Engineering Careers

Mark Menzies Excerpts

Wednesday 13th February 2013 Westminster Hall

[Nadine Dorries]

That is a very good point.

[Mark Menzies (Fylde) (Con)]

It is important to note that my hon. Friend is not too old at all: she cares passionately about apprentices and is a very strong role model. In the north-west yesterday, BAE Systems, whose headquarters for military aviation are in my constituency, announced 70 engineering and business apprentices. I know from working with these young people that they are absolutely top quality, and they are the type of apprenticeships to which my hon. Friend refers.

[Nadine Dorries]

My hon. Friend informed me earlier today of the opportunities that are available in his constituency. I know his constituency very well indeed and I know what an excellent MP he is, because I read about him in the local paper all the time—he is my mother’s MP. I know what an assiduous MP he is and I thank him for that intervention and letting me know about the jobs in his area.

One of the key arguments of the coalition Government is that the UK is in an international race in which we are competing with countries all over the world. We know how China, Brazil, India, Japan and other such countries are racing ahead of us in terms of what they offer, how they train people and how they get people into engineering from school, at a very young age. The bar is constantly being raised for UK businesses. John Cridland, director general of the CBI, has agreed with that. He pointed out that international competition is constantly raising the bar and that we need to seek a larger share of the global market. He has also said that he is surprised at how many young people lack basic skills, such as literacy and numeracy.

Even though education spending increased from £35.8 billion to £71 billion under the previous Government, the number of teenagers leaving school without basic GCSEs was, unfortunately, problematic and contributed to the skills gap and the gap in other qualities required for employment. People went to university to study media and other courses they saw as attractive, but behind the scenes some universities were setting up remedial centres to teach students basic reading and writing. Even if we manage to incentivise young people and make engineering an attractive option, that will not get over the fact that some of them might not have the basic maths and other skills required.

I applaud what the Secretary of State for Education has done, not only with education reform and academies, but in the rhetoric he has used in education debates. He is imploring schools and society to realise that we need much more rigorous standards in education and much more reform in the basic, core subjects, such as English, maths and science. We need to show young people that they can achieve in science and that it is an attractive subject that they can master.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Skills (Matthew Hancock)]

It is a pleasure to serve under your chairmanship, Mr Bayley, and to respond to the debate. It is great to see so many Members here from across the House. There has been, I fear, an outbreak of consensus about the need to tackle the problem, and I am very much part of that. There is passion on both sides. I congratulate my hon. Friend the Member for Mid Bedfordshire (Nadine Dorries) on securing the debate. I know that we often have debates in this Chamber and on the Floor of the House, but raising awareness and constantly making the arguments that hon. Members have made today is an important part of the solution. I hope that through this debate we are helping to solve Britain’s problem of a shortage of engineers.

In the 10 minutes that I have, I will provide some context and go through some of the things that the Department for Business, Innovation and Skills is doing to rise to the challenge and answer the shortfall that many Members have eloquently described. Many estimates have been made of the shortage of engineers in the country, and although it is impossible to put a precise figure on that shortage, it is clear that we need more engineers. We need those who are qualified at university level, both undergraduate and postgraduate, and those who are qualified through apprenticeships at technician level.

Over the past few years, steps have been made in the right direction. The number of engineering and manufacturing apprenticeships has risen to 60,000 starts in the past year, up from 25,000 starts a decade earlier. This year, the number of applications to university to study engineering is 127,000, which is up 8% on last year alone. The proportion of those applying to university to study computing, which is an important element of engineering, has risen even more sharply. At school, participation at GCSE in maths, physics and the sciences, which are an essential bedrock of engineering, has been rising sharply. The Department for Education, as well as BIS, is playing a big role in ensuring that the building blocks, which for too long have been deteriorating, are in place.

Let me set out the action that we are taking in four areas. First, we are making the whole skills system more focused on the needs of employers. The employer ownership of skills is important to ensure that we provide and support the skills that employers need.

[Mark Menzies]

I urge the Minister to consider working closely with schools, colleges and universities in areas where enterprise zones are developing and to focus on apprenticeships, particularly in engineering, in those areas.

[Matthew Hancock]

That is an important point, and I will look at what more we can do in enterprise zones to add a skills element. The employer ownership strategy is about ensuring that we provide the skills that employers need. We have a conundrum in this country. Although youth unemployment is falling, it is still slightly less than 1 million, which is too high, but, at the same time, we have skills shortages. That tells me that the skills and education system has not worked to match up the supply and demand for skills.