LEP. 2. The inclusion of the Western Training Provider This report is the 3rd of 3 reports on provision activity and Network as a key project partner, thus widening planning from education and training providers practicing the scope of activity and mapping to include in the advanced engineering and aerospace sector. independent training providers that deliver regionally and attempting to add mapping and Business West is working in partnership with the West activity of the four-local Universities; UWE Bristol of England Combined Authority, West of England LEP are a member of the WTPN. and the region’s universities, colleges and training 3. Work achieved previously with employers in providers through the Western Training Provider the priority sector groups to understand the skills Network. challenges and issues employers face and possible solutions explored between employers/ The report will feed into the West of England training providers at ‘Future Skills’ Immersion skills strategy which will inform key priorities for events and one to one discussions with investment in training, education, careers advice and employers through the Business Skills Advisers at professional development in the region. Business West. Please note that the authors of the report worked with a breadth of education providers in the region to ensure a wide response. Education providers were asked to feed into the report but not all responses may be represented.

The ‘Provider Action Planning’ strand of work is based than the 1st round of reporting by recording all the around several sector skills priorities and challenges collaborative activities that the providers; stimulated (and potential activity identified which could provide and supported by Business West undertook between solutions to the challenges) which were then posed the two reports. to skills providers in the region. These challenges are taken from the local labour market economic For this 3rd round of reporting, Skills West has again intelligence and sector skills priorities identified in the followed the same methodology as in the previous current set of ‘2017/18 Local Sector Skills Statements’. rounds of reporting:

Industry skills gaps, challenges and possible actions 1. Liaise with Principles, Vice Principles, Faculty for providers to undertake are mirrored in each Local Heads, Area Managers (large independent Sector Skills Statement and the challenges are themed training providers), to meet face-to-face with or under the following headings as set by the West of sit with curriculum leads on planning cycle England LEP: panels. 2. Arrange follow up meetings, telephone 1. Improve Careers Education Information Advice interviews and other guided sessions to and Guidance gather evidence and collaborate on the return 2. Improve the relevance and/or quality of provision of information pertinent to provider’s activity 3. Increase starts and availability of higher and progression against the sector skills Apprenticeships statement themes and challenges. Increase starts and availability of higher 4. Engage SMEs to boost productivity and build apprenticeships. capacity for growth 3. Report on any significant joint activity between 5. Enhance equality and diversity through multiple education providers and any significant work career pathways carried out in the Skills West Future Skills Immersion events. The challenges are followed with possible solutions 4. To put all of this up to date reporting into this that have been suggested by the WE LEP and final 3rd action planning cycle report and make associated sector groups. Each sector has produced a suggestions for continued activity. range of unique challenges and solutions. Overall this project aims to ensure that employers have access to the right training, suitably skilled workforce and supply chain, which enables them to address the skills needs they are facing.

The first Provider Action Planning report delivered in 2017 collected information on training and education providers activity against the five key themes laid out in the Local Sector Skills Statements, made suggestions to continue improvement in the skills system and detailed areas for potential collaboration.

The second report delivered in 2018 detailed further individual progress from providers on their activity against the themes and challenges represented in the sector. The 2nd report also went a stage further Advanced Engineering & Aerospace Sector Overview

Advanced engineering and aerospace is a dominant industry in the UK with the engineering sector alone employing 19% of the UK total workforce. (1) Engineering also plays a crucial role in the UK’s economy due to its strong multiplier effect. For every £1 GVA created by the engineering sector, £1.45 GVA is generated. In 2015 ,the engineering sector generated 25% of the UK’s total GDP, equating to £420.5bn. (1)

In the West of England, the advanced engineering will encourage the region to be at the forefront of and aerospace sector supported around 29,500 jobs the 3rd Technology Revolution (known as ‘The Quiet in 2017 (3) and is home to the UK’s largest aerospace Revolution’, i.e. from jet engines to electric engines). It is cluster with key businesses such as Airbus, Rolls anticipated that these developments will help to secure Royce, GKN, Renishaw, Rotork and BAE Systems. The around 1,000 additional engineering jobs and given the South West region is a location for top international strong impact the engineering sector has on the supply businesses with 15 prime companies located here chain this figure could reach just under 1,500 over the along with over 800 supply chains. The advanced coming two to three years. engineering and aerospace sector has seen consistent growth in recent years and supports a growing number Further investment was made in training in the region of high-skill, high-value jobs. through the £4m extension to the City of Bristol College Advanced Engineering Centre bringing the The West of England cluster of global aerospace College’s existing engineering, aeronautical and companies in the region is currently being supported manufacturing courses under one roof. In addition, by the rapid development of ‘disruptive technology’ SWIFT, a £14m bid for one of the first Institutes of facilities - including the University of Bath’s new Technology to boost technical skills is a consortium Institute of Advanced Automotive Propulsion Systems bid led by Weston College, made up of the region’s (IAAPS) which will support collaborative research and colleges and universities as well as a network of key create 300 new engineering roles when it opens in the local employers including GKN Aerospace, Airbus, GE spring of 2020. GKN Aerospace plan to open a new Aviation and Renishaw. The institute will specialise £32m Global Technology Centre in Bristol focusing in the delivery of the higher-level technical skills that on additive manufacturing and creating over 300 employers need, and the SWIFT proposal will see a new engineering roles. In addition, the new Airbus virtual learning environment extended with AR and VR Wing Integration Centre (AWIC), is currently being technologies to support students across the region. readied for commissioning in the spring of 2019 in Filton; employing 250 engineers and supporting Diversity within the advanced engineering and supply-chain partners within the aerospace sector. aerospace sector still remains a challenge. In the West Lastly, the National Composites Centre (NCC) recently of England just 25% of the workforce are female. (3) The announced news of a further £36.7m investment to representation of female students on sector related further develop their existing facility. course remains a concern, with female students comprising just 16% of first degree in engineering and These new investments and initiatives will encourage technology entrants compared to 56.1% of entrants and consolidate the West of England’s advanced overall. (1) It is anticipated nationally there will be an engineering and aerospace firms and their supply- annual shortfall of up to 59,000 engineering graduates chain partners place as a global centre of competence and technicians to fill engineering roles. (1) Hence why for the evolving aerospace sector. The blend of new the ‘diversity agenda’ encouraging considerably more innovative materials (metal to plastics, processes 3-D females into the engineering sector is key. manufacturing) and especially propulsion technology Key Facts A summary of key facts both locally and nationally in this sector

55% of respondents from this sector to the Business West Skills and Training Survey 2018 have recruited over the last 12 months. (2)

63% of respondents to the Business West Skills and Training survey 2018 within this sector found roles advertised in the last 12 months hard to fill. (2)

203,000 people with Level 3+ engineering skills will be needed every year to meet demand through to 2024. (1)

In the Business West Skills and Training Survey 2018 the top three skills required by employees in this sector were; problem solving, communication skills and specific technical skills. (2)

48.9% of advanced engineering and aerospace businesses responding to the Business West Skills and Training Survey 2018 have no knowledge of the new apprenticeship standards. (2)

65% of businesses reported no knowledge of how to use apprenticeships to upskill existing members of staff. (2)

Only 25% of the advanced engineering and aerospace workforce in the West of England 25% are made up of female workers. (3)

In 2017/18 the number of people starting apprenticeships in engineering and manufacturing technologies in the West of England fell overall. However, the number of those starting advanced or higher apprenticeships increased. (4)

Ethnic minority groups are underrepresented in engineering: 8% working in engineering jobs are BAME, compared with 12% of the UK workforce. (1) Overview of provider’s responses to the Advanced Engineering & Aerospace Provider Action Planning cycle of activity

In the advanced engineering and aerospace sector, the Under the West of England Local Enterprise West of England can celebrate a strong and healthy Partnership’s key themes of: local skills system with an embedded talent supply chain. This system is mature and has been under 1. Improve Careers Education Information Advice development and continuous improvement for years. and Guidance (CEIAG) The four local FE Colleges all deliver engineering 2. Improve the relevance and/or quality of provision provision/courses and apprenticeships at many levels 3. Increase apprenticeship starts and availability of and the University of Bristol, University of Bath and higher apprenticeships UWE Bristol are regarded as leaders in the field of HE 4. Engage SMEs to boost productivity and build provision and research. capacity for growth 5. Enhance equality and diversity through multiple Added to the strength of the HE offer, the sector has career pathways benefited considerably with some important capital investment from the West of England LEP in recent years. There are first class Engineering and Aerospace The local FE and Independent Training Provider teaching and training facilities in FE based at Filton base along with UWE Bristol and Business West have (City of Bristol College) and Weston Super Mare responded to the challenges that this key sector has (Weston College) and The British Engineering and brought to the fore. Manufacturers Association (BEMA) has received capital funding from the West of England LEP to extend the workshop space and machinery based at Yate, South Gloucestershire.

