The engineering sector has “cause for optimism” as greater numbers of school leavers are showing an interest in STEM careers than ever before - but work is still needed to cultivate a more positive outlook of the engineering industry, particularly among girls.
An advanced teaching and research facility which engages directly with industry and provides students with real-world experience on live, engineering-related projects has been officially launched at the University of Central Lancashire (UCLan).
The Department for Business, Energy and Industrial Strategy has outlined the serious failings of government to adopt the fruits of the Fourth Industrial Revolution as swiftly as its neighbours, urging it to reinforce STEM subjects at universities so industry leaders have a fighting chance to take the reins with service robotics and AI in the future.
At every level, from STEM education and apprenticeships, through to adult learning and worker upskilling, quality and quantity are deteriorating. So, how do we pull ourselves out of the collective nosedive we’re in?
To stimulate an adequate supply of trained engineers into industry, we need to radically change the way we teach, train and develop people at every stage of their lives. A new study proposes such a vision and offers a roadmap for how to get there.
Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University and is director of the Centre on Skills, Knowledge and Organisational Performance (SKOPE), here he offers his assessment.
Dr. Susan Scurlock MBE, and CEO of educational body Primary Engineers, believes inspiring a love of learning, exploring, creating and innovation in young children is the best way to encourage and develop the next generation of manufacturers and engineers. Neil Fullbrook reports.