Engineering Skills: Design and Technology Education

Chris Green Excerpts

Tuesday 15th March 2016 Westminster Hall

[Chris Green (Bolton West) (Con)]

It is a pleasure to serve under your chairmanship, Mr Bailey, and I congratulate my hon. Friend the Member for Chippenham (Michelle Donelan) on securing this important debate on the future of engineering skills, and of design and technology.

The UK has serious shortages in science, technology, engineering and mathematical skills. Although such shortages are not new, statistics show that many children choose not to study STEM subjects at a higher level. That is of concern to schools, universities, other training providers and especially employers. STEM subjects underpin many careers in technologically dependent sectors of the economy, including manufacturing and engineering. Almost 70% of research and development investment is in the manufacturing sector, and goods produced in this sector account for 44% of UK exports.

Engineering is also important for the northern powerhouse, which requires growth in manufacturing industry; alongside that growth, we also need to see the growth and development of the educational sector, to provide skills for such industries as they develop over time. Our modern economy needs the skills and abilities that STEM and design technology subjects bring. These subjects promote problem solving and practical skills, and are some of only a few subjects in the curriculum that develop hands-on skills.

Although the subjects can be challenging, there are plenty of opportunities on offer for motivated individuals to develop their abilities in real-world situations. Although we need people to do the academic subjects, so much of what we create not only has to achieve its basic function but must feel right. We need practical skills really to make a product, not just in terms of its performance function but in terms of feeling right when it is performing that function—for anything from creating a saucepan to creating all the components and elements that go into making a high-speed train, which, hopefully, will be discussed tomorrow by the Chancellor.

Pupils experience STEM directly through the curriculum, which means, as was highlighted earlier, that they mainly encounter only science and mathematics. However, many more career openings are on the engineering and technology side. Although it is important to enhance the prospects of pupils by ensuring that they receive a core academic curriculum, with employers in technical and skilled occupations reporting a shortage we cannot afford to overlook subjects that lead to careers in technology-dependent sectors of our economy. Just as the hon. Member for Kilmarnock and Loudoun (Alan Brown) has a background in civil engineering, I worked for nearly 20 years in the mass spectrometry industry. An academic background is necessary, but hands-on skills are also key, because so much of what is learned then has to be applied by the hands.

Hon. Members might be aware of the Your Life campaign, which aims to increase the number of people studying science and mathematics at A-level. It is welcome news that since 2010 the number of young people studying for science and mathematics A-levels has increased by about 29,000, but there is still much more to be done in the other STEM subjects of design and technology, and engineering. Teachers and employers must boost pupils’ understanding of the value of those subjects, including their relevance to the modern world and their transferability to a wide range of careers. Students should not be aiming for high grades irrespective of the subject they choose, just so the statistics look good. Subject options must be taken with career choices in mind and with the best possible careers advice.

Too much focus on the academic and not enough on skills and more practical applied learning will mean that the skills gap in the economy will increase. The future of the UK’s economy requires a fundamental change in how pupils choose their subjects, as this leads to their future career paths—into higher education or apprenticeships, or directly into employment. I regularly hear from businesses in my constituency that they are concerned that children are regularly pushed down the university route and actively—not just tacitly—pushed away from the apprenticeship alternative. I ask the Minister directly to address the concern that schools encourage people to go down the academic route and discourage the apprenticeship side.

Our schools can do more to engage with local businesses—and that is key, as local businesses have a wealth of experience and present a wealth of opportunities locally. Children can be encouraged, when choosing their options, to think about what opportunities there are locally. Providing young people with the right incentives and the right information about the choices they make is vital for their future and for the future of the UK’s economy.