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Engineering UK 2020 Report

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Engineering UK 2020 Report Engineering UK 2020 Educational pathways into engineering Engineering UK 2020 Foreword Educational pathways into engineering Authors EngineeringUK would like to express sincere A central part of EngineeringUK’s work is to provide educators, policy-makers, industrialists and others with the most gratitude and special thanks to the following up-to-date analyses and insight. Since 2005, our EngineeringUK State of Engineering report has portrayed the breadth of Luke Armitage the sector, how it is changing and who is working within it, as well as quantifying students on educational pathways into Senior Research Analyst, EngineeringUK individuals, who contributed thought pieces or engineering and considering whether they will meet future workforce needs. Despite numerous changes of government Mollie Bourne acted as critical readers for this report: and educational policy, the 2008 recession and the advent of Brexit, the need for the UK to respond to the COVID-19 Research and Impact Manager, EngineeringUK Amanda Dickins pandemic has provided the most uncertain and challenging context to date for our research. Jess Di Simone Head of Impact and Development, STEM Learning Research Officer, EngineeringUK Teresa Frith Anna Jones Senior Skills Policy Manager, Association of Colleges Research Officer, EngineeringUK Ruth Gilligan Stephanie Neave Assistant Director for Equality Charters, AdvanceHE Our analyses for this report started before the pandemic • Ambitious plans to expand technical education are heavily Head of Research, EngineeringUK began. In light of the current and rapidly changing educational reliant on employers and may not have considered the Aimee Higgins environment, EngineeringUK has not sought to update our specific requirements of engineering. It will be even harder to Director of Employers and Partnerships, The Careers & findings. Instead,Educational Pathways into Engineering deliver industry placements in this time of economic Enterprise Company provides a comprehensive picture of where we were in early volatility and social distancing. Our dependency on Peter Mason 2020, detailing the trends in science, technology, engineering international staff and students in higher education, Policy Manager, EU research and innovation, Universities UK and maths (STEM) educational participation and attainment particularly in engineering, also makes the UK vulnerable to International across academic and technical pathways into engineering. the terms of departure from the EU – and this is more Rhys Morgan This intelligence is valuable for several reasons. First, it shows worrying in light of the pandemic. We must analyse these Director of Engineering and Education, Royal Academy of the encouraging progress made to this point. Across the UK, impacts on the education system and ensure it is fit to Engineering GCSE and A level entries in many engineering-facilitating cultivate the skills needed for the UK, now and into the future. Olly Newton subjects have been on the rise, as has the number of first Executive Director, Edge Foundation degree undergraduate entrants to engineering and technology We urge those in education, government and industry to work courses. Technical education reforms have centred on better together to foster the critical engineering and technology skills preparing students for the world of work, especially in areas for needed for the UK to be a leader in innovation and improve which there are skills shortages, such as STEM. societal and economic resilience and environmental But perhaps more importantly, this report highlights the sustainability. We hope our findings serve to inform these barriers that existed prior to the pandemic and that are now endeavours and thank all the organisations and individuals likely to make it more challenging to increase the number and who contributed invaluable insight – via critical review, case diversity of young people choosing engineering. Over the studies and thought pieces – to this report. coming months, we will need to work together to quickly EngineeringUK aims to grow the collective impact of work understand how the following issues are evolving and what across the sector to help young people understand what can be done to mitigate them: engineering is, how to get into it, and be motivated and able to • There is underrepresentation of certain groups progressing access the educational and training opportunities to pursue a into engineering, particularly female students and those career in the profession. from socioeconomically disadvantaged backgrounds. There Engineering is a varied, stimulating and valuable career and we are also unequal outcomes for those from minority ethnic need to work harder than ever to ensure that it is accessible for backgrounds that cannot be explained by typical factors. the current generation of young people – both for their own life School closures during the pandemic are likely to accentuate chances and so that we have a diverse and insightful workforce social disadvantages and introduce new ones. The use of that enables the UK to thrive. predicted grades risks embedding societal biases in student outcomes. Our focus must be on understanding what causes underrepresentation and tackling it at every educational stage. • Engineering has little curriculum presence and there is limited awareness and understanding of it among young people and their influencers.We must improve knowledge of engineering. We would also like to thank the organisations and individuals • We have an acute shortage of STEM teachers and they are Dr Hilary Leevers likely to experience new pressures and challenges in the year who provided case studies, a complete list of whom can be Chief Executive found at the back cover of this report. ahead. We need to support teachers and schools to deliver high quality STEM education and careers guidance. EngineeringUK Contents Executive Summary ......................1 3 – Further education and apprenticeships ................63 3.1 – Context ...............................64 1 – Harnessing the talent pool .........7 3.2 – The further education landscape ..........65 1.1 – Introduction .............................8 3.3 – T levels ...............................69 1.2 – STEM educational pathways: an overview ...10 3.4 – Higher technical qualifications ............74 1.3 – Facilitators and barriers in STEM educational choices ...............................14 3.5 – Teaching in the further education sector ....74 1.4 – Government strategies to plug the 3.6 – Apprenticeship reforms ..................77 skills gap ..............................27 3.7 – Apprenticeship trends in England ..........82 1.5 – Wider sector initiatives to increase STEM 3.8 – Apprenticeship trends in Scotland, participation ...........................29 Wales and Northern Ireland ...............93 1.6 – Summary ..............................32 4 – Higher education ..................101 2 – Secondary education ...............35 4.1 – Context ..............................102 2.1 – Context ...............................36 4.2 – Engineering and technology in higher education ............................105 2.2 – The secondary education landscape in England ...............................37 4.3 – Engineering and technology students by level of study .......................107 2.3 – STEM GCSEs in England, Wales and Northern Ireland ........................44 4.4 – Engineering and technology students by gender Context .....................114 2.4 – STEM National 5s in Scotland .............48 4.5 – Engineering and technology students 2.5 – STEM A levels in England, Wales and by ethnicity ...........................118 Northern Ireland ........................50 4.6 – Engineering and technology students 2.6 – STEM Highers and Advanced Highers by socioeconomic status ................122 in Scotland ............................53 4.7 – Engineering and technology students 2.7 – STEM teacher shortages .................55 by disability ...........................126 4.8 – Intersectionality .......................128 4.9 – Engineering and technology students by domicile ...........................130 Executive Summary Executive Summary Executive summary There is a widespread Young people often doubt their STEM education has the potential to address the UK engineering sector’s long-standing skills shortage. The extent to lack of awareness about ability to succeed in STEM. 62% which this potential is harnessed – and the next generation of engineers cultivated – depends on the educational engineering. 47% of 11 to of 16 to 17 year olds in the UK opportunities presented to young people and the choices they then make. 19 year olds said they knew 62% felt that subjects like science In recent years, there has been a strong policy emphasis on using education as a means to better prepare students for the little or almost nothing about and maths were more difficult world of work, especially in areas for which there are skills shortages, such as STEM. This report details the trends in what engineers do. than non-STEM subjects. STEM educational participation and attainment across both academic and technical pathways into engineering. It also highlights the progress that has been made and the future opportunities and challenges for the engineering community. become an engineer’ – and this figure has remained fairly subject options available to students, or by guiding students in education has declined as a result of the reforms. Factors influencing static over time. towards certain paths.
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