The government has announced significant reforms to education for 14-19 year olds. In England, the most significant change involves the development of the specialised diplomas in 14 vocational areas. Link to website.
In Wales, "Learning Pathways 14-19" is the initiative under which education will be reformed. Link to website
A competition to design and build a remotely controlled four wheel drive vehicle that will negotiate challenging road surface obstacles and electronic tests, on a model off-road track. Link to website See the EEF briefing about the launch of the challenge in 2005 here.
Schools sponsored by external individuals and companies. In return for a charitable donation of 10% of the building costs of the proposed academy, up to a total of £2m, the sponsors choose the name and specialism of the academy. They set up a new charity to which they appoint the majority of founding trustees who, in turn, appoint the school's governors. The governors appoint the head teacher and set the strategic direction of the academy. The government funds the entire running costs of the academy at the same rate as for other local schools. Link to website
The ALI is the inspectorate for skills, workforce development and preparation for employment. Working with employers and training providers across the public and private sector, they are part of the government’s drive to increase skills and productivity and help adults and young people reach their full potential. ALI inspects and reports on the quality of training and learning for adults and young people; raises standards by sharing inspection knowledge with training providers and employers; offers independent quality assessment and advice to organisations wanting to provide better, more cost-effective training. Link to website
On 1 April 2007 a new, single inspectorate comes into being: 'The Office for Standards in Education, Children's Services and Skills' – the new Ofsted. It will take on responsibilities from four existing inspectorates: the Adult Learning Inspectorate (ALI); the work relating to children of the Commission for Social Care Inspection (CSCI); the work relating to the children and family courts of HM Inspectorate of Court Administration (HMICA); and the work of the current Ofsted.
The LSC's short to medium-term programme of reform for FE to enable the sector to meet the demands of 14-19 education and the Skills Strategy. It has looked at how the sector can best meet the needs of employers and improve workforce skills; how the LSC can build a sector fully committed to quality and delivery to the highest standards; how funding methods can be changed to support priorities with the minimum of complexity; how data collection and information flows can be simplified; how the sector can achieve business excellence; and how the reputation of the sector as a whole can be enhanced. Link to website
Formed following the Apprenticeship Task Force, the network was launched in April 2006 to continue aspects of this work. The Network consists of high profile business people and is chaired by Sir Roy Gardner, Chairman of Compass Group plc. The Network is responsible for promoting Apprenticeships to employers of all sizes with the aim of increasing the take-up and completions of Apprenticeships. It also aims to provide feedback to Government on issues which affect the quality and effectiveness of apprenticeships. Link to website
Headed by Sir Roy Gardner of Centrica, the Task Force reported in 2005 on apprenticeship provision. It recommended a number of activities to improve apprentice take-up by employers and young people. Link to website
In addition to Young Apprenticeships (for 14-16 year olds), and Higher Apprenticeships Apprenticeships (for 18+), Apprenticeships are available at Level 2 and Advanced Apprenticeships (AA) at Level 3. They comprise a framework which reflects the needs of the sector. There are over 180 apprenticeship frameworks available across 80 sectors. In Engineering, the AA consists of a period of initial training (6-9 months off-the-job, usually at a training provider or college), Vocational Education (usually one day a week at an FE college gaining a qualification such as the City & Guilds Progression Award or BTEC certificate), NVQ Level 3 in an appropriate subject, and Key Skills to a high level. Engineering AAs take 3-4 years to complete. Link to website EEF encourages engineering and manufacturing companies to consider how apprentices might benefit their business - see our feature and guidance here.
Arkwright's aim is to encourage and stimulate high ability 15/16 year old students to take up engineering or technological careers by awarding Scholarships during 'A' Level/Scottish Highers which are funded by industry partners and charitable trusts. Link to website The Arkwright Scholarships Trust was EEF's Organisation of the Month in December 2005 - click here to see the feature.
Organisations which, following guidance from QCA, create and administer qualifications. Examples of awarding bodies are City & Guilds, Edexcel, and OCR.
Group of initiatives from the Royal Academy of Engineering, designed to bring young people closer to the world of engineering. Comprises Young Engineers, the Smallpeice Trust, the Engineering Education Scheme, Headstart, the Year in Industry, the Undergraduate Programme, the Engineering Leadership Award, the Executive Engineers Programme, and the Sainsbury Management Fellowship. Link to website
Activity which, in the area of skills, is increasingly championed. A broker may contact companies, assess their skill needs, assess their existing skills profile, and identify local training provision to fill gaps. They should be impartial and have extensive local knowledge of both the economic and training landscape, Brokers are part of the Skills Strategy, and the Train to Gain initiative.