Even with a mature skills system, traditional apprenticeship industry and significant inward local investment in facilities there are still on-going skills issues the sector faces in the region.

The advanced engineering and aerospace Provider Action Planning stream of activity has aimed over the last two years to challenge and resolve some of these issues. Advanced Engineering & Aerospace 2018 Skills Priorities, Issues and Objectives How education providers have responded in the region Skills Priorities and challenges from the Local Sector Skills Statements 2018 Priority One Improve Careers Education Information Advice and Guidance (CEIAG)

Issue in 2017/18 sector skills statement Efforts to attract females and BAME candidates into engineering are still failing. The sector struggles to have Despite great efforts to raise the profile of STEM a balanced diverse workforce representation and the subjects and the profile of the advanced engineering workforce is getting considerably older as the average and aerospace sector, there remains more to be done. age is 40+. There are some good examples in the GCSE entries over the last 5 years indicate declining region of businesses attracting more female learners numbers in STEM subjects. However, young people’s to apprenticeships but more of a joined up cohesive interest in engineering is growing. The proportion of approach is required. people who would consider a career in engineering has risen from 40% in 2013 to 51% in 2017. (5) However, The following section highlights the specific objectives the older these students get, the less likely they are proposed for education providers to respond to and to consider a career in engineering – 39% of 16-19- examples of their activity. year olds compared to 59% of 11-14 year olds (5). This evidence highlights the need to promote STEM Specific Objectives subjects in the primary and early secondary years in order to influence GCSE choices. It is crucial to sustain 1. Add value to existing careers activity by interest in the sector as a career choice as young encouraging greater industry-led involvement and people progress throughout education. commitment to ensure that interest in the sector is maintained throughout all stages of education. The first of the five key priorities areImproving Careers Information, Advice and Guidance. This is seen as • Learners at Weston College will be among the the crucial lever to enabling a more diverse workforce first in the country to study the new T-Level in sufficient numbers and enabling upskilling of the qualification with the college being one of just 54 current workforce. The advanced engineering and providers selected to launch the new technical aerospace sector with advances in technology has the equivalent to A Levels. The college has also opportunity for the region to be a true world leader if developed an employer forum to understand we have the workforce to compete. the needs of the industry and secure employer involvement. The Local Sector Skills Statements have highlighted that young people and those advising them in education do • Weston College engages with schools to promote not understand the breadth, depth or accessibility of courses in engineering, for example, half termly career opportunities across the advanced engineering workshops in robotics and are preparing to and aerospace sector. Also those already in the sector engage in Lego League, a worldwide competition are not progressing their skills in the numbers required. sponsored by IET, to encourage younger people to explore options within the engineering sector. There is a lack of candidates joining the sector, even with significant effort from initiatives to increase the • Skirting Science is an award-winning project where uptake in STEM subjects, and career opportunity engineering employers and specialists supported awareness taught in schools. There is interest among by Weston College staff with the aim to make younger school age of working in the sector, but it science, technology and engineering less daunting diminishes as they progress into secondary school. and more female-friendly. School pupils from the Weston area and across North Somerset took part Suggestions made to providers were to; support in the day-long event, which attracted companies schools with information and guidance and current and organisations including the Army and the NHS. ongoing initiatives such as STEM Ambassadors and Apprenticeship Ambassadors, increase work experience • City of Bristol College offered two school placements so work tasters are developed and engagement programmes funded by Rolls establish technical pathways that bridge technical and Royce and Airbus to encourage more school academic education that link into the sector. students to engineering disciplines. The school

students benefitted from attending the Advanced • Bristol University use a range of innovative Engineering Centre to learn about aerospace, jet approaches to engage a diverse range of students, engines and the theory of flight. employers, communities and stakeholders in engineering. There is a free podcast called • City of Bristol College have worked with the Engenius, which explores the future by talking with Engineering Development Trust to offer increased pioneering engineers, scientists, entrepreneurs opportunities for school students to experience and innovators of today. Local Innovate STEM engineering in a practical learning environment to club intends to airdrop science, technology, increase their awareness of the skills needed. engineering and mathematics right into the heart of local community centres. A pilot programme • SGS Berkeley Green UTC is working extensively is currently being run on the Lockleaze Estate in with industry partners such as Versarien, GE north-east Bristol. Aviation, Atkins, NBN, Allcooper, LB Bentley to provide industry input, co-design and co-delivery • BEMA engages with Tomorrow’s Engineers and of the curriculum with all learners working on live offers opportunities for STEM teachers and CEIAG projects designed by employers. staff within engineering.

• SGS College in partnership with Festomane and • BEMA recognises the opportunity to partner with industry partners delivered technical experiences WEAF to support schools and careers advisors for nearly 200 primary students and due to its delivering engineering focused careers sessions success, this is now established as an annual and information. engagement event.

• University of Bristol ran a successful First Year Summary of Education Providers Industrial Mentoring Scheme for engineering achievements and initiatives against students so industry experts can share their experience and expertise with students. It is the priority skills issue recognised that students benefit from building Leading aerospace engineering employers Airbus and self-confidence and developing skills that Rolls Royce have invested at strategic level to improve contribute to career success. industry led collaboration for careers information advice and guidance through their funded engagement 2. Bring together businesses, schools, colleges programmes at City of Bristol College. This best and sector engagement specialists such as STEM practice demonstrates a commitment by industry to Ambassadors, The Tech Partnership and Engineering support a longer-term initiative to widen participation UK to help develop pathways to professions and for school aged learners to experience both practical community engagement programmes. and classroom-based learning within a specialist engineering learning environment. This example of • All year 10 students at SGS Berkeley Green UTC industry investment, with collaborative delivery from entered the Engineering Leaders Award this year a college partnership, has resulted in higher levels of to raise awareness of the sector with SGS Berkeley school engagement with increased representation Green UTC winning the regional year 10 award. from both females and BAME learners.

• Weston College partnered with North Somerset Business West reported that while many employers Enterprise and Technology College (NSETC) a are willing to offer experiences of work, both schools 14-19 free school with a focus on STEM subjects, and post 16 providers (including the FE Colleges) to promote and deliver engineering programmes were unable to deal with the variety and timing of the with the school. offers. Many struggled to fit offers into the curriculum

timetable and offers were declined or not actioned in The WTPN have joined the AAN network and a timely fashion even if an introductory discussion or are introducing those networks to the provider meeting could eventually turn into a valuable work base to increase membership numbers of Young experience opportunity or apprenticeship. Apprenticeship Ambassadors.

Many employers fed back on a lack of support A City of Bristol College female apprentice who spoke for engagement with young people and their at the Skills West Advanced Engineering Immersion organisations. The FE sector expressed their desire to event (on Women into Engineering) is an example of a do more but lacked resource and time in giving the good role model for diversity in the sector and more of necessary support, although all were trying hard to these ambassadors could add value to CEIAG activities improve the help they could give. in schools.

