Teachers split between best routes into engineering

A report into the perceptions of the best routes into engineering and technology amongst teaching professionals has found an even split between university and apprenticeships.

‘School report: What teachers know and think about routes into engineering and technology’ is the second briefing in the school report series published by EngineeringUK, which draws on research conducted with 800 STEM teachers from across the nation. Teachers were asked if they would recommend a career in the sector, what they think the best route in is, why they would recommend different pathways, and how confident they feel advising students about these different pathways.

When asked what the best route into engineering was, an even split of 36 per cent said universities and 36 per cent said apprenticeships with just four per cent saying vocational or technical routes such as BTECs/NVQ/HNC/T Levels and 14 per cent not having a preference.

53 per cent of teachers said they were ‘very or fairly confident’ in advising students on vocational or technical pathways, with 32 per cent saying they were ‘not very confident or not at all confident’. After parents, teachers are the biggest group giving careers advice to young people in years ten to 13.

83 per cent of teachers said they knew which subjects their students would need to take to have a career in engineering and technology and 85 per cent would recommend this career, giving varied reasons from good pay to progression to job security.

75 per cent of teachers said they had some involvement in elements of planning and delivery of careers provision for students at their school or college and asked whether they felt their subject’s curriculum gave them an opportunity to link information about careers into their lessons. 68 per cent agreed that it did.

This follows the recent shift in England around vocational and technical education, with as the introduction of T Levels and the uncertainty around BTECs and other vocational and technical qualifications (VTQs)

Becca Gooch, head of research at EngineeringUK, said, “Teachers are hugely influential in career guidance to young people, and it’s encouraging we see an even split between universities and apprenticeships but more needs to be done on awareness of technical qualifications such as T levels.

“The newness of some qualifications may have coloured teachers’ opinions of courses, so understanding their knowledge and perceptions of career paths into engineering and technology is important. Teachers need to be supported and equipped with the best knowledge on different career paths into engineering and technology and ensure they are not biased in offering information on pathways.”

The report sets out recommendations for government and STEM careers organisations, including greater clarity around the future of existing and new qualifications and pathways, and more support for teachers on routes in engineering other than apprenticeships.

Becca Gooch added: “These findings can really help us to understand knowledge gaps and where teachers need support to improve their awareness of the full breadth of routes into engineering and technology.”