A movement in the UK of 700 member companies, with a further 1600 participating in their programmes and campaigns. They operate through a network of 98 local business-led partnerships, as well as working with 45 global partners. Their purpose is to inspire, challenge, engage and support business in continually improving its positive impact on society. Link to website
Provided by the Small Business Service, Business Link consists of a national chain of advice centres for small firms, and helps to represent their interests in Government. They have an increasing role in skills issues, and are expected to engage in brokerage activity as part of the Skills Strategy. Link to website
A business education and enterprise charity that aims to bring business to life for young people. Volunteers from companies introduce students, aged 14-19 years, to the opportunities and challenges of business as well as improving their key skills in preparation for the world of work. This is done through a variety of programmes. Businessdynamics has now joined with a number of other initiatives to form the Enterprise Education Trust. Link to website
Further education institutions which have received extra funding from Government partly in recognition of excellence in a particular subject and partly to develop the specialism further. CoVEs have a particular remit to involve employers in the delivery of the specialism. There are 400 CoVEs in England. They cover a wide range of subject specialisms, and there are 90 CoVEs with Engineering/ Technology/ Manufacturing specialisms. The majority are in FE colleges, but 57 work-based training providers have been awarded CoVE status. The CoVE brand will be further developed through the new Quality Standard for Employer Engagement. Link to website
The highest level of professional engineer status. Characterised by their ability to develop appropriate solutions to engineering problems, using new or existing technologies, through innovation, creativity and change. They might develop and apply new technologies, promote advanced designs and design methods, introduce new and more efficient production techniques, marketing and construction concepts, pioneer new engineering services and management methods. Chartered Engineers are variously engaged in technical and commercial leadership and possess effective interpersonal skills. They hold : an accredited Bachelors degree with honours in engineering or technology, plus either an appropriate Masters degree accredited or approved by a professional engineering institution, or appropriate further learning to Masters level; or an accredited integrated MEng degree. Link to website
The Government support service for 13-19 year olds, offering help choosing courses and careers through to broader personal development. Link to website
The process of keeping your professional skills up-to-date. This means undertaking relevant training and re-accreditation where appropriate, networking and mentoring, etc. This is usually supported by the relevant professional institution.
The CRB was set up to help organisations make safer recruitment decisions. By providing wider access to criminal record information, the CRB helps employers in the public, private and voluntary sectors identify candidates who may be unsuitable for certain work, especially that involving contact with children or other vulnerable members of society. Employers engaging with schools will need to consider if a CRB check is necessary.Your local SETPOINT can assist you with this. Link to website. For more information on CRB checks for EEF member companies, click here.
Government department responsible for education, skills and training in England, from birth to retirement and beyond. Link to website
The organisation which safeguards professional standards for engineering. Holds the specification for professional engineering status – Chartered Engineer, Incorporated Engineer, and Engineering Technician. Formerly part of the Engineering Council. Link to website
These are intended to allow local partnerships to develop new approaches to raising standards in disadvantaged urban and rural areas.
From April 2001 the Learning and Skills Council (LSC) assumed responsibility, through the local LSCs, for ensuring the provision of education business link activity, including Key Stage 4 Work Experience and Professional Development Placements (formerly Teacher Placements), in each of the 47 LSC areas. To meet the Learning and Skills Council’s responsibility, local and national education business link organisations formed consortia in each of the 47 LSC areas. This will enable them to provide a single face to both schools and businesses to deliver a full range of high quality activities and a single contracting point for the local LSCs. The Education Business Link consortia are located within the 47 Local Learning and Skills Council (LLSC) areas and are contracted by the LLSC to act as brokers of education business link activities. The consortia include representatives from the following organisations: BusinessDynamics, Business in the Community, National Education Business Partnership Network (EBPs), SETPOINTS, the Work Foundation, Trident Trust and Young Enterprise.
EBPs are EBLOs and variety of models have emerged - reflecting local history and circumstances - and members of the National Education Business Partnership Network have been encouraged to play a full and positive role in making the Consortia work. Link to website
Part of the Skills Strategy, the Employer Guide to Good Training is currently being piloted in the South West of England (Feb 2007). Already available for the whole of England is a searcheable listing of provision for employers, the next stage of development will incorporate a qualitative element. This will show employers the "best" local provision in a particular subject or course. Link to website
As part of the Skills Strategy, ETPs were introduced in a number of regions. This programme has been renamed Train to Gain in its national rollout from April 2006.
The Engineering Education Scheme in England has, since 1984, provided more than 15,000 young people with an insight into the world of engineering. It is part of the Royal Academy of Engineering's Best programme. A professional engineer from a link company works with a team of up to four high ability Year 12 students, and their teacher, for 5-6 months on a real engineering problem. The students experience problem solving, team working, project management, presentation and other key skills. The Scheme provides a launch, a residential university workshop and a celebration and assessment day. Link to website
The objective of the Awards is to allow outstandingly able engineering undergraduates, with marked leadership potential, to undertake an accelerated personal development programme. They are given the opportunity to acquire and enhance the necessary additional skills required to fulfil their potential, in preparation for fast-track executive careers in engineering industry. The Awards enable those students fortunate enough to be selected to engage in carefully planned training and experience which, through financial constraints, may otherwise have been denied to them.