SGS and Bath College have good employer guidance Additional feedback from UWE Bristol careers and documents with personal support, but the support employability team was the importance of reflection lacks consistency for their entire employer base. With by students on work experience. It is a system failing more resource this could become consistent across that the experiences are not always reflected on respective colleges. by students. This reflective process needs to be constructed carefully by professionals that understand UWE Bristol careers team have fed back that there are its value and then equip students with the knowledge fundamental flaws in the IAG system. Careers advisers to practice this as a lifelong learning skill. are professionals in advice and guidance but lack the relevant and specialised sector experience; this has Pathways between academic study and technical resulted in a limited reflection of the variety, depth and routes into the advanced engineering and aerospace breadth that an exciting career in engineering could industry were viewed as a key factor in increasing the encompass. number of good recruits from academic routes into the sector. Positive suggestions from UWE Bristol include the implementation across faculties of returning recent All the FE sector, particularly City of Bristol and SGS graduates to support careers awareness through their College, continued their efforts to enable learners to alumni connect programme. These returning graduates switch over to apprenticeships at a time which suits (who have recently travelled the path into work) know the learner, thus crucially keeping them academically the pitfalls and nuances of recruitment and have had developing. first-hand experience of the sector to relate back to undergraduates. Young Apprenticeship Ambassadors In the past the FE sector has not maximised the and alumni could further support the work of the opportunities for both learner and provider to progress CEIAG advisers in schools and at post 16 provision. City from full time courses on to an apprenticeship. i.e. of Bristol College and SGS College are developing their progressing from a level 3 course onto a level 3 alumni links better and see the impactful potential to (or even level 2) apprenticeship but focus on this enhance the CEIAG experience by using younger role progression is now encouraged more widely. models. It’s key for consistent CEIAG that all those in The South West Apprenticeship Ambassador Network academic education from schools to FE are clear was a suggested as an area for increased engagement that apprenticeship levels are not a direct correlation by the provider base across the timeline of the to academic levels. The setting of an apprenticeship programme. This is not something that is yet fully level is a reflection of the level of skill, knowledge and developed by the YAAN Network or by the provider competencies required to be efficient and competent base who are best placed to create the number and in the job role that is offered and there are now quality of ambassadors on offer. increased pathways for progression available.

The education sector is responding to the introduction of T-Levels through robust curriculum planning to pave the way for the changes to delivery and the requirement for greater industry led involvement in courses, employer co-design and increased opportunities for work placement experiences. Case Studies & Highlights Priority One

Bath College have invested in a school’s liaison officer to increase the number of school engagement visits and careers interventions with learners. They organised a Girls in Engineering, Construction & Computing event which was held in May 2018.

An excellent careers booklet has been produced by Weston College outlining each sector in detail with lines of sight to employment, wages, employers, examples of roles and provision available, followed up by the North Somerset Schools Careers Convention 2017 (6000 students). The college are also leading on the T-Level implementation as part of the national pilot and have a very active careers and progression team.

SGS College have organised 3000 placements in 2019 and their Edge funding in Gloucestershire has collected ‘mentoring’ pledges from 450 employers and produced a website with tools and videos for students, employers and teachers (www.theedge.co.uk) that can be used in the West of England.

BEMA as a local provider invited teachers to view their engineering premises and see learners in action.

UWE Bristol have several impartial engagement schemes for schools and their own students alongside an extremely innovative careers and employability team. One of their successes is the ‘BoxED’ scheme where the Engineering and Education faculties design an engineering project together; to be written into a secondary school maths lesson that contextualises engineering into the curriculum. Undergraduates can deliver the lesson, giving the teacher some respite from delivery and not adding further burden to the teacher to find careers teaching time. A win-win that is ground breaking in its approach.

Skills West (Business West) have generated 184 employability pledges from the advanced engineering and aerospace sector over the project period which includes 60 work experience placement opportunities for the Post 16 sector. These have been disseminated to the Post 16 provider base and schools as well as many other offers from employers. Skills Priorities and challenges from the Local Sector Skills Statements 2018 Priority Two Improve the quality and responsiveness of local education and training provision

Issue in 2017/18 sector skills statement 2. A lack of teaching staff, in turn, creates pressure on existing staff, leaving little capacity for The West of England is home to excellent engineering CPD programmes and upskilling (this can also be skills provision from colleges, universities and industry reflected in the school sector where teachers who recognised independent training providers with levels could give good IAG following CPD opportunities varying from entry level up to degree level. in industry have little time to take part in this type of activity). STEM teacher recruitment and retention remains a long-standing problem. Pupil numbers have grown The suggestions to encourage more staff to join by nearly half a million between 2011 and 2016 but education, increase opportunities for CPD and the number of STEM specialist teachers has remained encourage employers into the classroom have been largely the same. In 2017/18 there was an estimated repeated suggestions throughout the three iterations shortfall of 2188 STEM trainee teachers against of the advanced engineering and aerospace Local DfE targets. (1) It is crucial that the government, the Sector Skills Statements. engineering industry and education sector work together on innovative approaches to incentivise talent The following section highlights the specific objectives into the STEM teaching profession and to improve proposed for the education providers to respond to, retention. and examples of their activity.

The second of the five key priorities was to improve the quality and local responsiveness of education and Specific Objectives training. 1. Increase the supply and retention of STEM As documented in the Local Sector Skills Statement, specialist teachers through targeted recruitment ‘employers should work with education to create programmes and promotion. What do you do in technical education provision that supports the relation to this challenge? government’s ambition to ensure that every young person is presented with the option of world class • Weston College’s ‘Industry into Teaching’ technical education that is on par with academic programme showcases the offer to those working education’. in industry who are considering becoming teachers and this runs alongside a graduate The advanced engineering and aerospace sector has development programme to develop and a higher rate than average of difficulties recruiting encourage graduates into teaching STEM subjects. young people with the right technology skills. With • Weston College attend the Engineering and the advancement of new technologies, industry and Construction Recruitment Exhibition to promote education providers need to start preparing together to staff vacancies, opportunities and facilities and address future skills requirements. to highlight the positive aspects of moving from industry to a teaching career at Weston College. There are underlying issues in the education and training sector, particularly in FE provision that create • City of Bristol College utilise specialist trainers to pressures on the quality and responsiveness of enhance curriculum delivery of composites. programme development. • The Airbus apprenticeship programme delivered by 1. A lack of advanced engineering and aerospace City of Bristol College has provided opportunities teachers, trainers and assessors in the sector; it’s also for apprentices to develop an Airbus strategy for particularly difficult to entice skilled operatives with end point assessment on the new standards. recent and relevant experience out of the industry into a teaching career.

2. Create and support more engagement and • Investment in CPD activity for engineering interaction between education and business to bring technicians at Bath College through HPTA the latest technical developments into the classroom membership to ensure relevant and up to date and produce engineering students with relevant industry practice is translated to curriculum technical skills. delivery.

• SGS Berkeley Green learners benefit from • Industrial engagement is a strong focus for employer investment in specialist equipment in engineering at the University of Bristol, with a training workshops which usually would not be range of options to facilitate industry engagement available in a training environment. For example, capitalising on opportunities to co-create and FANUC robot at the site for joint industry and collaborate. Examples include funding and educational use. collaboration on research projects, industry placements, summer internships, mentoring • SGS Berkeley Green provides access to technical students and industry led undergraduate projects. qualifications not normally available at a traditional college, as well as gaining access to industry • Industry led placements are a pillar of engineering training platforms such as immersive labs. degrees at the University of Bath. Students put their knowledge into practice by undertaking an • In November 2017, City of Bristol College opened industry sponsored group business and design the extension to the Advanced Engineering Centre project. to accommodate increased capacity for specialist training for advanced engineering, aerospace, • A chosen number of key engineering employers additive layer manufacture, CAD and specialist work closely with academic staff at UWE Bristol to electronic testing following investment from ensure technical skills development is embedded the West of England LEP to meet the local skills into their programme; resulting in graduates with requirements of employers. the right blend of technical and transferable skills needed by employers to meet the demands of the • Weston College work closely with key employers engineering sector. to arrange CPD opportunities for staff resulting in up to date skills of teaching staff and a bridging • Spearheaded by Professor Richard McClatchey of the gap between the curriculum and the at UWE Bristol, a partnership with CERN in workplace. Switzerland has been ongoing since 1993. Five research students have secured CERN doctoral • Weston College have introduced a dedicated studentships and there have been a significant work placement team who liaise with employers number of CERN fellowships. to ensure that the work and industry placements for students ensure access to the most current • Collaborative and innovative graduates at UWE working environments and practices in the also develop their technical and leadership industry. skills on the Airbus Direct Entry Graduate (DEG) programme. The structured programme helps • To meet the specific needs of Wessex Water, develop a detailed knowledge of the chosen Weston College have worked in partnership to business function through placements in the UK co-design an engineering apprenticeship to ensure and Europe, with strategic partners, customers the students have the most up to date and relevant and suppliers. Individual programmes can vary technical skills for the industry. depending on the function joined. Each year there are up to 80 graduate vacancies in design, • Bath College have a clear career pathway from engineering and manufacturing engineering. level 1 to HND Engineering inclusive of electrical, Internships are also on offer for undergraduates electronic and mechanical technical skills and the programme has been co-designed with provision. Airbus.

