ACCESS TO HE SCIENCE DIPLOMA – A CHEMICAL

SOLUTION?

QAA CONFERENCE BIRMINGHAM JUNE 2013

GATSBY CHARITABLE FOUNDATION

Established in 1967 by DJS

Endowment £580M

Annual spend £50M pa

Main support looking forward:

– Plant science research

– Neuroscience research

– Africa

– Institute for Government

– Arts

– Mental Health

– Science & Engineering Education

PROMOTING TECHNICAL SKILLS

TECHNICIAN SHORTAGES

“… far from there being a shortage of

graduates, there is, instead, a significant

shortage of technician-level engineers in

more junior occupational groups. These

occupations are the very bedrock upon

which engineering depends.” (Engineering UK 2009)

WHAT IS A TECHNICIAN?

Cannot be assumed from:

‒ job tit le

‒ level or type of education

Technicians are concerned with applying

proven techniques and procedures to the

solution of practical problems. They carry

supervisory or technical responsibility and are

competent to exercise creativity and skills

within defined fields of science and technology’ (Technician Council 2012)

THE MIX

THE NUMBERS

~1.5 mill ion SET technicians

‒ 30% associate professional occupations

‒ 70% are in skilled trades occupations

‒ An aging workforce, 31% of skilled trades

and 23% of associate professionals aged

50 or older in 2010

Need for an additional 450,000 technicians by

2020

TECHNICIAN NUMBERS

With a need for an additional 450,000

technicians

by 2020

SOLVING THE PROBLEM

Qualifications

- Recognised

- Reputable

- Rigorous

Infrastructure

- Availability

- Teaching Staff

- Facilit ies

Funding

SUPPLY ISSUES

‒ Technicians’ contributions to the

economy, and to our lives, are not

sufficiently recognised – as a

consequence these occupations lack

identity;

‒ This lack of identity lowers young

people’s desire to explore and enter

these occupations;

‒ There are few clear pathways for

progression to technician roles.

SOME PROGRESS?

TECHNICIAN REGISTRATION

TECHNICIAN REGISTRATION

‒ Provides clarity and esteem for

technician roles,

‒ Sets and maintains high standards for

technicians,

‒ Increases the take up of qualifications

that are valued by employers,

‒ Improves access to the professions.

14

QCF Level

Professional

titles in engineering

(and post-nominals)

Professional

titles in science

(and post-nominals)

Typical qualifications possessed

3-4 Engineering Technician

(EngTech)

Registered Science Technician

(RSciTech)

Advanced Apprenticeship,

A-Levels, BTEC National, etc

5-6 Incorporated Engineer

(IEng)

Registered Scientist

(RSci)

Higher Apprenticeship

HND, Foundation Degree or Bachelors’ Degree

7+ Chartered

(CEng)

Chartered

(CSci, CPhys, CChem, etc) Masters’ Degree

A FRAMEWORK FOR REGISTRATION

– Registered Science Technician (RSciTech)

– Registered Scientist (RSci)

TWO NEW PROFESSIONAL REGISTERS

SCIENCE TECHNICIAN REGISTRATION

• Framework for professional registration - starting at level 3 progression to chartered

• Science awarded by eight professional bodies – benefits of membership

• Voluntary registers now exist across Science, Engineering, IT and Health

• Competence based but with commitment to professional behaviour and professional development

PILOT PROFESSIONAL BODIES

• Association for Science Education (ASE)

• Institute of Biomedical Science (IBMS)

• Institute of Chemical Engineering (IChemE)

• Institute of Food Science and Technology (IFST)

• Institute of Physics and Engineering in Medicine (IPEM)

• Institute of Science and Technology (IST)

• Royal Society of Chemistry (RSC)

• Society of Biology (SoB)

BENEFITS OF REGISTRATION

• Status to the individual

• Clear work-based pathways with progression to higher levels of professionalism

• Clarity for the employer

• Independent and therefore stable

• Links with technicians in other industries

HOW DO I GET ON THE REGISTER?

You need to be:

• a member of a professional body

• competent at the appropriate level

• engage with continuing professional development

What does all this have to do with Access?

ACCESS TO HE AND EMPLOYABILITY PILOT

ACCESS TO HE AND EMPLOYABILITY PILOT

APT

5 FURTHER EDUCATION

COLLEGES IN THE SW

RSC GATSBY

PILOT TIMELINE

- Jan 2013 – June 2013 recruitment of colleges

- June 2013 – September 2013 student recruitment and staff development

- October 2013 – RSC induction and student membership

- October 2013 – June 2014 Access to Science pathway including two project units, employability links

- July 2014 Access to Science award and RSciTech award: Target 200 students on the register by the end of

the pilot

- Accredited scheme open to other colleges

WHAT IT MEANS IN PRACTICE

- RSC membership with benefits during the Access course and for one year after you finish

- RSciTech after your name recognised by industry and education

- Relevant science project

- 19-23 employability

- 24 plus more for their student loan

• Real benefits for students when they commit so much time to their Access Diploma

• Growth in numbers of students on Science pathways

• Progression to HE not always linear – take time out to earn before and alongside study

• Links to previous work as part of legacy from LLN’s on STEM progression

• Employability during and after HE study

WHY DID APT AWARDS GET INVOLVED?

SCIENTIFIC PROJECT – DESIGN AND IMPLEMENTATION

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1.Identify and define a research topic. 1.1Identify and justify a research topic with

reference to previous or related work.

2.1Produce a clearly defined research aim

or testable hypothesis related to the

chosen issue.

2. Plan and design a research project. 2.1Develop a plan which addresses all relevant

tasks including:

(a) timescale/priority

(b) acquisition of equipment and materials

2.2State anticipated method of data collection

with regard for subsequent method of analysis.

2.3Explain and justify planned methods with

reference to controlled and uncontrolled

variables, accuracy and reliability.

2.4Link probable outcomes to relevant theories

or previous work.

2.5 Carry out and record a risk assessment of

the work.

3.Carry out and refine research. 3.1Use planned and stated techniques to obtain

results/data with due regard for:

(a) precision and accuracy

(b) reliability

3.2Make modifications to plan as appropriate.

3.3Record raw data appropriately for future

processing.

3.4Identify and record errors in equipment or

method.

3.5 Work with due regard for health and safety.

SCIENTIFIC PROJECT – ANALYSIS AND PRESENTATION

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Process, represent, and analyse data/results. 1.1Analyse data/results using appropriate

diagrammatic, tabular, graphical or

statistical techniques.

2. Consider evidence and reach appropriate

conclusions.

2.1Draw relevant conclusions from

processed results, with reference to the

original hypothesis or aim.

2.2Use scientific knowledge, where

appropriate to explain and clarify the

conclusions.

3. Consider reliability of evidence 3.1Evaluate strengths and limitations of

design and procedure.

3.2Suggest justified improvements and

modifications to design and procedures.

4. Present a written report on the investigation. 4.1Produce a clearly and logically

structured research using correct

scientific convention throughout.

TO FIND OUT MORE

About the pilot and national roll out

jean.scrase@gatsby.org.uk

About the science registers

http://professionalregisters.org/

About the units:

stephanie.hulford@aptawards.org.uk