The scheme targets the top upper quartile engineering undergraduates on the second year of MEng courses (third year in Scotland and other five year courses) who are selected through rigorous application programme followed by a Fellows Selection Board. Currently it sponsors 30 students each year on the three year programme. Part of the BEST Programme. Link to website
Professional Engineering Technicians are involved in applying proven techniques and procedures to the solution of practical engineering problems. They carry supervisory or technical responsibility, and are competent to exercise creative aptitudes and skills within defined fields of technology. Professional Engineering Technicians contribute to the design, development, manufacture, commissioning, operation or maintenance of products, equipment, processes or services. Professional Engineering Technicians are required to apply safe systems of work. Recognition is either through the achievement of qualifications such as a Higher National Diploma or NVQ Level 3, or an in-depth appraisal of the knowledge and experience of the individual. Successful Advanced Apprentices are excellent candidates for EngTech status Link to website
Set up in November 2003 with £16m from LSC, Enterprise Advisor Services help schools meet the challenge of changes to the 14-19 curriculum, whereby work-related learning will be a statutory requirement for all pupils at Key Stage 4, from September 2004. Over 100 'Enterprise Advisors' have been recruited to work with head teachers to forge and strengthen ties between schools and businesses. They work to ensure young people have good work based experience that will improve their enterprise and employability skills. In addition, the Advisors are be able to access development funds for additional resources, materials or services to support enterprise development in schools. Link to website
Enterprise Education Trust
The Trust brings together businessdynamics, the Network for Teaching Entrepreneurship (NFTE), Blue Skies and Achievers International. Each has a different but complementary focus and together delivers wide range of flexible, interactive programmes that use real life business experience to inform, involve and inspire young people of all abilities. EET was EEF's organisation of the month in July 2007. See the feature here.
Link to website
The Engineering and Technology Board. Created from the Engineering Council to address the needs of the UK’s science, engineering and technology industry and to create a unified platform and voice. Link to website. ETB was EEF's Organisation of the Month in November 2005 - click here to see the feature.
The aim of this programme is to develop a challenging curriculum for enhanced and accelerated professional development to chartered engineer status. It is designed to provide continuation training for outstandingly able innovative and entrepreneurial engineering graduates, with leadership potential, such as those who have already benefited from the Engineering Leadership Awards scheme, or similar company schemes, who aspire to reach senior management and executive positions on the fast- track. The programme is run in partnership with companies and enterprises that employ top engineering graduates and offers exciting career development with early managerial responsibility. The graduates will benefit from the stimulation, rapid progression, enhanced in- depth training and vision imparted by this programme. Programme partners can integrate The Academy 's training units into their own graduate development schemes. Part of the BEST Programme.
Run by Sir Andrew Foster in 2005, the Review generated over 60 recommendations for the FE college sector, including improving their responsiveness to employers, and providing better CPD for lecturers. Link to website
Introduced in 2001, nearly 35,000 students enrolled on Foundation Degree courses in 2006-07. They are delivered in 250+ FE colleges, and 83 Higher Education Institutions. The number of students on foundation degrees programmes now exceeds the number of students studying for HNDs (most recent comparative figures from 2004-05), except in Engineering and Technology subjects, where HND is still more popular. The Foundation Degree Forward website currently (Feb 2007) lists 151 courses in Engineering, as well as 84 in Construction and 38 in Technology. A Foundation Degree will often convert to a full BA/BSc (Hons) degree with a further year of full-time study. Foundation Degrees also incorporate more flexible learning, including distance and online learning. Link to website
Organisation which supports the development of Foundation Degrees. Link to website
The proposed Framework for Achievement (FfA) will be a unit-based qualification framework underpinned by a system of credit accumulation and transfer. Designed to recognise a wider range of learner achievements than the National Qualifications Framework (NQF), it will be: responsive to employer and learner needs; demand- and market-led; simple, flexible and with currency for learners; underpinned by a credit system that recognises achievement of units and qualifications. In November 2005 QCA received a remit to proceed with tests and trials of the key features of the FfA from 2006 to 2008. Link to website The credit system for the recognition of achievement of units and qualifications is being developed under the heading of the Qualifications and Credit Framework.
A qualification introduced in September 2002. It is equivalent to two general academic GCSEs and candidates will receive a double grade (AA, CC, etc). It is designed to give young people an introduction to the world of engineering, and a chance to develop their design, making, testing and teamworking skills. Link to website
GNVQ currently exists at foundation and intermediate levels (levels 1 and 2). The GNVQ is a suite of general vocational qualifications, providing an introduction to a broad vocational area. It is available in 14 titles and offers progression to training for employment and further study at levels 2 and 3. It is primarily delivered in further education institutions to post-16 students on programmes that normally last one or two years. Each GNVQ consists of six units; four are assessed internally by a portfolio of coursework and two are externally assessed. The GNVQ will be withdrawn in three stages from summer 2005 to 2007.
These are employer-led, charitable status, not-for-profit training organisations servicing more than 13,000 companies nation-wide. 4,500 companies are direct members of the individual groups and benefit from a range of training services and vocational qualifications at economical costs. Group Training Schemes were first established by groups of local employers, in the 1960's, to provide a training and development resource for small and medium sized enterprises. Today, the members are capable, both individually and through networking, of providing the training and vocational qualifications of the largest organisations in the country. In engineering and manufacturing, GTAs have a particular role in recruiting, managing and training Modern Apprentices. The SEMTA website contains a directory of GTAs. Link to website
An opportunity for students at the end of Year Twelve/ Scottish Year five (sixteen and seventeen year- olds) to spend four days in the summer at a university engineering facility to learn more about engineering and allied courses, and be briefed about engineering careers prior to making their UCAS application. Student quality is very high: 80% have between three and ten GCSE A or A* grades and 90% have more than eight A to C passes, and are taking A level mathematics with science subjects, usually physics, amongst other subjects. Typically 720 students are placed on courses each year. In addition to living at the university, Headstart students engage in hands- on design, build and test projects, meet recent engineering graduates, and attend seminars and lectures. Visits to local engineering companies are made and sponsors are invited to attend. Headstart operates in England, Scotland and Wales. Part of the BEST Programme. Link to website
Pilot programme for young people aged 18+, Higher Apprenticeships are being piloted in Engineering. Available in Automotive, Aerospace and Electronic specialisms, they combine a part-time Foundation Degree with on-the-job training and competence. Details on the SEMTA website
Set up in 2004 to meet the following needs: to be an authoritative and independent voice on policies that influence higher education student learning experiences; to support HE institutions in their strategies for improving the student learning experience; to lead, support and inform the professional development and recognition of staff in higher education; to promote good practice in all aspects of support for the HE student learning experience; to lead the development of research and evaluation to improve the quality of the HE student learning experience; and, to be a responsive, efficient and accountable organisation. Link to website The Engineering Subject Centre of the Higher Education Academy is based at Loughborough University. Link to website
HEFCE distributes public money for teaching and research to universities and colleges. In doing so, it aims to promote high quality education and research, within a financially healthy sector. The Council also plays a key role in ensuring accountability and promoting good practice. Link to website
HESA is the central source for higher education statistics. It provides some statistics free online, and will undertake extensive research on a fee-based arrangement. Link to website
HNDs and HNCs are work-related courses provided by higher education colleges and further education colleges. An HNC takes one year full time and two years part time while a HND takes two years full time and can also be taken part time. HND or HNC can be used as a route to a degree, on completion of an HND or HNC, students often join the second or third year of a degree course in a related topic.