Summary of education provider’s University of Bath’s new Institute of Advanced achievements and initiatives against Automotive Propulsion Systems (IAAPS) £60m the priority skills issue investment to be opened in Spring 2020 creating 300+ new jobs at Bristol and Bath Science Park. Local investment from the West of England Local National Composites Centre (NCC) announced in Enterprise Partnership in world class FE advanced December 2018 a further £36.7m investment from engineering and aerospace teaching facilities at both the UK Government via the Aerospace Technology City of Bristol College and Weston College have helped Institute (ATI), Local Enterprise Partnership and High to match ambition with action, but the difficulty in Value Manufacturing Catapult to further develop their encouraging teachers and assessors into the sector, facility with the existing 300 specialist researchers and especially trying to match pay rates is holding the engineers. sector back.

SMEs from Business West skills Immersion events There is evidence of tier 1 employers collaborating with report that a ‘just in time’ method of production education and offering time and resource for co-design can be a barrier to find the spare resource and time and CPD. FE provision works hard to enable more CPD in their organisations to develop new and existing for their staff, but it is an on-going challenge to find staff. The 20% ‘off the job’ requirements for the time to put this system wide continuous learning and new apprenticeship standards mean that utilising development programme in place. apprenticeships for SME upskilling of existing staff is proving difficult in the sector. There is a risk that with the advancement of technology, combined with new innovations in the The sharing of the apprenticeship levy and the region, that the resulting requirement for new skills relationship between primes and supply chain would in teaching and assessing staff means the regions need to build in an understanding of the requirements providers could begin to lag if not invested in and of 20% ‘off the job’ training and its ramifications for ‘just developed appropriately. in time’ production timetables for the supply chain to make effective use of this funding gift. The following current investments in research, development and manufacturing projects need a supply chain of skilled candidates from a range of the education supply chain, not just HE.

Airbus Wing Integration Centre (AWIC) opening in Spring 2019, in Filton, will be employing 250+ engineers supporting supply-chain partners within the Aerospace sector.

GKN’s Global Technology Centre have announced their new £32m centre in Filton, Bristol, opening in the Spring of 2020 and housing 250+ engineers.

West of England Aerospace Forum’s (WEAF) iAero Initiative is the development of two iAero Centres (Filton and Yeovil) and Future Supply Chain Clusters around High Value Design (HVD) Hubs has been approved by Somerset County Council this October for the respective iAero (Yeovil) Centre, 250+ engineers for rotary wings design. (i.e. helicopters). Case Studies & Highlights Priority Two

SGS College along with Business West, City of Bristol College and Bath College, led a very successful joint and collaborative ‘into teaching event’ where over 120 members of the public came to SGS Wise Campus to learn more about teaching in the FE sector. Engineering was a theme. This joint event was a real highlight of collaborative work amongst competing providers through the Skills West initiative.

Weston College ‘trade to teacher’ events e.g. contractors from RAF who wish to stay local and who no longer wish to travel across UK. There is unusually 50:50 male/female recruitment into ‘trade to teaching’. The college can’t compete on salary but other benefits like PhD’s, lifestyle, CPD at large employers on the shop-floor can be attractive to this potential candidate base. They also use these CPD opportunities for their existing engineering staff.

Bath College is making effective use of the employer base by providing specific engineering-related CPD opportunities for its engineering apprenticeship technicians.

Employer co-design is central to City of Bristol College engineering apprenticeship provision. To meet the skills needs of Airbus, City of Bristol College and UWE Bristol work in partnership to deliver the new standard for Aeronautical Engineering level 6 with apprentices attending year 1 at college and the remaining 3 years of their apprenticeship at UWE Bristol. The success of this programme has resulted in double the numbers of apprentices recruited by Airbus.

UWE Bristol has set up Industrial Advisory Boards to facilitate the exchange of ideas between the board members, academic staff and students in the Department of Engineering Design and Mathematics. They are used as a forum for strategic discussion to secure industrial projects that integrate within the undergraduate and postgraduate programmes, advising the department on the professional skills required by industry to ensure that the graduates produced meet employer needs. Skills Priorities and challenges from the Local Sector Skills Statements 2018 Priority Three Increase apprenticeship starts and availability of higher apprenticeships

Issue in 2017/18 sector skills statement Challenges chosen for providers to address the issues were centred on simplifying the messaging, helping Colleges and universities within the West of England SMEs to navigate the reforms, increasing numbers of are looking to grow engineering and aerospace starts and diversifying the cohort. apprenticeships. However, in 2017/18 the number of people starting apprenticeships in engineering and Through historically successful partnerships, manufacturing technologies in the West of England apprenticeships are embedded in the fabric of many fell overall. However, the number of those starting engineering organisations. However, the apprenticeship advanced or higher apprenticeships increased. (4) reforms rather than helping the industry, have slowed growth and thrown an otherwise stable apprenticeship In the engineering brand Monitor’s 2017 survey sector into some disarray. 58% of 11-14-year olds surveyed indicated that they knew almost nothing or just a little bit about There had been a 9% increase in the number of people what apprentices do and the different type of starting higher level engineering apprenticeships in apprenticeships available. Understanding was similarly the 2015/16 academic year and an overall increase in low amongst parents with only 46% indicating apprenticeship starts from 820 in 2014/15 to 1254 in knowledge of what apprentices do and 55% about 2015/16, but apprenticeship uptake at the intermediate the different types of apprenticeships available. (1) and advanced levels has now stalled and even declined There is a similar picture within industry with 52.1% since the reforms were introduced. (4) of advanced engineering and aerospace businesses responding to the Business West Skills and Training That is not to say that the reforms and levy are not Survey 2018 reporting to have no knowledge of the welcomed. Most providers and many employers agree new apprenticeship standards and 54.9% reporting no that they are needed and the concept of funding, knowledge of how to use apprenticeships to upskill qualification and delivery reform to improve the quality existing members of staff.(2) It is clear work is required and the brand are welcome developments. to raise awareness of apprenticeships across all stakeholders. With Levy payers now able to distribute What has been difficult, time consuming and very some of their levy payment down to supply chains costly for the provider base is the implementation further support is required to ensure best possible use of the levy and reforms, pace of change, impact on is made of these national initiatives. income and expenditure, false starts and policy U-turns from those in charge of the system. The third of the five key priorities is to increase apprenticeship starts and availability of higher The following section highlights the specific objectives apprenticeships proposed for the education providers to respond to, and examples of their activity. The priority of Increasing apprenticeship starts, and the availability of higher apprenticeships has created a mixed set of results from the sector.

The Local Sector Skills Statement notes that the local provision landscape is complex and industry finds it difficult to navigate. In addition, institutions fear that the apprenticeship levy, whilst a worthy initiative, may have an unintended consequence in setting up more fragmented and competing providers, more apprenticeship standards and more accreditation bodies, thus adding to the confusion rather than clarifying the situation.

Specific Objectives skills including engineering design, maintenance, advanced manufacturing and mechanical 1. Work with larger levy payers to ensure they are engineering skills. Learners will undertake relevant making best use of their apprenticeship levy and are work experience and this programme allows for aware of how any unused payments can be dispersed a clear pathway and a smooth transition from through supply chains. college into an apprenticeship.

