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Broadening the Talent Pipeline the Future Aerospace Engineer

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Broadening the Talent Pipeline the Future Aerospace Engineer The UK engineering skills challenge DSEI 2019 12th September 2019 Dr Rhys Morgan Director, Engineering and Education Royal Academy of Engineering UK engineering skills Annual supply picture UK 700,000 600k 600,000 500,000 Male 400,000 300k 300,000 200,000 Female 100,000 ~30k ~30k 15k 12k 0 Students taking Students Students taking A Students taking Students taking Engineering GCSE achieving A*-C level maths and engineering, IT engineering graduates going grade in 2 physics and construction degrees (UK into professional sciences and apprenticeships domiciled) engineering maths at GCSE at level 3 occupations Apprenticeships 180,000 160,000 Business, Admin and Law 140,000 Health, Public Services 120,000 and Care Retail and Commercial 100,000 Enterprise 80,000 Eng and Manf Tech 60,000 Construction Built Environment 40,000 ICT 20,000 Science and 0 Mathematics Engineering apprenticeship starts by level 80,000 70,000 60,000 50,000 Level 2 40,000 (intermediate) 30,000 Level 3 20,000 (advanced) 10,000 Level 4+ (higher) 0 Level 3 (advanced) apprenticeships starts by age 35,000 30,000 25,000 20,000 Under 19 15,000 19-24 10,000 25+ 5,000 0 A level trend data maths & physics Physics Mathematics GCSE Physics A*-C attainment data 175,000 150,000 125,000 100,000 75,000 50,000 25,000 0 2015 2016 2017 2018 2019 Female Male Progression with subjects that lead to engineering in Post-16 education has little to do with prior attainment. What is preventing young people from pursuing subjects that lead to engineering in post-16 education? A complex systems challenge Engineering Jobs Curricula, Perceptions Qualifications Teachers Careers School and of Assessment, Diversity and and guidance Post-16 engineering Academic / inclusion teaching and Employer funding Vocational engagement pathways Young People There are major policy barriers… • Shortages of teachers • Limited (or no) subject-specific teacher CPD • Curriculum focused solely on knowledge acquisition • Significantly increased content in STEM curricula • Synoptic linear assessment (external exams) favouring particular students • Accountability measures focusing on academic progression • Funding system creating perverse incentives STEM is unhelpful STEM vs STEM Young people have poor perceptions of engineering Despite significant activity in schools… Diversity Mathematics Museums / Zoos STEM teacher Government and Charitable trusts & Science community organisations community Discovery Ctrs support and supply agencies foundation WISE JMC Science Museum Design and Dept for Education Salters Institute Royal Society Technology Assoc Athena Forum LMS Techniquest (DATA) Dept Business, NESTA Royal Soc Chemistry Inter Engineering Innovation and Skills RSS Nat Space Centre National STEM Gatsby Foundation Royal Soc Biology AFBE-UK Learning Network Dept Digital, Culture, IMA Winchester Sci Centre Medical societies Media and Sport Wellcome Trust WES Assoc of Science 20+ additional Life centre Educators (ASE) Nuffield Foundation Inst of Physics Institute for Project JUNO @Bristol Computing support Computing at School Apprenticeships and Panasonic Trust Royal Institution many others… technical education 50+ others Raspberry Pi /Code NAACE (ICT subject Science Council STEM activity providers Lloyds Register Fnd club Engineering Profession assoc) Office for Students Ogden Trust Royal Society of Big Bang Fair Royal Academy of Apps for Good NCETM ETF Edinburgh Engineering Comino Fnd Tomorrows Engineers Royal Astronomical Coderdojo London Knowledge OFQUAL Engineering Council Society EDT Sutton Trust Stemettes Lab OFSTED Engineering UK ERA Foundation Geological Society of Greenpower Maths Hubs Young rewired state Nat College Teaching London Royal Aero Soc Smallpeice Trust 1851 Commission Teach First Careers and Zoological Society of Education institutions Inst Mech Eng Young Engineers Enterprise Co. Reece Foundation London Schools Teaching Leaders IET Primary Engineer ESFA Edu Endowment fund Physiological Society FE colleges Brilliant Club Inst Civil Eng Arkwright Trust MOD Livery Companies 68 additional 6th form colleges Awarding bodies Inst Chem Eng biologigcal learned STEM in schools Employers and bodies Universities AQA societies IStructE EMPLOYERS STEM policy bodies F1 in schools Pearson UTCs ACME CIBSE Sector Skills Council Industrial Cadets OCR UK forum for National Colleges SCORE IOM3 Sector partnerships Computing Edu Imagineering WJEC ILPs / GTAs / ATAs Education for Made Smarter NCUB IMarEST Semta / EAL EESW Teacher and Engineering 27 additional EPC / CPHC 500+ additional leadership bodies City and Guilds CBI, EEF, BCC… CASE A new approach to broadening the talent pipeline A marketing-led approach Key features • Start from the audience – understand their interests, their passions • Show how engineering can be a way for them to pursue those interests • Young engineers doing a range of jobs, at all levels • High quality films to counter narrow perception of engineering • Market through the channels they consume and trust The largest engineering campaign you’ve never heard of… To date • 35 Million views of the videos across social media platforms • 1 Million shares, likes, retweets etc. • Targeted advertising - 90% of audience are in the target 13-19 age group with 50:50 gender viewing • Latest evaluation data shows ~25% of young people remember seeing the campaign • Of those who remember seeing the campaign: • Consideration of engineering as a career has increased from 39% to 72% A campaign for the profession Founding Principal Partners BAE Systems National Grid Principal Partners Anglo American BP Centrica Rolls-Royce Shell UK Siemens Major Partners BT Facebook Sponsors MBDA Mott MacDonald Petrofac Teledyne E2V WSP A campaign for the profession Watch the films www.thisisengineering.org.uk Share the films #Thisisengineering Use the films and toolkits [email protected] The next phase… This is Engineering day. This is Engineering day • Reaching the influencers; parents, teachers, media and the general public • Changing the popular image of engineering • Shining a spotlight on the critical role that engineers do every day We need your support! 6th November 2019 Thank you. [email protected].
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