HTI is an organisation which supports employability, creativity and innovation, inclusivity, environmental sustainability, and best leadership practice for those involved in education. One of their key initiatives relates to secondments for teachers into industry. A business can substantially benefit from one of these secondees - providing a cost-effective interim manager who does not add the headcount for particular projects, and providing an opportunity to fulfil Corporate and Social Responsibility polices and enhance their brand image. Link to website HTI was EEF's organisation of the month in June 2006 - see the feature here.
Incorporated Engineers are characterised by their ability to act as exponents of today’s technology through creativity and innovation. To this end, they maintain and manage applications of current and developing technology, and may undertake engineering design, development, manufacture, construction and operation. Incorporated Engineers are variously engaged in technical and commercial management and possess effective interpersonal skills. They hold an accredited Bachelors degree in engineering or technology; or a Higher National Diploma or Foundation Degree in engineering or technology, plus appropriate further learning to degree level. Link to website
The Industrial Trust helps young people to understand what wealth creation is about and to enthuse and inspire them to be enterprising in their own lives. It works with almost 1,000 companies and schools, using short, focused, highly structured visits to companies to show young people the relevance and purpose of what they are studying at school and to open their eyes to opportunities that are within their reach. The Trust also supports teachers, for example through placements in industry. Link to website. The Industrial Trust was EEF's Organisation of the Month in October 2005. Click here to see the feature.
The Institution of Engineering and Technology was formed by the Institution of Electrical Engineers (IEE) and the Institution of Incorporated Engineers (IIE) and now has more than 150,000 members worldwide. It is the largest professional engineering society in Europe and the second largest of its type in the world. The IET was EEF's organisation of the month in March 2007 - click here to see the feature.
A national quality standard which sets a level of good practice for improving an organisation’s performance through its people. Link to website Investors in People (UK) were EEF's organisation of the month in Janaury 2007. Click here to see the feature.
Operates a practical training exchange programme between members in order to enhance technical and professional development and to promote international understanding and goodwill amongst students, academic institutions, employers and the wider community. Link to website
Jobcentre Plus is a government agency supporting people of working age from welfare into work, and helping employers to fill their vacancies. Part of the Department for Work and Pensions (DWP). Link to website
Key skills are a range of essential skills that underpin success in education, employment, lifelong learning and personal development. Key skills qualifications (levels 1-4) in communication, application of number and information technology (IT) are available across all post-16 routes in England, Wales and Northern Ireland. Also available at levels 1-4 are the wider key skills units: working with others, improving own learning and performance, problem solving. For students and trainees working towards the key skill qualifications in Communication, Application of Number or IT, assessment comprises both an internal (portfolio) and an external (test) component. For those working towards the key skill units in Working with Others, Improving Own Learning and Performance or Problem Solving, assessment is via an internal (portfolio) component alone. Engineering apprenticeships include Key Skills elements. Link to website
Government funded guidance on skills and courses, as well as access to hundreds of online courses. Learndirect now also offers a free information, advice and guidance for adults Link to website
The Learning and Skills Council is responsible for funding and planning education and training for over 16-year-olds in England and to raise participation and attainment through high-quality education and training. With a budget of £7.3 billion the Council operates through 47 local offices and a national office in Coventry. Established in April 2001 their work covers: further education, work-based training and young people, workforce development, adult and community learning, information, advice and guidance for adults, and education business links. Their funding is channelled through the Department for Education and Skills (DfES). Link to website
Now split into the Quality Improvement Agency for Lifelong Learning (QIA) and the Learning and Skills Network (LSN)
LSDA's existing programmes, research, training and consultancy work will continue as normal via the Learning and Skills Network. Link to website
Now the Higher Education Academy.
