14-19 Education and Skills: Implementation Plan

The central theme for this plan is choice. From the age of 14 onwards pupils will be able to choose between pursuing general curriculum qualifications or 14 new, employer-designed, specialised diplomas. A-levels will also change through the introduction of more stretching questions and the inclusion of an extended project (which will also be a compulsory part of specialised Diplomas), preparing pupils for their “choices ahead”.

In isolation these are all laudable aims. Yet with the introduction of functional skills at KS3/4 from 2007 and introduction of Diplomas in 2008 we worry that these changes are being rushed. There seems to be little consideration to the complexity of designing let alone the complexity of teaching these new options. Whilst we are pleased to see that there is an engineering diploma, and also welcome the other changes, we would have liked more time to see these implemented. Perhaps introducing the engineering diploma in the second phase?

Despite these reservations we must support the government 14-19 reforms. It is for this reason the ETB have set up two new projects that feed into this agenda – investigating 14-19 learning outcomes and how these relate to UKSPEC; and the creation of a new panel to look at some of the issues around vocational learning, including 14-19 work experience which we see being a key component of work-related learning and enterprise.

A copy of the DfES Implementation Plan can be found by clicking here

Two-tier GCSE mathematics
QCA announced changes to the mathematics GCSE model. Following the recommendations in the Making Mathematics Count report, published by Adrian Smith in 2004, and a pilot study throughout 2005, mathematics will be moving to the standard two-tier models used in other subjects such as science and English.

We all recognise that mathematics is of central importance to engineering. It provides the language and analytical tools underpinning most of our scientific and industrial research and development. Yet while the demand for graduates and postgraduates in strongly mathematically oriented subjects has grown significantly over the past decade, the numbers taking A-level mathematics in England has steadily declined.

The reasons for this decline are numerous and well documented. The starting point for this reform must be to redress the perception that mathematics is a hard subject.

So far as the GCSE is concerned, public perception, in line with school and college league tables, regard a Grade C as the “success” threshold. Currently, within the three-tier arrangements for mathematics, the lower (Foundation) tier could only lead, at most, to the attainment of a Grade D. As a result, the 30 per cent of the age cohort entered for this tier are pre-destined to “fail”. By moving to the proposed two-tier model all candidates will now get the opportunity to achieve a grade C, providing their work deserves it.

However, this is only part of the picture; the new two-tier specification makes clear that 'C' is likely to be a non starter for progression to AS/A2. This disconnection between the grade attained and progression, when compared to other subjects, will further reinforce pupils’ view of AS/A2 mathematics as a disproportionately hard subject and undoubtedly influences pupils’ subject choices post–16.

A report on the GCSE two-tier pilot is available on the QCA website
Click here for Professor Adrian Smith’s inquiry into post-14 mathematics education

Higher Education Provision in the United Kingdom
Higher education faces a shortage of lecturers in maths, science and engineering despite the fact HE Institutions are willing to pay more for academic staff qualified these subjects.

The LLUK report is based on data collected by the Higher Education Statistics Agency. Despite the fact most subjects have seen steady increases in staff between 1995/6 and 2003/4, mirroring the extreme rates of growth in student enrolments over this period, there has been a notable decrease in other subjects.

Most revealing and concerning is that the number of permanent staff teaching engineering and related subjects fell by 14 per cent between 1995/6 and 2003/4. For maths, chemistry and physics, there were decreases of 10 per cent. This is despite the fact our own research in Engineering UK highlights that student uptake in these areas has remained stable; the number accepted onto physical sciences courses declined from 15,000 in 1994 to just under 14,000 in 2004. Engineering and technology has remained relatively static with acceptances remaining around 24,500.

The report also contains some positive messages. Recruitment in subjects allied to medicine has risen rapidly, with a 66 per cent increase over the last decade, closely followed by computer science (up 56 per cent). Unsurprisingly, staff shortages also means that pay in maths, chemistry and physics are higher than other more “popular” subjects.

To download the LLUK report click here
Copies of Engineering UK 2005 are available on the ETB website

Further education, work based and community learning in England 2004/05
The Office of National Statistics has released information on learner numbers in post-16 education and training in England. The picture as a whole looks quite positive for apprenticeships, the latest figures from work based learning providers and colleges show that 67,000 learners achieved their Apprenticeship Framework Certificate - 15,000 more than in the previous academic year.

The figures for work based learning (WBL) in the engineering, manufacturing and technology sector are also encouraging. This continues to be the most popular area, accounting for around 20% of all individuals in WBL. The total amount in Engineering, Technology and Manufacturing WBL currently stands at around 101,100. This appears to be a very slight increase in the total over the 2003/04 figures.

Despite this the data also shows there continues to be a massive gender imbalance. Engineering, Technology and Manufacturing WBL is still massively dominated by men (over 97%). This compares unfavourably to WBL as a whole, in which 43% of learners are women. The data shows that there is also a similar gender imbalance in the numbers in FE institutions undertaking LSC-funded Engineering, Technology and Manufacturing courses.

To download the statistical release click here

The Cox Review of Creativity in Business
This review, commissioned by the Chancellor of the Exchequer at the time of Budget 2005, outlines the steps that should be taken to ensure that UK businesses harness and develop the world-class creative skills that this country possesses. Although it largely focuses on the role of the creative industries there are many recommendations and warnings within this report for the engineering and manufacturing sector.

The messages are familiar to all who have read the DTI Innovation Report, Competing in the Global Economy, or the Lambert Review of Business-University Collaboration. Too often, UK enterprises are at the very forefront of early developments but have failed to develop into global giants. “Where are our IBMs, Dells, Apples, Googles or Microsofts?”

The report highlights the manufacturing sector as an area of specific concern, warning against the dangerous tendency to focus on high-growth creative sectors at the expense of the traditional manufacturing industries. In most case creative capabilities grow up serving other areas. If manufacturing disappears, so, over time, will the associated design capability.

The Cox review is available on the Treasury website

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