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!

Thank you

Rhys.morgan@raeng.org.uk