The network of 104 Learning Partnerships has been in place since 1999. Learning Partnerships are non-statutory, voluntary groupings of local learning providers (ranging from voluntary sector to Higher Education Institutes) and others such as local government, Connexions/Careers Service, trade unions, employers and faith groups. Link to website
The Government commissioned the Leitch Review to identify the UK’s optimal skills mix in 2020 to maximise economic growth, productivity and social justice, and to consider the policy implications of achieving the level of change required. The Leitch Review of Skills published its interim report "Skills in the UK: The long-term challenge" on 5th December 2005. The Review published its final report in 5th December 2006. Link to website
There are a number of levels of qualifications and skills. They are defined by QCA as follows:
- Level 1 – Foundation level skills and qualifications, equivalent to 5 GCSEs at grades D-G, or NVQ Level 1
- Level 2 – Intermediate level skills and qualifications, equivalent to 5 GCSEs at A*-C grade or NVQ Level 2
- Level 3 – Advanced level skills and qualifications, equivalent to 2 A levels or NVQ Level 3
- Level 4 – equivalent to certificates of higher education
- Level 5 – equivalent to diplomas of higher/further education, foundation degrees, higher national diplomas or NVQ Level 4
- Level 6 - equivalent to bachelors degrees, graduate certificates and diplomas or NVQ Level 4
- Level 7 - equivalent to masters degrees, postgraduate certificates and diplomas
- Level 8 - equivalent to doctorates or NVQ Level 5
These were established as part of the widening participation agenda for higher education.
They will combine the strengths of a number of diverse institutions. Each LLN will involve a number of further education colleges and higher education institutions (including at least one research-intensive institution). It will also have consulted with the local Learning and Skills Council, Regional Skills Partnerships, appropriate Sector Skills Councils and other key stakeholders. They provide appropriate information, advice, guidance and support for learners on vocational pathways. They locate the progression strategy within a commitment to lifelong learning, ensuring that learners have access to a range of progression opportunities so that they can move between different kinds of vocational and academic programmes as their interests, needs and abilities develop. They bring greater clarity, coherence and certainty to progression opportunities. They develop progression agreements and ensure that they operate effectively across the network. They develop the curriculum as appropriate to facilitate progression. They value vocational learning outcomes and provide opportunities for vocational learners to build on earlier learning and to re-engage with learning throughout their lifetime. Link to website
Formerly Local Education Authorities (LEAs). Local authorities are part of local councils, i.e. borough, county, metropolitan and city, which have a duty to promote the economic, environmental and social well-being of their areas. Within local councils, LAs are accountable for early years education, schools, adult education and youth services. LAs are also responsible for promoting high standards of education and the work to improve standards, as drawn together in LAs' Education Development Plans (EDPs). LAs help manage many national initiatives, such as the national literacy and numeracy strategies. LAs retain a number of core functions which are summarised as support for special educational needs, access and school transport, school improvement and tackling failure, educating excluded pupils and pupil welfare, and strategic management. Some LAs also handle school admissions.
Tasked to prepare and adopt a local learning plan incorporating skills and participation strategies and implement this in the local community in order to raise local labour force productivity.
Aims to address the practical needs of British manufacturers by delivering hands-on advice and assistance from experts in a wide range of manufacturing disciplines. Launched in 2002 with a regional structure and network of support organisations. Offers the following services:
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Direct helpline support through the Regional Centres;
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A free one-day on-site diagnostic visit by a MAS manufacturing specialist to review a company's entire manufacturing operation;
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Regional Centres can follow up to deliver up to ten days' in-depth consultancy - to introduce, for example, lean manufacturing techniques, product or process innovations, or design advice; and
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Best practice activities, training and workshop activities for manufacturers across each region.
Link to website
The NCETM is a major initiative funded by the Department for Education and Skills to enhance professional development for mathematics teachers, established in response to the recommendations of ACME (Advisory Committee on Mathematics Education) and those made in Professor Adrian Smith's report 'Making Mathematics Count'. Link to website
A new organisation created in 2004 to raise the profile of entrepreneurship and starting a business as a career option within Higher Education institutions. Link to website
The National Council for Work Experience (NCWE) promotes, supports and develops quality work experience for the benefit of students, employers and the economy. It currently focuses these activities on students in further and higher education. Link to website
The objects of the Forum are to advance education and training in engineering and technology, and in furtherance of those objects, to:
- act in an advisory capacity on all matters concerning engineering and technology education and training to those bodies and organisations responsible for and concerned with its provision
- seek to actively influence any decision taken by such bodies when it is thought that such action will affect the future provision of engineering and technology education and training
- stimulate and promote opportunity for discussion in matters concerning engineering education and training and career opportunities by way of conferences, seminars and conventions to formulate a representative view
- capture, evaluate and disseminate information relevant to engineering and technology education and training career opportunities
- promote the benefits of engineering education and training at all levels.
Link to NFEC website NFEC was EEF's Organisation of the Month in February 2007 - see their entry here.
