Post on 30-Dec-2021
Visiting Professors Induction 2019
The UK engineering skills landscape
Dr Rhys MorganDirector, Engineering and EducationRoyal Academy of Engineering
Engineering skills in the UK
6 million engineers and technicians in the UK- 4.3M in engineering industry- 1.7M outside engineering sectors
A persistent problem
59,000 annual shortfall
12% female <8% BAME
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
Students takingGCSE
Studentsachieving A*-C
grade in 2sciences and
maths at GCSE
Students taking Alevel maths and
physics
Students takingengineering, IT
and constructionapprenticeships
at level 3
Students takingengineeringdegrees (UKdomiciled)
Engineeringgraduates goinginto professional
engineeringoccupations
300k
~30k ~30k15k 12k
600k
Skills Supply - UK
Male
Female
Maths and Physics A levels
PhysicsMaths
Apprenticeships
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
Business, Admin andLaw
Health, Public Servicesand Care
Retail and CommercialEnterprise
Eng and Manf Tech
Construction BuiltEnvironment
ICT
Science andMathematics
Engineering apprenticeship starts by level
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
Level 2(intermediate)
Level 3(advanced)
Level 4+(higher)
Level 3 (advanced) apprenticeships starts by age
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
Under 19
19-24
25+
First degrees in engineering
0
5,000
10,000
15,000
20,000
25,000
Nu
mb
er
of
grad
uat
es
Non-EU
EU
UK
First degrees in engineering
0
1,000
2,000
3,000
4,000
5,000
6,000
Nu
mb
er
of
grad
uat
es
General Eng
Civil Eng
Mechanical Eng
Aerospace Eng
Elec and ElectronicEngProd'n Mfg Eng
Chem Process Eng
Graduate destinations
Destination
Full-time
work
only
Part-
time
work
only
Work and
further
study
Further
study
only
Unemployed OtherEngineering
occupation
Engineering graduates
First destination
(total)60.0% 6.7% 7.6% 13.0% 9.8% 2.9% 54.5%
Long destination
(total)83.7% 2.2% 3.3% 6.9% 2.5% 1.3% 68.9%
All graduates
First destination
(total)47.9% 14.8% 10.3% 15.1% 8.8% 3.2%
Long destination
(total)73.4% 6.9% 5.3% 9.0% 2.5% 2.9%
Table 1. ‘Long’ (40 month) and first destinations of 2010/11 graduates. First destinations based only on those responding to both surveys
Employment outcomes for engineering graduates
Applying a systems approach
Six underlying issues to the engineering
skills challenge
Perceptionsand
attitudes
TeachersAnd
teaching
Careers guidance
and Employer
engagement
Curricula,QualificationAssessment,Academic / Vocational pathways
Diversity and
inclusion
FE and HETeaching
and learning
Young People
Engineering Jobs
Changing perceptions
www.thisisengineering.org.uk
#thisisengineering
To date
• 35 Million views
• 90% at target age group (13-18)
• 50:50 gender split
Impact
• 900,000 engagements (likes, retweets etc)
• 22% surveyed recall seeing the campaign
• 85% increase in consideration of engineering as a
career
• 129% increase for girls, 108% for BAME
Campaign performance
STEM support in schools
Engineering Council
Design and Technology Assoc
(DATA)
WISE
Assoc of Science Educators (ASE)
NAACE (ICT subject assoc)
National STEM Learning Network
Maths Hubs
STEMNET
Imagineering
Royal Society
Royal SocChemistry
Royal Soc Biology
Inst of Physics
Science Council
Gatsby Foundation
Wellcome Trust
Nuffield Foundation
OFQUAL
OFSTED
Sector Skills Councils
Inst Struct Eng
Dept for Education
Dept Business, Innovation and
Skills
DDCMS
National Apprenticeship
Service
Education for Engineering
ACME
SCORE
CASE
NCUB
EMPLOYERS
Schools
National Colleges
Computing support
NESTA
Royal Institution
68 additional biologigcal
learned societies
Computing at School
EDT
Smallpeice Trust
Young Engineers
Primary Engineer
Tomorrows Engineers
NCT
AQA
Pearson
OCR
WJEC
Semta / EAL
City and Guilds
Sutton Trust
Salters Institute
Athena Forum
Inter Engineering
WES
NCETM
LMS
RSS
IMA
20+ additional
Big Bang Fair
OfS
ETF
Teacher and leadership bodies
Teach First
FE colleges
Mathematics community
Diversity organisations
STEM activities / providers
Education institutions
STEM teacher support and supply
Charitable trusts & foundation
Science community
STEM policy bodies
Government and agencies
Awarding bodies
ERA Foundation
1851 Commission
Reece Foundation
Industrial Cadets UK forum for Computing Edu
Teaching Leaders
LRF
Edu Endowment fund
Ogden Trust
Techniquest
Science Museum
Museums / Zoos Discovery Ctrs
Nat Space Centre
Livery Companies
EPC / CPHC
Royal Academy of Engineering
London Knowledge Lab
Coderdojo
Young rewired state
Apps for Good
Raspberry Pi /Code club
Stemettes
Your Life
JMC
Comino Fnd
Winchester SciCentre
Arkwright Trust
STEM in schools
many others…
AFBE-UK
Engineering UK
Inst Mech Eng
The IET
Inst Civil Eng
Inst Chem Eng
UTCs
ILPs / GTAs / ATAs
6th form colleges
@ Bristol
50+ others
Engineering Profession
Careers and Enterprise Co.
