Educating Engineers

Debate between Tristram Hunt and Andrew Miller

Thursday 16th May 2013 Westminster Hall

[Andrew Miller]

I congratulate the hon. Gentleman on his response to the Gracious Address. It was interesting that the leaders of both parties commented on the sterling work that he is doing on engineering. My challenge to both Front-Bench Members is to follow their leaders and deliver on the quality of the work that the hon. Gentleman is doing.

To answer the hon. Gentleman’s question specifically, we were concentrating on 14-to-19 education. In my view, another part of the work that is needed is for us to work on developing continual professional development in schools, including, very importantly, among primary schools, because the seeds are sown at a much younger age. My simple answer is that the issue was outside the scope of our report, but he raises a very important point that ties back into the earlier debate, a large part of which I was privileged to sit in on.

We were keen to find out why there is such a mismatch between the demand and supply of engineers, and how subject choices were made, which is obviously part of it. Let us start with the English baccalaureate. The EBacc performance measure was introduced in 2011, but retrospectively applied to 2010 figures. It recognised where students have achieved a GCSE grade C or above in English, maths, sciences, history, geography and languages. Looking at the impact of the EBacc on engineering education, we heard mixed views. Some welcomed the EBacc’s focus on maths and sciences, which are important precursors for engineering. Some evidence shows that the EBacc has correlated with a greater uptake of science GCSEs. Some 93% of GCSE students are due to take a double or triple science GCSE in summer 2014, which is the highest proportion for two decades.

However, the EBacc has a downside for engineering, too. Maths and science GCSEs are not the only route into engineering. Important subjects such as design and technology are not included in the EBacc, and I know that a lot of companies agree with me on that point. About a quarter of the students accepted on to engineering degree courses in the UK have an A-level in design and technology. Worryingly, a qualification awarding body told us that some schools had been

“switching large numbers of students away from Product Design, Engineering, Manufacturing and Applied Science GCSEs.”

In some cases, that has happened when students were already six months into those programmes.

Although we welcome the EBacc’s focus on the attainment of maths and science GCSEs, we were concerned that important subjects such as design and technology are being adversely affected as schools focus on the EBacc. We recommended that the Government consider how to reward schools and recognise performance in non-EBacc subjects when it reviews the school accountability system.

The TechBacc—the technical baccalaureate—is an interesting development. It was designed when we were conducting our inquiry. In April, the Government announced the TechBacc performance measure as an

“alternative to the A level study route for post-16 education.”

We set out some hopes for the curriculum. First, the TechBacc should offer a broad base of education to facilitate a wide range of further study and career options. Secondly, the Government must endeavour to ensure that the TechBacc does not suffer from the cultural misconception that plagues vocational education—namely that it is for the less bright students, which comes back to my point about that important continuum.

Thirdly, and possibly most controversially, we concluded that schools must be incentivised to focus on the TechBacc and, therefore, that the TechBacc should be equivalent to the EBacc in all respects. A list of courses that will count towards the TechBacc will be published later this year, and I would welcome the Minister’s comments on whether the TechBacc will be equivalent to the EBacc for those schools that offer it. Could she also comment on how many schools might offer the TechBacc?

While the diploma in engineering is yet to prove itself, it has been in place since 2008. The qualification, which is for 14 to 19-year-olds, is available at three levels: foundation, higher and advanced. It sits alongside the traditional educational pathways of GCSEs and A-levels, and it offers students classroom-based learning, combined with work-related practical experience. The engineering level 2 diploma is equivalent to seven GCSEs, with a core principal learning component equivalent to five GCSEs.

As a result of the publication of the Wolf review of vocational education in March 2011, a vocational qualification will count as equivalent to only one GCSE in the 2014 key stage 4 performance tables. That means the engineering diploma would be equivalent to one GCSE in performance tables, despite requiring curriculum time equivalent to several.

The Government caused great unhappiness among engineers in 2012, when the change to the GCSE equivalence of the engineering diploma was announced. Employers considered the diploma to be excellent at providing the next generation of skilled engineers. In paragraph 17 of their response, the Government do not agree with us on vocational skills, saying:

“The performance table reforms were made following a full, public consultation and were not made in haste.”

There is a contradiction in the evidence there, and I would like the Government to publish their evidence, because it certainly conflicts with the evidence we heard.

The engineering community started discussions with the Government over redeveloping the diploma in May 2012. Then, in November 2012, the Chancellor of the Exchequer announced that the engineering diploma would be “reworked”. During our inquiry, the Under-Secretary of State for Skills, the hon. Member for West Suffolk (Matthew Hancock), stated the reworked diploma “won’t be a diploma” but “four separate qualifications”. The Government expected the revamped qualifications to be available for students to sit as early as 2014.

Although we are pleased that the Government have been engaging with the engineering community to redesign the diploma, some of the damage already seems to have been done. The rapidly climbing numbers of students taking the diploma hit a peak and then started dropping. In one submission, the change was seen as

“a retrograde step, out-of-sync with government’s stated intentions to rebalance the economy towards manufacturing.”

We concluded that, in changing the engineering diploma, the Government potentially sent a poor message about the value of engineering education.

The engineering diploma is particularly popular with university technical colleges. UTCs integrate national curriculum requirements with technical and vocational elements. Recently, I was delighted, as part of my personal research for the report, to visit the JCB academy. Bamford is not seen as a natural friend of the Labour party, but, goodness me, he has done an amazing job in investing in that school. It is inspiring place; indeed, people can go into Arkwright’s original mill and see the school’s energy coming from the same mill races Arkwright used to run the mill, although the safety conditions have improved more than somewhat since those days. What an inspiring school; it helps its talented students to work in engineering by encouraging them to get inside problems and work on complex issues.

With his background, my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt), who speaks for the Opposition, would be intrigued to see how Shakespeare, for example, was taught. “Romeo and Juliet” was being taught when I visited, and I expected a secondary modern, linear approach, with the play being taught from beginning to end, but the students were writing an essay about the causes of conflict between and within families. What a good way of understanding what is, after all, a very complicated storyline. That is the way the teaching is done. It is an inspiring school, and it made me want to go back to school.

[Tristram Hunt (Stoke-on-Trent Central) (Lab)]

Just to reassure my hon. Friend, I should say that I am visiting the JCB Rocester academy on 5 July, and I am looking forward to it enormously.

[Andrew Miller]

My hon. Friend will find some very talented students, inspiring teachers and fantastic equipment. It is worth examining whether we can develop that in other UTCs.