National Occupational Standards (NOS) define the competences which apply to job roles or occupations in the form of statements of performance, knowledge and the evidence required to confirm competence. They cover the key activities undertaken within the occupation in question under all the circumstances the job holder is likely to encounter. They can be used to: describe good practice in particular areas of work; set out a statement of competence which bring together the skills, knowledge and understanding necessary to do the work; provide managers with a tool for a wide variety of workforce management and quality control; offer a framework for training and development; form the basis of National Vocational Qualifications (NVQs), Scottish Vocational Qualifications (SVQs) and Vocationally Related Qualifications (VRQs). Link to website
The National Skills Academy for Manufacturing is a central part of the government’s skills strategy. The Academy will focus on meeting the skills needs of both large and small employers from the manufacturing sector, including Aerospace, Automotive, Electronics and Marine. In the longer term, it will also incorporate science and technology sub-sectors such as the Biological and Medical Sciences, and Bio- and Nano-technology. It will create training and education programmes which will set national standards for delivery and help employers to meet the demands of global competition in terms of improved productivity, competitiveness and profitability. Link to website
Work-related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a candidate is competent in the area of work the S/NVQ framework represents. S/NVQs are based on national occupational standards. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding that underpin competent performance. Within reason, S/NVQs do not have to be completed in a specified amount of time. They can be taken by full-time employees or by school and college students with a work placement or part-time job that enables them to develop the appropriate skills. There are no age limits and no special entry requirements. Link to website
The New Engineering Foundation is a charity which focuses on four key areas:
- Investigating the key issues and challenges facing engineering and technology skills development through research studies and think-tanks;
- Assembling and delivering programmes that help update the skills and knowledge base of teachers and lecturers;
- Supporting the creation of compelling e-learning educational resources and information guides;
- Supporting the development of technological innovation and entrepreneurship.
Link to website. The New Engineering Foundation was one of EEF's organisations of the month in 2006. To read the feature, click here.
Classification given to young people aged 14-19 who are not engaged with any recognised programmes or formal employment. The Connexions Service has a specific remit, linked to targets, to prioritise this group.
Ofsted is the inspectorate for children and learners in England. It contributes to the provision of better education and care through effective inspection and regulation. This is achieved through a comprehensive system of inspection and regulation covering childcare, schools, colleges, children's services, teacher training and youth work. Link to website
On 1 April 2007 a new, single inspectorate comes into being: 'The Office for Standards in Education, Children's Services and Skills' – the new Ofsted. It will take on responsibilities from four existing inspectorates: the Adult Learning Inspectorate (ALI); the work relating to children of the Commission for Social Care Inspection (CSCI); the work relating to the children and family courts of HM Inspectorate of Court Administration (HMICA); and the work of the current Ofsted.
Offers distance / flexible learning in a range of subjects, including engineering and technology. Students can study at foundation level through to Masters degrees and postgraduate qualifications. Link to website
Most teachers complete a PGCE after their first degree. It comprises a combination of teaching practice, theoretical learning, and subject support. PGCEs are available for prospective secondary school teachers in a range of subjects include English, Mathematics, Physics and Design & Technology. Five universities are now offering a PGCE suitable for preparing graduates to teach secondary school level Engineering. Link to website
Organisations, usually run on a membership basis, which promote and support specific professions. For a list of the Professional Institutions in engineering, go to the EC(UK) website here.
A new way of recognising achievement through the award of credit for units and qualifications, providing flexible routes to gaining full qualifications, and enabling qualifications to be achieved in small steps. Tests and trials began in September 2006 and will continue to July 2008. Link to website
QCA is a non-departmental public body, sponsored by the Department for Education and Skills (DfES). It maintains and develops the national curriculum and associated assessments, tests and examinations; and accredits and monitors qualifications in colleges and at work. Link to website
Maintains high standards of higher education qualifications, and informs and encourages continuous improvement in the management of the quality of higher education, by working with higher education institutions to define academic standards and quality, and carrying out and publishing reviews against these standards. Link to website
Formed from LSDA in March 2006, this is responsible for quality improvement across the learning sector. The QIA's role will be to create a strong strategic focus on improving quality in the sector. It will lead development of a Quality Improvement Strategy for the sector and it will help providers respond to the government's strategic priorities. Link to website
The eight Regional Development Agencies (RDAs) were established under the Regional Development Agencies Act 1998, and were formally launched in eight English regions on 1 April 1999. The ninth, in London, was established in July 2000 following the establishment of the Greater London Authority (GLA). Responsibility for sponsorship of the RDAs moved from the former Department for the Environment, Transport & the Regions to the DTI in 2001. Their primary role is as strategic drivers of regional economic development in their region. The RDAs aim to co-ordinate regional economic development and regeneration, enable the regions to improve their relative competitiveness and reduce the imbalance that exists within and between regions.
Set up in all nine English regions, RSPs are co-ordinated by Regional Development Agencies. RSPs bring together regional and local bodies to identify skill needs and address skill issues. They incorporate the findings of the Sector Skills Agreements and apply them to regional priorities.
In March 2001, Sir Gareth Roberts was asked by the Chancellor of the Exchequer and the Secretaries of State at the Department of Trade and Industry and at the Department for Education and Skills to undertake a review into the supply of science and engineering skills in the UK. The review was commissioned as part of the Government's productivity and innovation strategy. Sir Gareth Roberts' final report was published on 15 April 2002. The report set out a series of recommendations to the Government, employers and others with an interest in fostering science, engineering and innovation in the UK. Many of these recommendations have been incorporated into government policy. Link to website
As Britain’s national academy for engineering, it bring together engineers from all disciplines to promote excellence in the science, art and practice of engineering. Its strategic priorities are to enhance the UK’s engineering capabilities; to celebrate excellence and inspire the next generation; and to lead debate by guiding informed thinking and influencing public policy. Provides the BEST Programme initiatives. Link to website
The overall objective of the scheme is to improve the economic performance of UK engineering, manufacturing and construction businesses. This is achieved by providing a human resource of highly motivated engineers, who have complemented their technical qualifications and skills with an MBA degree gained at top flight business school overseas. A Sainsbury Management Fellowship is prestigious award; it is expected that award holders will go on in due course to become senior managers and leaders in UK industry and make a major contribution to the economic prosperity of the nation. The selection of award holders is directed to this end. To be eligible for the scheme a candidate will be a UK citizen, a Chartered Engineer or be making substantial progress towards this status with a first or upper second class honours degree (aged between twenty six and thirty four years). He or she will have demonstrated their potential and ambition to achieve senior management responsibility at an early age. Part of the BEST Programme. Link to website
Run by SETNET, the SEAs initiative provides scientists and engineers at all stages of their career to support STEM activities in schools and colleges. Link to website See also EEF's own feature on the SEAs scheme here
Drawn up by the Sector Skills Councils, SSAs are designed to analyse the skill needs of the sector, document provision, identify gaps in provision, then put in place activity to bridge the gaps. Link to website
Formed to lead the skills and productivity drive in industry or business sectors recognised by employers. They bring together employers, trade unions and professional bodies working with government to develop the skills that UK business needs.