• Weston College have engaged with employers to • A student CEIAG/Recruitment Model established deliver traineeships which has resulted in increased (via GKN initiative) to support recruitment selection apprenticeship provision to maximise use of levy days (Tech/Academic routes into apprenticeships) funds. GKN employed more apprentices than runs at Weston College. Level 2 Performing they planned following a successful traineeship Engineering Operations learners can progress to partnership. Level 3 and apprenticeships (Inc. L4 and onward into degree level). The college are always aware • The Training Solutions team at Weston College that curriculum must support and provide use the FAS system to profile out payments for progression. employers thus demonstrating how their levy is being used and where they could use any leftover • The Brighter Futures Fair at Weston College fund. This profiling activity ensures advice on the brought together the College’s University best use of allocation of any extra fund. GKN and Centre (UCW) and training solutions team Wessex Water have engaged with this system (apprenticeships) to offer advice and guidance and received advice on how to disperse their levy through support tutorials and parents’ evenings. through their supply chain. • The Apprenticeship Skills Adviser team at City • The new standard for Manufacture Engineering of Bristol College work alongside engineering level 6 was developed in partnership between curriculum staff at college open evenings to give City of Bristol College, with curriculum co-design specialist advice and guidance to learners on the input from Babcock and BHGE, to ensure the right right options to meet their individual career needs. apprenticeship programme is available for key employers to utilise their levy spend. • City of Bristol College deploy study coach staff to instil ambition and keep learners on the • SGS College Employers Apprenticeship Levy and programme and progress into jobs. It is vital at the Reforms conference is now in its 3rd year and is outset that learners are coached to understand seen as a highlight in the calendar of regional levy what jobs they want and take the right courses. events. • City of Bristol College case study: First ever 16-year-old Airbus apprentice - not a good school 2. Provide clear, accessible apprenticeship advice experience (ADHD), carried out work experience and guidance to individuals and employers with clear at Airbus who encouraged him to apply for a job pathways and entry points. and although he failed English GCSE is now on an individualised training programme, re-took GCSE • Weston College has been selected as 1 of 12 as part of the programme and has now training providers nationally to offer an Engineering been successfully recruited by Airbus. Construction Pre-apprenticeship Programme. The • At City of Bristol College learners on full-time Introduction to Engineering Construction (ITEC) engineering courses progress onto apprenticeships Programme will focus on providing high quality at higher/degree levels. Post Level 3 engineering technical skills training for students looking to is delivered at City of Bristol College with Level 4+ work in the engineering and construction industry. HNC (levy conversions) onto Level 6 engineering, Learners will have the opportunity to develop their

the college delivers year 1-2 then progress to UWE time-consuming part in the management of process. for year 3. Added to this is a desire for providers to move to the better funded standards which traditionalists in the sector aren’t necessarily keen to do. 3. Work to promote apprenticeships as a high-quality entry route to the sector as well as a vehicle to Feedback from providers and employers is that an upskill, retrain and repurpose the existing workforce. SME in a competitive ‘just in time’ procurement and manufacturing system doesn’t have the resource • The first-degree apprenticeship programmes to deal with all of this effectively and the change to launched by UWE Bristol in 2017 include a range process added to a change to the qualification and of engineering apprenticeships providing clear delivery models is confusing them. pathways and progression routes for existing apprentices and new entrants to meet the SMEs also employ many generalists; apprenticeship competitive skills and technical demands of the standards are very much role specific. engineering sector. The providers have had to invest sales resource into • Strategic partnerships between UWE Bristol, the potentially lucrative levy market with countless City of Bristol College and Weston College have new procurement and bid/tender rounds for large resulted in new standards for apprenticeships employers thus diverting energy from the SME market. being developed and delivered to meet the Added to this; resource is needed to support SMEs to specific technical skills needs of major engineering overcome the bureaucratic complexities of the new employers. system. Finally, providers have at times struggled to fit enough SME apprentices that are earmarked to become generalists, into role specific standards. Summary of education provider’s achievements and initiatives against Building cohorts can be problematic for providers the priority skills issue unless there is careful co-design of the content of the standard, which poses difficulties if there are There are positive success stories with tier 1 employers numerous SME apprentices to include. ‘Off the shelf’ around the development of apprenticeship standards design of apprenticeships is far easier for providers and a number of co-design solutions. The levy has but defeats the objective of the employer to be a energised large employers already engaged to adopt designed led system. As it stands, only tier 1 larger more standards as they become available. employers can spare the resource to second staff to a year-long (and sometimes much longer) trailblazer The development of degree apprenticeships is a standard development group and therefore the voice welcome addition for the sector’s training offer. The of engineering SMEs needs can be lost. All providers introduction of UWE Bristol into the market with their have committed resource and effort into overcoming partnerships with City of Bristol College and Weston these issues. Marketing messaging efforts about College are all positive developments for employers simplification of the processes required in the new and the variety of learning on offer to their workforce. apprenticeship system is on-going with great examples of collaboration between providers. Business West But there are potential difficulties emerging with the (Skills West) have been significantly involved in these SME supply chain in the new world of apprenticeships. collaborative efforts by the provider base (in particular the SGS College employer levy and reforms event and The reforms have added layers of cost, complexity and the Bath College apprenticeship fair). bureaucracy to the system of payments and funding management. In the past providers would complete Another area of intervention that could help is the all administrative and process activity on behalf of recruitment of apprentices for SMEs. There is an excess employers but now employers are playing an equal and of good candidates for roles with tier 1 employers

and many candidates do not get hired, yet there is a lack of candidates for SME vacancies. This could be an IAG issue or a parental push to ‘marquee’ names. Tier 1 employers with excess candidates and providers could potentially support the SME supply chain by encouraging the excess candidate pool to consider a different apprenticeship within the industry. There are some tools and models emerging in the region to further this.

Diversifying the apprenticeship candidate pool has been discussed previously in the IAG section and will continue into the final diversity theme. Young apprenticeship ambassadors from diverse backgrounds meeting, supporting and mentoring potential new recruits from school and FE is an area of activity which has the potential to bear fruit. UWE Bristol’s Equity programme uses alumni and coaching/mentoring activity results have been positive. Recent younger recruits into the engineering sector could have more impact than a generalist IAG, a training provider or teacher/tutor. Possible solutions worth exploring, if feasible, to help SMEs diversify their workforce could come from creative use of unspent apprenticeship levy funds.

1. Tier 1’s with an excess of applicants ‘sponsor’ a good diverse candidate to the supply chain and gift the training element of unspent levy with it (this would work best with 19+ candidates as 16-18-year olds are fully funded for SMEs).

2. Some of the 20% off the job apprenticeship training requirement could be utilised on projects at a tier 1 employer, bringing the supply chain and tier 1 employer closer together thus giving the candidate a potentially richer learning experience. Case Studies & Highlights Priority Three

The Engineering Centre of Excellence at Weston College, which is used for apprenticeship training, is now in the 2nd year of operation and has attracted key local internationally important tier 1 aerospace employers.

The engineering apprenticeship curriculum lead for City of Bristol College supported Airbus to develop a strategy for effective utilisation of their levy for new apprentice entrants, existing staff and allocation to support investment of skills development for their supply chain. An outcome of this work was the introduction of two new apprenticeship pathways at Airbus for level 3 aeronautical and technical support.

SGS College have invested in an extensive employer responsive team to work specifically with employers to ensure they are responsive to their training needs and advise on levy utilisation. Recent notable engineering partners include Dyson and Boeing.

Employer co-design is central to City of Bristol College engineering apprenticeship provision. To meet the skills needs of Airbus, City of Bristol College and UWE Bristol work in partnership to deliver the new degree standard for aeronautical engineering level 6 with apprentices attending year 1 at college and the remaining three years of their apprenticeship at UWE. The success of this programme has resulted in double the numbers of apprentices being recruited by Airbus.

The Apprenticeship Fair at Bath College provides dedicated specialist advice and guidance to employers on accessing apprenticeship provision to fully utilise their levy. Skills Priorities and challenges from the Local Sector Skills Statements 2018 Priority Four Engage SMEs in the active retention of staff through programmes of skills development and training to ensure increased productivity and sustainable growth

Issue in 2017/18 sector skills statement The ability to create and deliver training programmes for new recruitment of un-trained candidates and With the advancement of technology and automation training and staff development for existing staff requires within the advanced engineering and aerospace sector spare capacity/resource in an SME. and the shift towards an hourglass economy, the skills sets required within the industry are changing. Whilst SMEs are under ‘just in time’ contractual, In order to increase the productivity of the sector and competitive, cost pressures, employers have fed the wider economy, it is crucial to upskill, retrain and back that it is difficult to find enough spare time and repurpose those already working in the industry. By resource for valuable training and development. This 2030, according to a recent McKinsey Global Institute presents ongoing difficulties for the sector. report as many as 375 million workers (14% of the global workforce) may need to switch occupational The Local Sector Skills Statement challenges the sector categories as digitisation, automation, and advances in to focus on increasing apprenticeship take up by artificial intelligence disrupt the world of work. SMEs as the key activities to support employers with funded training, helping them navigate the reforms, In order for SMEs to remain competitive, they encouraging them to upskill existing staff using must look to retrain and upskill workers who may apprenticeships. Much of this activity has already been be midcareer, middle-age workers as opposed to discussed at length in the previous section. replacing the existing workforce with new entrants. 53.5% of businesses in the region have a staff training The following section highlights the specific objectives and development plan. With 73.2% of businesses proposed for the education providers to respond to offering training to employees in the last 12 months.(2) and examples of their activity. This suggests that training in the sector is embedded. However, the Business West Skills and Training survey Specific Objectives unveiled that 54.5% of businesses in the region reported that the lack of new skilled recruits increased 1. Encourage more SMEs to invest in training in (2) the workload for existing staff. Therefore, it’s order to future proof their business and increase imperative to explore best practice in the upskilling of productivity. existing staff to retain productivity and maintain staff welfare. • To provide ongoing support to SMEs, Weston College run myth busting business events using The fourth of the five key priorities;engaging SMEs digital tools such as short films and advertising to boost productivity and build capacity for growth, to provide businesses with accurate, up to date highlighted barriers for developing the SMEs workforce. and useful information around the apprenticeship opportunities and funding routes. Primarily a recent aerospace supply chain study highlighted that ‘the main barriers to growth in the UK • City of Bristol College have promoted to SME aerospace supply chain are the length of contracts employers the opportunity to replace apprentices with prime contractors and the availability of skills attending their ‘off the job’ training element with FE and training. The Prime and Tier 1 procurement full time learners on work experience. requirements, within the engineering sector, do not encourage training and lifelong learning, therefore SMEs within the supply chain are not obliged to provide training opportunities.’

