Education policy statements
In 2010, the British heritage sector contributed £7.4 billion to the economy and provided more than 190,000 full-time jobs. The word ‘heritage’ is often associated only with the built environment or fine and decorative art. Yet industrial heritage contributes significantly to the UK’s overall cultural legacy.
To drive economic growth, build the next generation of infrastructure projects and meet our 2050 carbon reduction obligations, the UK urgently needs more people to choose careers in science and engineering. This policy statement sets out the steps needed to provide students with the right careers advice to make informed choices.
The engineering community expends considerable resources trying to engage with the next generation of potential engineers by enhancing STEM education. But if a greater proportion of its resources were applied to a specific age range, would it have a greater effect on the perceptions, interests, study choices and career decisions of young people?
In September 2008, the Government launched the engineering diploma. The Institution supports the qualification, which combines both vocational and academic learning, but recognises more needs to be done to ensure its success.
STEM skills are in demand. This statement investigates what needs to be done to ensure the necessary supply of quality STEM students.
Apprenticeships are a vital part of the UK skills mix. They will contribute to the country’s economic recovery, rebalancing and de-carbonising the economy. In its latest policy statement "Engineering Apprenticeships", the Institution looks at the barriers to recruiting apprentices in engineering and manufacturing.
The number of women in engineering is comparatively low. If the profession is to continue to thrive and appear modern and inclusive, more needs to be done to allow all to pursue a career in engineering. This statement looks at what can and should be done by government, the profession, employers and schools.