Established to underpin the Sector Skills Council network and promote effective working between sectors. Link to website
The Sector Skills Council for the science, engineering and manufacturing technologies sector, also known as the Science, Engineering and Manufacturing Technologies Alliance. They produce research and data on labour market trends and skill needs, as well as safeguarding the occupational standards and managing the Apprenticeship frameworks. Link to website
The national network of SETPOINTS – organisations created to bring schools and businesses together on a local basis. Link to website
Part of the Skills Strategy, new Skills Academies will be created in various sectors. National Skills Academies will be sector led national centres of excellence which will provide an opportunity for employers to develop a national response to meeting their sector's skills needs. Four Skills Academies are currently in the process of national rollout, including the National Skills Academy for Manufacturing (NSAM). Link to website
The Skills for Business network aims to boost the productivity and profitability of the UK. They do by identifying and tackling skills gaps and shortages on a sector by sector basis. The Skills for Business network is made up of 25 Sector Skills Councils (SSCs) - each one is an employer-led, independent organisation. The Sector Skills Development Agency (SSDA) underpins the network and is responsible for funding, supporting and monitoring the SSCs.
Government initiative, introduced in two White Papers in 2003 and 2005. Designed to move company training to a "demand-led system", giving employers control over training provision and activity. Elements include: the Skills Academies, brokerage, Sector Skills Councils, Sector Skills Agreements, Train to Gain, an Employer Guide to Good Training, and improvements to qualifications under the Framework for Achievement. Link to website
The Smallpeice Trust is an independent educational charity that provides a programme to promote engineering as a career to young people. Courses provide young people with the opportunity of working with engineers from industry, experienced professionals and technical specialists, on residential courses at universities or taking part in STEM enrichment activities arranged in schools. A continuum of courses provide year-on-year training in a variety of specialisms, encompassing a range of projects and management skills, with the gap year being the flagship for pre-university engineering students. Core courses are affiliated to the Royal Academy of Engineering Best programme. Link to website
As part of the 14-19 reforms in England, 14 new Specialised Diplomas for 14-19 year olds are being introduced. Engineering is one of the first to be piloted, with the first diplomas being introduced in schools and colleges from September 2008. Link to website See the special EEF feature on the Employer Consultation on the content of the Engineering Diploma here. The Manufacturing Specialised Diploma will launch in September 2009 - see the website here.
Set up several years ago to encourage secondary schools to develop an individual ethos. The first specialisms were in Technology, Sports, Arts, and Languages. Engineering, Science, Maths & Computing and Business & Enterprise were added as specialisms from September 2002. There are now 2,695 specialised secondary schools in England, accounting for 85% of all secondary schools. There are 47 Engineering Specialist Schools, while a further ten combine engineering with another specialism. 22 schools have the additional specialism of "Vocational". To become Specialist, a school must raise £50,000 in private sponsorship, and draw up a four-year school and community plan to raise standards, increase provision and encourage take-up in their specialist subjects or to develop a centre of expertise in special educational needs provision. specialist schools receive the following additional funding from the Government: £100,000 for a capital project to enhance the facilities in the subjects related to the school's specialism; and recurrent funding of around £129 per pupil per year (more for special schools), to implement their specialist school development plans. All specialist schools are expected to target around one third of their specialist school recurrent funding on sharing resources and expertise in their specialist area with partner schools and the wider community. Link to website
Organisation set up to support specialist schools and those bidding for specialist status. Link to website
Strategic area reviews comprised a key part of Success for All from April 2003 to March 2005. They covered all education and training funded by the Learning and Skills Council (LSC) across England for learners aged over 16. The StARs looked at what education and training was on offer for people aged 16 and over and produced recommendations to better align this offer to meet the needs of, and improve the choice for, individuals, employers and communities. The StAR process involved planning, information gathering, developing strategic options, local consultation, publication of options and, ultimately, their implementation and evaluation.
A vast number of different outcomes can occur and depend on the locality of the StAR. These include:
- new collaborative models with a wide range of different approaches;
- new Sixth form provision;
- curriculum rationalisation;
- new provision to address skills gaps;
- agreement of 14-19 learning entitlements;
- capital investments.