UKCES identified encouraging employers to invest in upskilling and developing their workforce as a key action for the future.

2. Education providers to work in partnership with Summary of education provider’s businesses to raise the awareness of apprenticeship achievements and initiatives against reforms and the financial support available for new the priority skills issue starts and upskilling existing staff. Apprenticeships have been proposed as the best • Engineering apprenticeships featured in the way to support SMEs by the funded provider base ‘200 in 100’ campaign at Weston College aimed who have little commercial offers for engineering at achieving 200 apprenticeship sign ups with SMEs. If apprenticeships are the preferred option, employers in 100 days through active promotion providers need to respond flexibly in their approach to of the offer along with providing advice and employer needs. Education providers are responding guidance to employers with the target reached in by adding specific training requirements into the new 71 days. This successful engagement resulted in apprenticeship standards where possible. This activity apprenticeship starts for new jobs and upskilling creates extra added value and is a highlight of the existing staff. providers responses to opportunities that the new apprenticeship standards can offer. If enough of a • Weston College use training needs analysis with cohort can be put on programme from a number of employers to identify other training opportunities SMEs then this bespoke offer is of real value. for employers, for example, upskilling existing staff on management training programmes and A continuing area of concern for the SME employer apprenticeships. base is the potential future pace of change in industry; • Bath College have introduced a traineeship as with the advancement of technology more training programme to encourage employers who had not for staff will be required. With current challenges in previously considered apprenticeships to engage engaging SMEs to upskill staff some creative solutions with the benefits of skills training for young people. need to be found for the future. Tier 1 employers have a valuable role to play in supporting the training and development of the supply chain. 3. Encourage SMEs to consider how best to use apprenticeships to retrain or upskill existing employees.

• To support increased engagement with SMEs, the University of the West of England (UWE) will develop a SME apprenticeship recruitment strategy through its newly introduced Apprenticeship Hub. This will give expert advice and guidance to SMEs employers on the portfolio of degree level engineering apprenticeship programmes offered and access to funding. Case Studies & Highlights Priority Four

Weston College have used new approaches to address aspects of the apprenticeship programme that have previously been barriers to SME business. For example; advice on 20% off the job to rotate staff and apprentices, not only meet the obligation but also enhances the skills and learning of other staff members and gives them a more rounded view of the business.

Bath College offers advice, guidance and support for SMEs at their apprenticeship fair.

City of Bristol College have recruited an engineering sales specialist, which has driven up numbers of apprenticeships in SMEs.

SGS College’s annual apprenticeship levy and reforms event for employers has good representation from SMEs. Skills Priorities and challenges from the Local Sector Skills Statements 2018 Priority Five Support SMEs to be inclusive and effective in staff recruitment • Reflecting on how the objectives in this section can address equality and diversity. • How to build the talent pipeline in the region.

Issue in 2017/18 sector skills statement Engineering & Aerospace Skills Immersion on Diversifying the workforce’ with Business West and a Diversity within the advanced engineering and graduation event at Aerospace. aerospace sector remains a challenge. In the West of England, just 25% of the workforce are female (3) which Feedback from those that attended both the skills is slightly better than the national picture where just immersion events and the graduation was that role 20.5% are female. (1) The BAME community are also models were far more likely to encourage peers into very much under-represented in the sector. With the sector than any training provider or CEIAG activity. competition for high skilled workers increasing, The young apprentices themselves noted that after employers in the advanced engineering and aerospace speaking to their peers many became interested in sector need to expand their traditional recruitment following a similar route to employment they hadn’t methods in order to increase the talent pool available previously considered. to them. In the Business West Skills and Training Survey 2018, 57.7% of businesses in this sector used There are no quick wins here, active interventions recruitment agencies to advertise roles. It is important are required which take time, effort and resource, but to explore a wide variety of platforms to promote if interventions are put in, small positive results will vacancies within this sector to attract a more diverse ensure strong foundations that can be built on. talent pool. The following section of the report details suggestions The fifth of the five key priorities is for SMEs to be made to the providers to improve diversity and inclusive and effective in staff recruitment and this inclusion and their responses. priority needed to be addressed by the provider base and employers working together. Specific Objectives

Suggested activity from the Local Sector Skills 1. Explore the development of regional Statements includes ‘Working with and supporting the apprenticeship role models to act as ambassadors Apprentice Ambassador Network to enable all schools particularly around the recruitment of BAME to access apprentice speakers. This will include utilising candidates. the support of existing networks and STEM initiatives.’ • Young Apprentice Ambassadors are used at Another suggestion was to ‘work with SMEs to Weston College to share their experiences promote the opportunities of varied work patterns with others and promote the success of and encourage opportunities for work experience and apprenticeships. internships as a route into the industry.’ • Weston College are working with UWE Bristol There are continuous conversations about the lack of on setting up panel debates and events where diversity in the sector and at many skills related events apprentices will highlight their experiences and employers discuss this issue with a desire and a vocal how the apprenticeship programme has helped commitment for change. Unfortunately, it seems them secure a career in engineering; setting methods of recruiting new entrants into the sector ambition for degree level apprenticeship in prevent this change. engineering as progression.

Utilising Young Apprenticeship Ambassadors could • City of Bristol College draw upon the experiences increase diversity in the sector and there is no doubt of existing engineering apprentices to support that confident young ambassador’s make an impact school students attending the Airbus and Rolls on an audience. A City of Bristol College apprentice Royce sponsored school engagement programme ambassador spoke passionately at the first Advanced

at the AEC to promote engineering disciplines • The Training Solutions Team at Weston College to more young people and raise participation for help SMEs to develop inclusive job descriptions females and BAME candidates. and recruitment processes by working closely with SMEs around their expectations of taking on • Airbus have successfully recruited a number of young people to dispel any myths or stereotypes BAME engineering apprentices as a result of a and use previous apprentices and trainees as case planned and targeted recruitment campaign studies to promote where there has been positive outcome.

2. Work with SMEs to promote the opportunities of varied work patterns and encourage opportunities Summary of education provider’s for work experience and internships as a route into the industry. achievements and initiatives against the priority skills issue • 250 students at SGS Berkeley Green studying engineering undertake work experience either as There has been a lot of work in this area from the a solid week or as a longer-term placement of 3 training providers in the region. There are indications months or more at 1 day a week. The success of that providers and businesses are being more proactive this activity has resulted in many employers asking to encourage more females into the sector but more for longer term work experience to be extended as needs to be done at an earlier age and mentoring learners add value to their business. throughout school is key.

