Consultation: Delivering World-class Skills in a demand led System

Topic: Skills
Date: January 2007
Source: Department for Education and Skills

Overview:

The Leitch Review: Skills, Prosperity for all in the global economy (UPDATE - November 06)  recommended a new approach to funding for 14-19 year-olds where more funding is driven directly by employer and learner choice.

This consultation seeks views on how a demand led FE system would work in practice, including developing the new relationship with the sector, qualification and curriculum reform, ensuring quality and diversifying the market.

The deadline for responding is Friday 30 March 2007.

ETB linked activity:

The ETB has long recognised the need for reform in the FE sector, and much of our work in 2007 will directly focus on this.

Working closely with the South East England Development Agency (SEEDA), the ETB has undertaken a regional mapping in the South East to help understand the needs of local FE sector and employers. This will provide the SET community with a detailed analysis of the nature of and opportunity for progression between advanced apprenticeships and foundation degrees within the SET subjects in the South East.

This report is based on earlier work that was carried out by the Learning and Skills Council (LSC) that indicated that there needs to be local alternatives available for learners if they wish to progress from advanced apprenticeships to foundation degrees.

The ETB report will be available in March. 

Further information:

To respond to this government consultation visit the DfES website.
 

Review: Key Stage 3 and 4

Topic: Education
Date: January 2007
Source: QCA

Overview:

New proposals were unveiled for consultation on reform of Key Stages 3 and 4. This work is part of a vision to "develop a modern world-class curriculum that will inspire and challenge learners and prepare them for the future."

Under the new proposals all 11-14 year old pupils will continue to study all 12 subjects of the National Curriculum, including English and mathematics, science, design and technology, ICT, the humanities, a foreign language, art, music, PE and Citizenship.

However, there are some changes to some individual subjects at KS3 that are designed to create "space" in the curriculum to enable teachers to teach in a way that will be more flexible within these and offer more tailored teaching to pupils' needs.
 

ETB linked activity:

Though the ETB are not directly involved in curriculum reform we watch these developments with interest. As highlighted by organisations, including the D&T Association and Engineering Council UK, whilst the underpinning thrust and approach of the review proposals are most welcome, one aspect of a proposed change in KS3 design and technology has potentially disastrous consequences for uptake of engineering.

Currently KS3 D&T includes a broad and balanced foundation experience of applied design project-led assignments involving electronics, mechanisms, pneumatics, structures, loads and forces, materials and processes through the areas of control systems, resistant materials, and compliant materials (including textiles, plastics and composites) and/or food technology.

This general, blended, foundation not only encourages synthesis in learning, contributing to raising attainment in its associated mathematics, science and ICT applications, but also supports individuals in identifying their strengths and enthusiasms. The review proposes, however, that in the future schools should only be required to ‘include three of’:

• Food
• Resistant materials
• Textiles
• Systems & control

The concern arises that if, for example, a school decided not to offer ‘systems & control’, authentic, applied learning experiences in electronics, mechanisms and pneumatics would then not be available at KS3 to that school’s learners, precluding the possibility for learner progression. If ‘systems & control’ is not part of a learner’s diet at KS3 it seems unlikely that she or he would pursue it at progressive levels. This, and other examples we might describe regarding discard of any of the four areas above, pose a high risk threat to the future supply of engineers and, by implication, to the UK economy.

Further information:

The revised programmes of study can be viewed online.

For further information or to note opportunities or concerns, please email ECUK on rwright@engc.org.uk. ECUK will feed back to EEA and DATA.

Call for Evidence: Science & Society

Topic: Education
Date: December 2006
Source: Conservative Party
 

Overview:

Last year the conservatives established an expert group to consider future policy for science, technology, engineering and mathematics (STEM) in the context of improving the UK’s economic competitiveness.

They are now turning our attention to the relationship between STEM and Society. This includes an assessment of public engagement with STEM and the accessibility and accountability of science and engineering.

This asks people to answer the question whether there is an anti-science culture, and whether this impacts on education in schools, colleges and universities as well as on business.

ETB linked activity:

The ETB has responded to this call for evidence; affirming that within certain sectors, including the media, there are negative perceptions of STEM. This misperception is backed by a number of reports, including DTI's Science and Society report (2005), as well as a number of reports commissioned by the ETB.

In our response we offer a number of recommendations to redress this, including the need to identify the key groups to be influenced, the change in perception(s) we wish to achieve, and the measures for success. 

In addition to this our response makes a number of recommendations around curriculum and school practice that would need to be in place to ensure any STEM promotion were successful. 
 

Further information:

For a copy of the call for evidence click here.
The ETB response can be found on our website. 
 

 
Funding: Targeted initiative on Science and Mathematics Education

Topic: Education & Skills
Date: January 2007
Source: ESRC
 

Overview:

The Economic and Social Research Council (ESRC), working in collaboration with the Institute of Physics and a number of other partners, has recently put out a call for funding to commission a small number of major research projects as a part of a new targeted initiative addressing a number of key research challenges in science and mathematics education.

The overall aim of the initiative is to support the development of research–informed policy and practice with the potential to make a significant contribution to ensuring that future generations have the mathematical and scientific skills required by the UK.

The deadline for submitting applications has now closed.

ETB linked activity:

The ETB is pleased to be part of two applications for funding from the ESRC:

Through the Learning Grid we are supporting a research proposal whose focus is to investigate the impact of a range of current STEM initiatives on the subject choices and ultimate career aspirations of young people. The research will analyse educators’ perceptions and the impact on students’ choices of 10 selected initiatives so as to identify those attributes that contribute to increased participation in science, mathematics and engineering.

Additionally we are supporting a collaborative bid from the Engineering Education Alliance (EEA). This proposes a four year longitudinal and policy study into factors affecting education for engineering and the choice of engineering as a career. Thus addressing the challenge: What are the key factors that shape patterns of participation, engagement and achievement in engineering, and what does this tell us about the kinds of intervention that are likely to have greatest impact in raising participation, engagement and career choice?

This bid is being lead by Peter Kutnick at Kings College, London, and has been developed with academic partners from Brighton and Sheffield Hallam Universities, and the Tavistock Institute. It is also being supported by the EPC, ECUK, IMechE, ICE, UCAS and WISE.

Further information:

To see the call for proposals visit the ESRC website.

 
Lecturers into Industry

The Learning Skills Network (LSN) has been commissioned by the ETB to undertake a pilot Lecturer into Industry scheme.

This will provide opportunities for lecturers, and teachers, delivering level 3 engineering programmes, to update their knowledge and skills, as well as develop working partnerships with industry, through delivering high quality structured placements of 6 to 12 weeks in science, engineering and technology companies.

This pilot is funded by the Department for Trade and Industry (DTI) and will be run in the West Midland and South Eastern regions. Applicants will receive funding to help meet staff replacement costs.

LSN is now seeking expressions of interest from providers to participate in the pilot. The placements may be either with employers arranged through LSN and SEMTA, or nominated by a provider who is already working in collaboration with local industry. If your institution is interested in taking part in this project please complete the electronic register of interest form which is available by clicking the link:

http://www.lsdani.org.uk/programmes/lec/regInterest.aspx.

As only a small number of places remain available, any register of interest forms must be returned as soon as possible, preferably by the end of February although late applications may be considered. If you require further information on how to register please do not hesitate to contact Maggie Robinson:
mrobinson@lsda.org.uk

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