Employers and bodies
Brilliant Club
IOM3
IMarESTEESW
500+ additional
ESFA
Sector partnerships
CBI, EEF, BCC…
Royal Society of Edinburgh
Royal Astronomical
Society
Geological Society of London
Zoological Society of London
Physiological Society
CIBSE
27 additional
Policy challenges
• 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
– Post 18 (Augar) review
What are the ‘engineering skills’ we need to teach?
STEM
vs
STEM
WEF Future Skills
World Economic Forum identified 10 skills for the fourth
industrial revolution:
1.Complex problem solving 6. Emotional intelligence
2.Critical thinking 7. Judgement and decision making
3.Creativity 8. Service orientation
4.People Management 9. Negotiation
5.Coordinating with others 10. Cognitive flexibility
Future of jobs report, World Economic Forum 2016
UK Made Smarter review
The UK Made Smarter review is a focussed study into
industrial digitalisation in the UK.
Key skills identified:
1. Computer security software skills
2. Artificial intelligence
3. Predictive analytics
4. Automation technology
5. Human Machine interaction skills
Made Smarter review 2017
Engineering Habits of Mind
Thinking like an engineer, Royal Academy of Engineering 2015
Engineering Habits of Mind
Engineering the Future, Royal Academy of Engineering 2018
Learning to be an engineer
The importance of maths and physics
from “Pathways to success…” report. Royal Academy of Engineering 2015
Qualification
Pre-1992
University
Post-1992
University Total
A level Maths 70.0% 22.1% 51.6%
A level Physics 59.8% 18.8% 44.1%
A level Chemistry 26.6% 5.5% 18.5%
A level General Studies 14.0% 7.3% 11.4%
A level Further Maths 13.0% 0.7% 8.3%
A level Biology 10.6% 4.3% 8.2%
A level Design and
Technology 7.8% 7.3% 7.6%
A level Computing 3.2% 3.0% 3.1%
• No statistical correlation between degree classification and
A level maths results (or lack of maths) for MEng or BEng
The importance of maths and physics
from “Pathways to success…” report. Royal Academy of Engineering 2015
0%
20%
40%
60%
80%
100%
Undergraduate Program at MIT Graduate School Job Somewhere else Did not learn
MIT analysis – alumni skills
0
1
2
3
4
5
Average Proficiecy Average Frequency
MIT analysis: proficiency and frequency of use
Professional practice
There are three dimensions to professional work
- To think, to act, to perform with integrity
Professional education is not education for understanding alone
- It is the preparation for accomplished and responsible practice in the service of others
- It is the preparation for ‘ good work’
Signature PedagogiesSignature pedagogies – characteristic forms of teaching and learning for the professions; law, medicine, engineering etc.
Signature pedagogies have three dimensions:
• surface structure: concrete, operational acts of teaching and learning:
• deep structure: reflect a set of assumptions about how best to impart a certain body of knowledge and know-how
• Implicit structure: includes a moral dimension that comprises a set of beliefs about professional attitudes, values, and dispositions
Schulman, L. S. (2005). Signature Pedagogies in the Professions. Daedalus, 134 (3),
University class in Bologna, 1350
The best 61 engineering
universities, from 33 countries,
across 5 continents
Working with industry to define
the ideal set of knowledge,
skills and experience for a 21C
graduate
Working together to develop
new ways of teaching that
target knowledge acquisition
AND skills development
Graduates from CDIO degree
programmes are different, and
industry recognises them as
the most desirable
You will be
among the
500 most
employable
graduates
Signature Pedagogies for engineering
The Engineering Design Cycle itself is a candidate signature pedagogy for teaching engineering
New developments
Engendering self-efficacy
• Providing learners with authentic, practical challenges
• Building confidence and a strong ‘belief’ that they can do engineering
• For example, the ‘relatively’ simple process of taking apart and re-building a bicycle is very empowering and gives learners confidence to take on bigger challenges
• Most importantly…Author’s 7 year old daughter helping to fix bike!
Must have a competent engineer to teach!