• Weston College use traineeships with SMEs as a City of Bristol College use the experience of alumni pre-apprenticeship programme to give businesses to provide valuable insight to job roles and careers in a way to source new talent and opportunity to industry, and to advise on progression opportunities know the learner before potentially offering them and work experience activity by adding value to an apprenticeship or job. This has proven to be curriculum led skills development. Peer mentoring successful with most of the businesses engaged and support is provided by higher education students deciding to progress their successful learner onto at City of Bristol College offering level 3 students an apprenticeship with the benefit of a higher advice on their progression options for both work and retention rate of apprentices progressing and qualifications. achieving. City of Bristol College also draw upon the experiences • Apprenticeships and degrees at Weston College of existing engineering apprentices to support can be offered as a part time course to meet the school students attending the Airbus and Rolls Royce flexible needs of SMEs. sponsored school engagement programme at the AEC to promote engineering disciplines to more young • Weston College have supported SMEs to develop people and raise participation for females and BAME sector-based work academies which include work candidates. experience and work placements along with the development of employability skills to provide The Training Solutions Team at Weston College also learners with a different route into the industry. help SMEs to develop inclusive job descriptions and These are bespoke to each employer and aim to recruitment processes by working closely with them get people into employment as well as helping around their expectations of taking on young people SME businesses to recruit high quality staff who to dispel any myths or stereotypes and use previous help to sustain and grow their business. apprentices and trainees as case studies to promote

where there have been positive outcomes.

UWE Bristol diversity lead on the Equity programme has spoken at length of the numerous difficulties there are in attempting to diversify the student and employee pool in sectors with a non-diverse workforce. This work at UWE established some key support systems that have been utilised effectively, using ambassadors was a key element of the programme.

Issues they found in their research that were particularly resonant with the advanced engineering and aerospace sector were:

• Visual representation of a workforce can make candidates less confident about joining an employer where they would undoubtedly be a minority.

• BAME candidates could often lack belief in their abilities which holds them back from applying confidently against criteria and at interview.

• Unconscious bias from employers was prevalent (it’s a reaction of the unconscious mind and takes real effort to change).

• Non-flexible working arrangements do not favour women who at some point in their career may want to have children.

Rolls Royce fed back and reflected on these research findings at the Skills West immersion dinner in 2018. They expressed their concern that their inflexible and traditional working arrangements could easily put off females and even millennials or Generation Z from applying to work for them. These groups of potential candidates would be tempted by more flexible and modern workplace arrangements in other sectors. Rolls Royce are investigating what could be altered, otherwise they felt they could be left behind in the search for future talent. Case Studies & Highlights Priority Five

At Bath College the new school’s liaison officer has increased school engagement via visits, careers fairs and talks. They organised a Girls in Engineering, Construction and Computing event (May 2018) and are using ex- students to promote this.

City of Bristol College are building a series of case studies on individuals who are successfully undertaking a programme where there is stereotypically a gender bias e.g. women into engineering and men in childcare; by building this bank of materials and by using them to promote inclusion more effectively, it is hoped to break down barriers.

Bristol City Council’s Diversity Apprenticeship Hub has received funding via the West of England LEP in the form of unspent apprenticeship AGE Grant funds, this will hopefully be utilised to encourage different groups into the engineering sector.

Weston College Training Solutions Team help SMEs to develop inclusive job descriptions and recruitment processes by helping dispel any myths or stereotypes and use previous apprentices and trainees as case studies to promote positive outcomes. Advanced Engineering & Aerospace Sector Summary of Gap Analysis and ongoing challenges

There are very few level 2, 4 and 5 apprenticeship subsequent support is not dealt with consistently standards in delivery in the West of England region. across the region, including in schools, yet employers Of most concern is that there are no level 2 standards are continuously asked to give their time to engage. available for school leavers and this is reflective across most sectors. Young people that traditionally More teachers and assessors (and end point assessors) start level 2 apprenticeships often thrive in a are required in the education and training industry practical environment and achieve. Without a level 2 - there are simply not enough new applicants with apprenticeship programme as a progression route into recent and relevant skills from the engineering and an advanced apprenticeship some learners will not aerospace industry joining the teaching sector. have access to opportunities as a direct entrant at level 3. Sixth form or classroom college teaching could also Role models are imperative to increase new recruits prove difficult for some learners and level 3 T-Levels wanting to join the sector, supporting CEIAG, both in are still a long way from being a direct comparison to a visual marketing (paper, online, film etc.) and in person. work-based approach. There are positive success stories across the region but providers need to encourage more employers to join The introduction of T-Levels (and the climbing the Apprenticeship Ambassador Network as engaged frame approach to stepping between and off and on employers have more influence than providers do disciplines) has the potential to revolutionise pathways on their peers. Alumni (both HE and FE) and Young that can be effective for learner journeys. There could Apprentice Ambassadors should be utilised for be potential problems around the T-Levels with maximum benefit. The whole sector will benefit from imperfect CEIAG. The lead Apprenticeship Manager this initiative. at Wessex Water seriously doubted that a graduating learner from a T-Level after 2 years of study and 3 BAME candidates and females need to be identified to months of work placement could ever hold the same act as ambassadors and mentors. Their engagement in currency and value as an apprentice. Employers helping the sector diversify should be prioritised. suggested that a level 3 T-Level graduating learner should begin a level 3 engineering apprenticeship as More work like UWE Bristol’s Equity programme could a valid progression route. CEIAG and academic staff be developed to enable more BAME candidates to as well as learners and employers need to be clearly enter the sector. Although costly in time and effort, informed about the seemingly sideways progression without intervention of this kind little could change. route to employment. Embedded beliefs of both potential applicants and recruiters are hard to change. Once effective models More work experience (and experiences of work) have been found to work the process of adoption are required for learners, both for those who are amongst providers and employers could be of scale. considering a career in the sector and those who could be starting a T-Level in the future. It would be positive There are concerns with the development of for employers to embrace that the time and effort apprenticeship standards from the tier 1 employer required in establishing placements or experiences of dominated trailblazer groups. The sector has a long work as a benefit not a cost. It could be a short-term tradition of apprenticeship frameworks that suit the cost in time and resource that can lead to longer-term sector well as they are quite generalist and fit both benefits. the tier 1 employers (Airbus, GKN etc.) and the supply chain. New apprenticeship standards are however Providers need to improve their responsiveness role specific. Many SMEs want frameworks but tier and customer service offer to employers offering 1 employers’ desire standards. Finding the required experience of work opportunities, especially unique solutions for cohort numbers could continue to or untimely offers. Responses to employer offers and present problems. Providers cannot continue with

frameworks indefinitely as they will be switched off by 2020.

SMEs have been asked to make a 10% (soon to be 5%) funding contribution to apprenticeship training. Many SME employers do not like this funding methodology and this could prove problematic for the recruitment of 19+ learners leaving FE or sixth form and wanting to progress to an apprenticeship. 19+ learners are vulnerable as funding opportunities start to reduce. Solutions to this potential issue need to be found. The progression of a 19+ T-Level student to an apprenticeship in an SME could become problematic.

The 20% off the job training requirement is being used very positively and creatively in many sectors including advanced engineering and aerospace but the sector work’s in a ‘just in time’ supply chain system and finding the organisational resource and time for existing staff in SMEs to reap the benefits that can be gained training via an apprenticeship standard could prove difficult. At a key time of innovation, it is essential that employees of SMEs find the space, time and resources to upskill.

The end point assessment process for completing apprentices is an issue in most sectors due to the volume of assessors required and standard of quality. This crucial qualifying process has not had chance to develop fully yet and providers are concerned of significant problems potentially looming and therefore this needs close monitoring. Advanced Engineering & Aerospace Conclusions and potential recommendations for the future

There are many solutions to close the current skills The government bodies in charge of the reforms and gaps in the West of England advanced engineering and T-Level introduction do need to take account of the aerospace sector and it is important to note that the provider voice, as every intervention has unintended education provider base continues to improve their consequences (i.e. progression from T-Levels to provision, customer service and engage with regional apprenticeships) and providers with an eye on the initiatives. Employers are equally investing time, money practicalities of delivery can offer thoughtful and and people and many of the successes have been a impactful advice. consequent from this joint effort. Further government investment in apprenticeships Education providers have responded to potential could make a difference. The long term practical solutions, worked collaboratively and have reported embedded nature of learning that takes place on an back on their progress throughout the life of the apprenticeship is hugely valuable to an individual and Skills West programme. In return there have been an employer. The uncertain macroeconomic forecasts, some significant investments made in the sector by pace of innovation and stiff competition from abroad governing bodies in recent years, which has been very means we need now, more than ever, to invest in welcome. However, there is still more work to be done. our skills system so it is the envy of the world and is accessible to all and serves industry. CEIAG is not effective enough and providers and employers could support this agenda further Supporting SMEs further will also require more through effective use of role models, mentors and intervention either from government or more help ambassadors. Peer to peer support along with from within their own eco-system in the form of employers encouraging, supporting and mentoring tier 1 employers. SMEs resources are stretched and other employers could add considerable momentum everything possible should be done to help them grow to areas which need improvement. to a point that they can build in the spare resource and capacity to have an advanced learning, development Any additional time and resource employers can give to and recruitment system in place. work placements, co-design and further experiences of industry would be welcome and need to be viewed as The diversity issue needs to be tackled together. a long-term investment by employers rather than short Both employers and providers need to consider term cost. Providers on the other hand need to be more in-depth interventions to make impactful more responsive, flexible and customer oriented when difference. Similar programmes to UWE Bristol’s Equity offers come in from employers. programme need to be considered for replication. Mentoring, coaching, role models, marketing, support More teachers and assessors are required along with with unconscious bias, job advert and job specification end point assessors. A possible solution is industry workshops will all help to address problems that have support through utilisation of staff ready to semi retire been ingrained for a number of years. and the provider base thinking regionally on how to share this valuable resource.

