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Education key topics

Addressing key topics within the education and skills sector.

Redressing the skills shortages in the engineering and technology sector must start by addressing problems in the education system.

Increase the supply of appropriately subject-qualified and trained teachers

  • We need more science, technology, engineering and maths (STEM) qualified and trained lecturers and teachers at all levels of our education system.
  • Confidence and enthusiasm are essential to teaching, and knowledge and understanding contribute heavily to this.  Qualifications are a key indicator as to whether this knowledge is there – although not the only indicator; we believe flexibility in teacher training courses is vital.
  • Teachers and lecturers must be given opportunities to train and develop and more STEM qualified teachers must be recruited.

Improve resources and facilities

  • Out of date resources and facilities put teachers and lecturers at a disadvantage from the start.  Students can be easily switched off to science at a very early age, and the learning (and experimenting) environment is a key factor in this.
  • STEM in particular needs modern facilities and exciting and up to date resources must be available for all, from primary to FE and HE.

Improve the image of science, technology and electronics

  • This is extremely important, but there is no quick fix.  We must all do more to emphasise the creativity and opportunity STEM offers.  A unified, well funded approach is needed to really make a difference.  Support from across the “STEM Community” is essential.

Other education and skills issues

14-19 (specialised) diplomas

  • The Government is introducing seventeen Diplomas, new qualifications for 14-19 year olds. These include the Engineering Diploma, which became available to study in September 2008, but also Diplomas in Construction and the Built Environment; Information Technology; Manufacturing; and Science. 
  • The Diplomas are available at three levels: Foundation (equivalent to 5 GCSEs grades D – G); Higher (equivalent to 7 GCSEs grades A* – C); and Advanced (equivalent to 3.5 A Levels). Students completing the Diploma would be able to progress into employment, apprenticeships or university.

Higher education teaching funding

  • The unit of resource (UoR) for engineering has been reduced in the past years and this is having a detrimental effect on the resources and funding available for teaching.
  • The IET has called for the UoR to be restored – even if this meant a temporary cap on the number of student places.

Skills survey

  • The IET carries out an annual survey of businesses to gauge the state of skills in the engineering and technology sector.
  • The 2008 survey showed a robust and growing sector, predicting continued expansion, yet increasingly concerned about the challenges of recruiting skilled staff at all levels.
PDF Engineering and technology skills and demand in industry 2008 survey (540 k) Updated August 2008
PDF Engineering and technology skills and demand in industry 2007 survey (165 k) Updated July 2007
PDF Engineering and technology skills and demand in industry 2006 survey (98 k) Updated May 2006

The IET may be able to make further analysis or statistics available to researchers - please contact the policy team for information

Email: policy@theiet.org

 

Education Briefing 

Our education briefing (April 2007) outlines some of the measures we believe are vital if we are to encourage more young people into these areas.

PDF Education brief (62 k) Updated April 2007

 

Studying STEM: what are the barriers?

As part of our activities supporting a Science Forum working party, the IET commissioned a literature review to identify the key barriers to students continuing with the study of science, technology, engineering and mathematics. Five key barriers were identified:

  • need for quality teaching
  • perceived difficulty of STEM subjects
  • problems with transition from primary to secondary school
  • negative views about STEM and STEM success
  • perceptions about opportunities and careers in STEM
PDF Studying Stem: what are the barriers? (383 k) Updated February 2008