Engineering Skills: Design and Technology Education

Kelly Tolhurst Excerpts

Tuesday 15th March 2016 Westminster Hall

[Kelly Tolhurst (Rochester and Strood) (Con)]

Thank you for calling me to speak in this debate, Mr Bailey. I congratulate my hon. Friend the Member for Chippenham (Michelle Donelan) on securing this debate and on her detailed speech, which correctly highlighted the issues facing us.

I represent a constituency with a long, rich history of engineering. It has the dockyard, the Royal Engineers, Short Brothers, BAE Systems and now a growing digital and high-tech economy. The Royal Academy of Engineering has suggested, as my hon. Friend said, that there is an annual shortage of about 53,000 graduate engineers. We must encourage young people to get excited about a career in engineering and technology and to see the plethora of opportunities that are available if they choose engineering and design and technology as a career.

In my constituency, we are lucky enough to have an engineering and construction university technical college, which was opened in September. It gives 14 to 19-year-olds the opportunity to study those subjects, gaining academic qualifications and—this is also key—the skills required to go out into the workplace. We hear that employers value that very much, and it is what they look for in young people who study those subjects.

We particularly need to encourage girls, who are less likely to see engineering and design and technology as a route. Last week, on International Women’s Day, I was lucky enough to have some young women from the UTC come up here to showcase some of the work that they had carried out since starting there in September. They are doing their bit locally as well by running a “UTCs are for girls” campaign, but they rightly point out that the necessary change must start earlier, in primary and secondary schools, so that young people are completely aware of the opportunities and excitement that engineering can bring. That can be achieved only by offering the opportunity to study those subjects at GCSE level and by giving pupils good-quality careers advice while they study.

This year, BAE Systems has offered 12 higher-level apprenticeships at its Rochester site in my constituency. BAE is doing exciting design and highly technical manufacturing work in my constituency, and some people there have not always been aware of that work. BAE reports that the young people who came through the doors were aware of those 12 higher-level apprenticeships only because they had been guided by their parents or had friends or relatives who worked at BAE Systems.

Our UTC reports that it also has concerns and challenges in recruiting staff for the technology subjects. It is proving increasingly difficult as schools phase out some of those subjects. It is absolutely right that we should be able to attract high-quality people into such roles within our schools to ensure that they create the excitement that our young people need when choosing further careers. Businesses are doing their bit. For example, BAE Systems has an early years working group, a team of volunteers working to drive encouragement for future generations to consider engineering careers. BAE has increased engagement with the community, and has launched a brochure to inspire the workforce of the future which has been shared and delivered across 360 educational establishments in Kent.

BAE Systems is working to encourage young people, particularly in my constituency, to consider a route to a long, exciting career, with opportunities not only to work in the UK by fulfilling jobs available currently and in the future, but to dream of travelling and working in other countries. We are lucky: we have an international history of sending young people abroad with quality skills. I hope that we continue to increase that.

It is important that we can fulfil the requirement for such skills in future, as my hon. Friend the Member for Chippenham has outlined. I support her call to re-include the design and technology GCSE in the EBacc. I was lucky enough to take the design and technology GSCE when I was at school, and I later became a marine surveyor. I had opportunities to travel all around the world, and I was not limited to one career option. I think we should focus on ensuring that we really understand what engineering means. Maybe that one word does not always highlight correctly what opportunities there are.

I know I am repeating myself, but it is important to labour this point. I would particularly like to mention careers advice. It is a challenge not just in my constituency but across the country. It is crucial that the teachers charged with teaching the young people in our schools can be educated on what opportunities and career choices there are in this field. It is not necessarily teachers’ fault if they are not aware of some of the opportunities available. I would like much more focus on how we train and brief our teachers to understand what opportunities there are, so they can impart them to our young people and be part of the challenge of engaging with local businesses to drive the situation from a school perspective, not just by bringing businesses into schools.

Thank you for allowing me to speak in this debate, Mr Bailey. I welcome what the Government have already done to focus on STEM subjects. The issue is always on the agenda now; we are talking about it more and more often. That is absolutely right, and I wish that to continue.