Engineering needs to be more visible in schools

The UK’s engineering academics have called for greater visibility for the engineering in schools as a way of tackling labour shortfalls and the need to find environmental solutions.

The views were given in a poll by NMITE (New Model Institute for Technology & Engineering) and the Engineering Professors’ Council (EPC).

When asked what should be done to elevate the status of engineering, almost two thirds (63%) of respondents felt that engineering should be made more visible in schools, with one commenting: “help to educate parents about what a fantastic career choice a Professional Engineer is.” This emphasises the importance of raising awareness of engineering as a career choice, as many school leavers are either unaware it’s an option, think they must have maths or science qualifications to be considered, or hold the view that it’s a career path just for certain types of people.
 
Not far behind the need for more visibility of engineering in schools, the EPC research also revealed that 60% of respondents felt that making ‘engineer’ a restricted professional title in the UK, as it is in many other countries, could elevate the status of the profession.
 
Demonstrating just how important climate considerations are for the industry, 61% said they last changed their curricula to place a greater emphasis on sustainability, followed by 54% who did so to improve student satisfaction. This emphasis is certainly true of NMITE, with its Centre for Advanced Timber Engineering which aims to create a new workforce skilled in the use of sustainable construction materials and techniques, to drive the development of a much more sustainable built environment.
 
In line with the theme for the upcoming Engineering Academics Network Annual Congress, which is 'New Models', when asked what the most promising new models for engineering education are, over half (54%) answered project-based learning, with 49% choosing problem-based learning. Either way, both show that practical, hands-on learning by doing is the way forward, something that NMITE embraces wholeheartedly. Newby comments: “We teach our courses in studios, not lecture theatres, and in small teams – not large groups. Most importantly, the programmes involve, at every stage, engagement with employer partners and work on real life projects.”
 
The EPC and NMITE research also included an open-ended question around the gender gap in the engineering workforce, which highlighted a strength of feeling around the topic. While some rallied against the question and argued that women do prosper, others felt that concerns around unconscious bias and the industry being male-dominated were a barrier. Off-putting workplace attitudes and culture, inflexible working patterns and a lack of accommodation for family commitments still present an issue for many women in engineering.
 
NMITE and the EPC worked together to conduct this survey of the nation’s engineering academics in advance of the EPC’s ‘Engineering Academics Network Annual Congress’ which NMITE is hosting in Hereford from 12th June. The three-day event will see engineering academics from universities all over the UK come together to explore issues in education and engineering.