Link to website
Success for All is the long-term reform strategy to develop the high-quality, demand-led, responsive colleges and providers needed in the learning and skills sector. The strategy was launched in November 2002. It has five main themes, which are:
- Meeting needs and improving choice;
- Putting teaching, training and learning at the heart of what is done;
- Developing the leaders, teachers, trainers and support staff of the future;
- Developing a framework for quality and success;
- Accelerating quality improvement.
In addition to these themes, the strategy also includes commitments to: working closely with employers; busting bureaucracy in the sector; equality and diversity; and integrating e-learning. Link to website
The national programme based on the Employer Training Pilots. Provides employers with a range of services: brokerage to enable companies to assess their training needs and find local provision to meet these needs; free training for basic skills and first Level 2 qualification; and an element of wage compensation. Findings from the ETPs has reported employers finding the tailored training provision extremely useful. Train to Gain was launched as a national scheme in August 2006. See the EEF feature here.
Founded in 1971 to help young people aged between 14 and 25 prepare for life beyond the classroom, enhance their employability and develop their individual potential regardless of ability or background. Trident operates the Skills for Life Programme for those aged between 14 and 18 that comprises of work experience, personal challenge and community involvement. Since 1971 approximately 2 million young people in England have participated in the Trident Trust programmes.
Annually: 115,000 students complete a work experience placement; 13,000 take on a personal challenge; 11,000 take on a community involvement project; and 10,000 are awarded a Trident Gold Certificate. Link to website
Proposed sponsorship of schools based on the academies model.
UCAS processes applications for full-time undergraduate courses at UK universities and colleges. Link to website
Working throughout England, Wales and N.I. Ufi provides learning services through learndirect, aiming to put individuals in a better position to get jobs, improve their career prospects and boost business competitiveness. Link to website
Established in 2004 to deliver a substantial part of the Government's Strategy for Women in SET (2003). Funded from the science budget of the Department of Trade and Industry, the UKRC reports into the Office of Science and Technology. Contracted to 2008, the aim of the UKRC is to increase the participation and position of women in science, engineering and technology. Its mission to establish a dynamic centre that provides accessible, high quality information and advisory services to industry, academia, professional institutes, education and Research Councils within the SET and built environment professions, whilst supporting women entering, returning and progressing in SET careers.
The core objectives for the UKRC are:
- To review and develop a recognition scheme for ‘good' SET employers
- To share good employment practice for women in SET
- To disseminate and share information
- To set up and maintain a database of expert women in SET
- To maintain and disseminate UK gender statistics
- To raise the profile of women in SET
- To pump prime innovation and disburse travel bursaries
- To support SET women returners
- To coordinate the work of women in SET organisations
Link to website
The Undergraduate Programme is designed to encourage university students to retain an interest in pursuing a career in engineering through a series of awards and activities. These include business awareness courses and personal development training courses which are held on Dartmoor and are similar to the Outward Bound format. The Programme is open only to students who have participated in one or more of the Best pre-university schemes. Such students receive details automatically when they go to university.
The Undergraduate Ambassadors Scheme (UAS) provides the framework for a degree course module awarding academic credit to science, technology, engineering and maths undergraduates working with teachers in local schools. Link to website
Set up to encourage girls and women to consider a career in science and engineering. Their web site has details of women role models and activities for girls. Link to website
Innovative scheme designed to give young people a year's structured business placement between school and university. Most placements are in engineering, technology and manufacturing companies, and are designed for young people planning to study relevant subjects at degree level. Part of the BEST Programme of the Royal Academy of Engineering. Link to website The Year in Industry was EEF Organisation of the Month in September 2006 - see the feature here.
Devised for 14-16 year olds, allowing motivated and able pupils to study for vocational qualifications not just in the classroom but in college, with training providers and in the workplace too. Pupils on a Young Apprenticeship may study for a GCSE in a vocational subject (worth two GCSEs) or another type of vocational qualification, as well as modules of a National Vocational Qualification (NVQ). Pupils are based in school, and follow the core national curriculum subjects, but for two days a week (or equivalent) they also work towards nationally recognised vocational qualifications delivered by their local Young Apprenticeships Partnership. The programme also includes 50 days' work experience over the two years of the course.
The programme was launched in September 2004, with 1,000 pupils embarking on YAs in Art and Design, Business Administration, Engineering, Health and Social Care, Performing Arts and the Motor Industry. In September 2005, a further 2,000 pupils joined the programme, which was extended to include YAs in Textiles and Hospitality. In September 2006, the third cohort of 3,500 pupils began the programme. New apprenticeship areas were added in Construction, Electricity Industry, Food and Drink Manufacturing, Hairdressing, Retail and Science. The fourth cohort for September 2007 has been approved, and will see 9,000 young people enter the programme. Link to website EEF produced a briefing in 2004 on Young Apprenticeships and health & safety - read it here.
Young Engineers is the national network of science, engineering, electronics and technology clubs in schools and colleges throughout the UK. With over 27,000 club members in 1,750 schools, covering all phases of education (8 to 19 years of age), Young Engineers purpose is to inspire young people to recognise the importance and excitement of a career in engineering. Membership is free and clubs are able to take part in team and individual projects that cover a wide range of engineering disciplines supported by teachers, Science & Engineering Ambassadors (SEAs) and local companies. Part of the BEST Programme. Link to website
A national education charity with a mission to inspire and equip young people to learn and succeed through enterprise. Young Enterprise runs six programmes, each for a different age-group from 5 to 25+. These are run on a “learning by doing” principle. Link to website
Updated 5 March 2007