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The State of Engineering Key Facts 2018

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The State of Engineering Key Facts 2018 Engineering UK 2018 was produced with the support of Challenges and the members and fellows of the following Professional The state of engineering recommendations Engineering Institutions: Key facts 2018 If modern engineering is to continue to provide its BCS, The Chartered Institute for IT Institution of Lighting enormous economic and social contributions to British Institute of Non- Professionals (ILP) the United Kingdom, it is of critical importance that Destructive Testing (BINDT) Institute of Marine Engineering, Science & Technology (IMarEST) the engineering community work alongside the Chartered Institution of Building government and educational sector to address Services Engineers (CIBSE) Institution of Mechanical Chartered Institution of Highways Engineers (IMechE) the skills shortage. & Transportation (CIHT) Institute of Measurement and Chartered Institute of Plumbing Control (InstMC) Challenges and Heating Engineering (CIPHE) Institution of Royal Engineers • Too few STEM teachers Chartered Institution of Water (InstRE) • Limited access to STEM careers activity and Environmental Management Institute of Acoustics (IOA) (CIWEM) • Too few women becoming engineers Institute of Materials, Minerals Energy Institute (EI) and Mining (IOM3) • Too little home grown talent Institution of Agricultural Institute of Physics (IOP) • Too little understanding of apprenticeships Engineers (IAgrE) Institute of Physics and Institution of Civil Engineers (ICE) Engineering in Medicine (IPEM) Recommendations Institution of Chemical Engineers Institution of Railway Signal 1. Streamline the STEM outreach landscape to make it simpler for (IChemE) Engineers (IRSE) schools to connect with employers and other providers to access high quality, engineering focused STEM engagement activity Institute of Cast Metals Engineers Institution of Structural Engineers (ICME) (IStructE) 2. Develop a better understanding of what engineering-focused careers interventions work so we can direct our resources to the Institution of Engineering Institute of Water most effective methods to inspire young people to study STEM Designers (IED) Nuclear Institute (NI) and pursue engineering careers Institution of Engineering and Royal Academy of Engineering 3. Increase the supply and retention of specialist STEM teachers, Technology (IET) (RaEng) who have a vital role in shaping the aspirations and career Institution of Fire Engineers (IFE) trajectories of young people Royal Aeronautical Society (RAeS) Institution of Gas Engineers and Royal Institution of Naval 4. Actively safeguard and enhance the status of the UK’s higher Managers (IGEM) education sector as world-class and welcoming to talent from Architects (RINA) across the world Institute of Highway Engineers Society of Environmental (IHE) 5. Raise awareness of apprenticeships among young people and Engineers (SEE) their influencers – and ensure the apprenticeships on offer are Institute of Healthcare The Society of Operations of high quality Engineering and Estate Engineers Management (IHEEM) 6. Ensure young people have a full understanding of the excitement The Welding Institute (TWI) and variety a career in engineering offers, and the potential EngineeringUK is a not-for-profit organisation, which works in partnership with the contribution they can make as an engineer engineering community to promote the vital role of engineers and engineering and to 7. Improve our understanding of the barriers for women, black and inspire the next generation. EngineeringUK leads engagement programmes The Big Bang and Tomorrow’s Engineers, produces the annual State of Engineering report and the minority ethnic communities and people from disadvantaged Engineering Brand Monitor. backgrounds to pursue pathways into, and careers in, engineering www.engineeringuk.com @_EngineeringUK #EngUK18 We need to improve awareness of engineering Engineering is of vital importance to UK’s economy Engineering skills are in short supply and the different routes into the profession New industries and technologies are emerging, adding to already significant demand for engineering skills 27% 11 to 14 year olds in 2017 of enterprises know what engineers do 124,000 79,000 203,000 27% compared to just 15% in 2013 in the UK are engineers and engineering- people with Level Fig 3.11, page 66 engineering-related technicians with core related roles to 3+ engineering skills engineering skills arise per year needed every year Figure 2.6, page 38 Engineering UK 2018 Report required per year to meet demand Figure 10.21, page 270 36% 58% 29% 19% Annual shortfall of up to engineering Information and Manufacturing communication 46% employers 59,000 surveyed 11 to 14 year olds know what to do 11 to 14 year olds know almost engineering graduates and technicians report next to become an engineer nothing or just a little about what 25% apprentices do and the different types 26% to fill core engineering roles recruitment Construction Other engineering Figure 10.21, page 270 Page 86 of apprenticeships available difficulties Figure 2.7, page 39 Page 20 Raising understanding among key influencers is critical It is essential more young people – particularly girls – study STEM Who would you consider going to for careers advice? Between 2015 and Engineering generates 2016 the number of 0 0 66% 65% 64% 63% engineering enterprises 129,059 37,335 10% decrease 0 0 8 in the UK grew by 23% engineering-related first year engineering GCSE entries for biology, of the UK’s apprenticeship and technology chemistry and physics total turnover starts across England, undergraduates between 2012 and 2017 Scotland and Wales in the UK Page 87 Figure 2.12, page 42 5.6% Page 9 Figure 6.10, page 145 Figure 2.4, page 37 ge 111 ge 11 ge 11 Proportion female: Parentsguardians areers advisers eachers Engineering employs GCSE Physics entrants A level Physics entrants Fig 3.14, page 68 5.1% 50% 22% 5.6 million Figure 4.4, page 92 Figure 3.20, page 82 increase in employment over the last five years Engineering and technology undergraduate Engineering apprenticeship starts (England only) people in the UK entrants 31% Figure 7.8, page 175 parents 36% of parents and 58% 16% 8% know what Figure 6.10, page 145 Figure 5.8, page 116 of teachers feel confident giving Every time a new job is created in engineering, engineers do Demand and shortfall figures presented here are not directly comparable to previous editions due to the use careers advice about engineering 1.74 jobs are created elsewhere Page 35 of a revised engineering footprint. Fig 3.11, page 66 Page 86.
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