Increasing apprenticeship start numbers are anticipated as both providers and employers become experienced in managing the impact of the reforms, but this needs to be supported by continued simplification of messaging and processing. Summary of Advanced Engineering & Aerospace Education Provision in the region

Classroom based provision across the four FE The West of England is well served by apprenticeship Colleges in the West of England provides substantial delivery across a diverse range of engineering opportunities for learners to progress from level 2 to disciplines between the four FE Colleges and BEMA. higher education programmes at levels 4 and 5 across However, many of the apprenticeship programmes in a range of engineering disciplines. some education providers continue to be delivered as SASE frameworks especially at levels 2 and 3. The breadth of higher education qualifications on offer SME engineering employers are slower to make the across the FE Colleges outweigh the number of higher transition to apprenticeship standards because of and degree level apprenticeship programmes available their generalist skills requirements and value existing between FE Colleges and UWE Bristol. However, it frameworks in meeting this need. The providers with must be noted the positive impact of UWE Bristol, a substantial framework offer have a long history of Weston College and City of Bristol College offering traditional apprenticeship delivery with an existing an apprenticeship standards portfolio at level 6 and employer base. They have all benefited from successes level 7 to meet the demands of employers who wish of apprenticeship programmes and increased emphasis to continue to invest in skills development through an is needed to support all employers to understand the apprenticeship route. new requirements of apprenticeships and embrace standards in the sector. Strategic curriculum planning The higher-level programmes offered by FE Colleges within FE Colleges has prioritised an acceleration of for HNC, HND and foundation degrees are valued by standards development in line with apprenticeship engineering employers and remain a chosen route for funding reforms. both learner progression and existing staff in industry who wish to upskill. Significant numbers of engineering Each of the four FE Colleges have introduced employers invest in their staff through sponsorship to apprenticeship standards for engineering which undertake a higher-level qualification, but it remains are the result of long-term employer collaboration necessary to continue to advise employers on the and co-design. UWE Bristol is a welcome entrant to increased choice of skills and knowledge acquisition apprenticeship delivery with an apprenticeship portfolio through the higher and degree level apprenticeship that delivers specialist engineering programmes at route. level 6 and 7 alongside partnership delivery with City of Bristol College and Weston College.

Please Note: The following is a summary of what full time provision is available in the region gathered to the best of the authors’ ability. University provision at degree apprenticeship level has also not been included where provided. Please go to the website of the respective education provider for further details. West of England Advanced Engineering & Aerospace Education Further Education Provision in the region Courses, Pathways & Apprenticeships up to foundation degree level

Apprenticeship Framework Bath Bristol SGS Weston UWE BEMA

Aerospace Engineering L3 L4

Composite L3 L2 L3

Electrical & Electronic Engineering L3 L4

Engineering Fabrication & Welding L2 L3 L2 L3

Installation & Commissioning L3

Maintenance L3 L2 L3

Maintenance & Installation L2

Performing Engineering Operations L2 L2 L3

Performing Manufacturing L2 Operations

Engineering Mechanical L2 L3 L4 L2 L3 L2 L3 Manufacturing

Engineering Technical Support L2 L3 L2 L3

Engineering Technician L3

Engineering Toolmaking L3

Engineering Manufacture L3 L2 L3

Refrigeration & Air Conditioning L2 L3

Apprenticeship Standard Bath Bristol SGS Weston UWE BEMA

Aerospace Engineer L6 L6

Engineering Degree Apprenticeship L6

Mechatronics Maintenance L3 Technician

Product Design & Development L3

Electrical & Electronic Engineering L3

Engineering Technician L3 L3 L3 L3

Digital Electronic Systems L7 Engineering

Nuclear Scientist & Nuclear L6 Engineer

Electrical, Electronic & Control L6 Engineering with Nuclear

Classroom Based Learning Bath Bristol SGS Weston

Engineering National Diploma L3 L3 Fd L3 L3

Engineering Technology Diploma L2 L2 L2

Engineering Technologies Certificate L3

Engineering Mechanical HNC HND HNC HNC Fd

Engineering Manufacturing HNC

General Engineering HNC HND

Engineering Operations HNC

Aerospace Engineering Manufacturing Fd

Electrical and Electronic Engineering HNC HND HNC HNC

Mechatronics Fd

Aircraft Maintenance L2 L3 HNC

Aviation Ground Operations L2

Welding L1 L2 L3 L2

Electrical Installation L2 L3

Engineering Design L3

Performing Engineering Operations L1 L2

Refrigeration & Air Conditioning L2 Apprenticeship standards now available for use nationally

Name Level Integrated Degree

Manufacturing engineer (degree) 6 non-integrated degree

Product design and development engineer (degree) 6 non-integrated degree

Aerospace engineer (degree) 6 non-integrated degree

Aerospace software development engineer (degree) 6 non-integrated degree

Science industry maintenance technician 3

Refrigeration air conditioning and heat pump engineering 3 technician

Systems engineering masters level 7 non-degree qualification

Engineering design and draughtsperson 3

Welding - level 2 2

Welding - level 3 3

Embedded electronic systems design and development 6 non-integrated degree engineer (degree)

Aircraft maintenance certifying engineer 4

Maintenance and operations engineering technician 3

Composites Technician 3

Power engineer (degree) 7 integrated degree

Postgraduate engineer (degree) 7 non-integrated degree

Engineering Technician 3

Process automation engineer (degree) 7 non-integrated degree

Propulsion technician 4

Engineering operative 2 Regional Centres of Key Training Professional Networks Excellence and Research Providers and Organisations The Advanced Composites City of Bristol College, Advanced Engineering Employers Federation (EEF) Collaboration for Innovation and Engineering Centre (ACE) West of England Aerospace Forum Science Weston College, Engineering Centre (WEAF) Aerospace Engineering Research University of West England (UWE), iAero (Innovation Aerospace), a South Centre, UWE Bristol Engineering Faculty West collaborative partnership Bristol Robotics Laboratory, UWE Bristol University of Bristol, Faculty of South West Manufacturing Advisory Centre for Nanoscience and Quantum Engineering, School of Civil, Aerospace & Service (SWMAS) Computing, University of Bristol Mechanical Engineering (CAME) Aerospace Growth Partnership (The AGP Centre for Quantum Engineering Bristol Ground school, Commercial Pilot Skills Working Group) Training (ATPL) National Composites Centre Science Engineering and Manufacturing Technologies Alliance (SEMTA) Engineering, Modelling and Simulation Group, UWE Bristol EngineeringUK Integrated Research and Advanced Test Tomorrow’s Engineer’s Facility (IRATF) Aerospace Technology Institute (ATI) Airbus Wing Integration Centre (AWIC) Royal Aeronautical Society (Careers & Education Department & South West regional branches) Innovate UK, UK Aerospace Research and Technology (UKART) programme

Reference Documents 1) Engineering UK – The State of Engineering 2018 2) Business West Skills and Training Survey, 2018 3) Emsi - economic modelling 2018 courtesy of Prospects Services 4) FE Data Library – Dec 2018 5) Engineering Brand Monitor Survey 2017

Please Note: The report is a summary of what full time provision is available in the region gathered to the best of the authors’ ability. University provision at degree apprenticeship level has also not been included where provided. Please go to the website of the respective education provider for further details.

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The West of England Combined Authority (WECA) covers Bath & North East Somerset, Bristol and South Gloucestershire. WECA also supports the Local Enterprise Partnership, which includes North Somerset.

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