Engineering Diploma: WRL Final Report

GoSkills have produced a report on issues affecting Work Related Learning (WRL) for the Engineering Diploma - this covers the key areas of diploma design: Learning about work in engineering (eg: via careers education), Learning through work in engineering (eg: work experience), Learning for work in engineering (eg: developing employability skills).

The ETB had considerable input into the design of this framework and we are pleased to see that many of the recommendations we made on how best to integrate WRL into the diploma’s framework were integrated into the eventual report. These include:

• A broad understanding and use of WRL in its myriad forms; reflecting the reality that local/regional provision will differ tremendously across England, hence there can be no “one size fits all” approach.
• WRL (in an engineering context) should cover the ‘nine elements’ as described in the QCA framework for Key Stage 4. It is important with a new qualification coming on stream to not overburden teachers with an entirely new framework when pre-existing arrangements suffice.
• Flexibility around work-experience (different to WRL which is broader) encompassing all experiences – e.g. Saturday jobs, voluntary work, and also acknowledging creative choices may be necessary where there is lack of local engineering employers.
• Whilst our recommendation to raise the minimum time allocated for work-experience beyond 10 days was rejected, it was acknowledged that “where appropriate and feasible this minimum can be extended.”

This report can be found on the Engineering Diploma website.
 

Report: Employers’ perspective on improving skills for employment

According to a recent report conducted by the Public Accounts Committee, employers and colleges must understand each other's needs better to improve the quality of work training. This report highlights that a strong skills base is an important element in a productive and sustainable economy and warns that the identified skills gaps in England is costing an estimated £10 billion a year in lost revenue.

The committee's report says of colleges that "responding to employers' needs requires a different mindset and approach"; adding that those which fail to do so “can damage the reputation of the college sector as a whole". Employers in turn "can influence college training programmes by being more demanding about what they want from colleges".

The ETB recognises the importance of the colleges in ensuring the strength of our skills base. We also recognise that to meet this challenge improved employer engagement with FE is necessary. For this reason we are pleased to announce that we will be working in partnership with Foundation Degree Forward on a research project that aims to understand the extent and nature of employer engagement in Engineering Foundation Degrees.

A copy of the Public Accounts Committee report can be found on their website.
 

BCC Skills Taskforce Report: ‘Building a skilled nation.’

The British Chambers of Commerce (BCC) Skills Taskforce has published a report into the business perspective on the world of education and skills. The report is largely supportive of the Government’s skills strategy and urges the continuation of policies which are already in place, or due to be implemented. However there are a few key areas where the report is critical.

The BCC are particularly critical of careers advice and guidance given to young people. In this context they rightfully question the recommendations found in the Government response to the Youth Green Paper. Highlighting the same concerns the ETB expressed in our representation to DfES regarding the proposal to give schools and colleges the right to commission Information, Advice and Guidance (IAG) services directly.

On 14 to 19 education reform the BCC believes, like ETB and many other organisations, that the Government missed a golden opportunity by not accepting the Tomlinson proposals for an overarching diploma. It urges the Government to revisit this issue. However, the ETB would express some caution on this recommendation. Given the already major upheaval underway it is likely this will not occur, and nor at this time would it necessarily be welcomed.

This report can be downloaded from the BCC website.
The ETB response to the Youth Matters consultation can be found on our website.
 

 
Call for evidence: Science teaching in schools
 

The House of Lords Science and Technology Select Committee are launching a short inquiry on science teaching in schools. This will investigate the number of A-level entries in the sciences; and focus on the role that teachers and teaching methods can play in reversing the decline. In particular the Committee will consider the teaching of physics, biology, chemistry and mathematics from Key Stage 3 to A-level in state schools.

As the primary supply mechanism for Engineering, in Higher Education and the Vocational Sector, the state of science education within secondary schools is a key component for ensuring the future science, engineering and technology skills.

Recent government skills focused White Papers have already recommended and indeed instigated major changes in the education system in recent years which now need time to be fully incorporated, delivered and evaluated by teachers within schools.

The ETB will be reviewing this call for evidence and feeding in our representation through the relevant professional bodies.
 

To respond to this call of evidence visit the Science & Technology Select Committee website.
 

 
Responses: FE Reform White Paper

Last months UPDATE highlighted details of the Department for Education and Skills FE Reform White Paper. The Sector Skills Development Agency (SSDA) and the National Institute of Adult Continuing Education (NIACE) have provided the ETB with links to their initial responses.

The response from the SSDA can be found on their website.
The response from the NIACE can be found on their website.
 

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