GENERAL

  The major problem is not with students who have the potential for higher education but for the much larger number who need to be educated and trained for the modern workplace. There is little evidence that the disparate agencies involved in this area are all pointing in the same direction. Often there are many schools with their own Sixth forms providing "A" level courses, BTEC and GNVQ courses, and further secondary schools feeding into a Sixth Form College. In addition there are further education colleges, all independently managed and funded. Thus there are numerous providers of post-16 education in an area with perhaps a relatively small number of inhabitants. The Providers of post-16 education, therefore, spend a considerable amount of resources competing with each other for the available pool of students.

  There is a need to rationalise the provision of post-16 education if it is going to increase provision in a way that benefits the local communities and the country in general. In particular:

—  all post-16 provision should be placed under the same national funding agency;

—  local officials should be appointed to ensure that there is co-ordination of provision between the various providers;

—  further education colleges should be required to demonstrate that their education and training provision is designed to meet the needs of the local community and the industries in the region;

—  centres of expertise should be established for particular types of education and training so that the available resource is used efficiently.

  It is also becoming apparent that the introduction of a contribution to tuition fees has produced a decline in applications to Universities from mature students. This may be part of the overall strategy to shift higher education from a full-time activity to a part-time activity, but if so it would have made more sense to have the Lifelong Learning programme in place before reducing existing opportunities.

The Relative Levels of Participation in Post-compulsory Learning, Categorised by such Factors as Age, Sex, Socio-economic Background, Region, Ethnicity and Disability

  1. The Engineering Institutions are not in possession of detailed statistics to respond to this question. There are national statistics available which should be readily accessible to government departments.

  2. Whilst the majority of engineering students are male, there are no restrictions on females, racial minorities or the disabled, entering further and higher education. We are disappointed that only a small number of female students study engineering and choose a career in engineering. There is a need to increase awareness of engineering as a career to the younger age groups and initiatives such as Women into Science and Engineering (WISE) are achieving results. Similarly, in construction engineering efforts are being made to change perceptions of the construction industry and to redress the under-representation of women both in the trades and in the professions; less than 10 per cent of the construction industry is female despite women accounting for 50 per cent of the population. The recent report of the Construction Industry Board "Tomorrow Team: Women and Men in Construction" addresses the main issues.

The Main Obstacles to Participation Facing Different Groups of the Population

  3. There are a number of pressures that are placed on 16 year-olds when making the choice of seeking a job or staying in education:

—  Financial pressures to work and earn money immediately rather than train for better prospects later.

—  Peer group pressure related to the above.

—  Lack of opportunities for vocational training.

—  Poor learning experiences in secondary schools.

—  In some areas transport costs act as a deterrent (particularly across local authority boundaries where this may preclude assistance with costs).

  4. Adults wishing to return to post-16 education may have the following difficulties:

—  Financial pressure.

—  Lack of opportunities for vocational training in employment.

—  Childcare responsibilities—which can be solved at a cost by provision of creche facilities.

—  Lack of self-confidence.

—  The absence of an FE or HE centre within a reasonable travelling distance of work.

  5. Entry to engineering requires post-16 qualifications in Science and Mathematics. Many students start their engineering studies with an inadequate grounding in these subjects and mathematics is often the area most failed in engineering courses.

  6. In some sectors of engineering, such as chemical engineering, the geographic location of current education provision is historic and the closure of some departments, coupled with the trend towards studying while remaining at home, could mean local access to engineering courses is missing for large sections of the population. This will also affect access to post graduate provision in further and higher education.

  7. The introduction of tuition fees and the ending of student maintenance grants could deter students from entering higher education.

  8. Qualified engineers who wish to undertake postgraduate courses find it difficult to obtain funding when they do not have the support of an employer. Central support needs to be available for people in these situations. This could involve grants, loans or tax incentives. Publicity for support of this type needs to be widespread, ongoing and not confined to training departments or providers.

  9. The time pressures on those in employment have increased considerably in recent years which has, in some cases, resulted in the time available for career development being restricted to the minimum needed to complete a task, rather than the wider development of individual.

  10. Even if the current Government drive for high standards in the primary, secondary, tertiary and higher education fields is successful there will still be the major problems of under-funding or poor distribution of funds. This is due to the inadequate involvement in and contribution to education and training by employers. The TECs have been unable to resolve this problem and will find it difficult to resolve within their current operating constraints and powers.

  11. In the engineering sector, the lack of training in employment and sponsorship of education are seen as the most important areas. Further effort should be expended on demonstrating to employers and employees the need for continuous investment in training as a means to improving profitability and easing the pressures on the individual's time.

  12. We suggest that some of the above difficulties could be resolved by:

—  Increased funding from employers by statutory requirement (e.g., a training tax or levy based on payroll.)

—  Distribution of the funds according to regional demand (e.g., by the regional sector companies according to some simple indicator or demand such as total payroll.)

—  A simple incentive for employers to benefit financially from expenditure on training (e.g., a one-off payment for the achievement of a nationally accredited "apprenticeship", NVQ, higher education degree or Chartered Engineer Status by their employee.)

—  National training awards with fixed curricula and rigorous accreditation/quality control (Degrees, NVQs, etc.).

—  Regional Training Centres, nationally accredited, providing high quality training to national standards in partnership with local employers and educational establishments. (There are best-practice models in place.)

—  National accrediting agencies with sanctions for each type of training (e.g., FEFC, QAA).

  13. The engineering professions are committed to the concept of Continuing Professional Development (CPD). This is defined as: "The systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional and technical duties throughout the practitioner's working life". There are no obstacles to participation in CPD and it applies to all regardless of age, sex, socio-economic background, region, ethnicity and disability. The main obstacle appears to be the inability of the individual to recognise the value of CPD and to appreciate what constitutes CPD. Some individuals feel that CPD is an intrusion into their private lives. There are also practical difficulties associated with attendance at courses, e.g., travel, time, cost, etc.

The Relationship Between Participation In Learning and Subsequent Employment, Income and Other Life Outcomes, Controlled for the Factors Tested Above

  14. We are not in possession of detailed information to respond to this question. it is our view that practically everyone will need post-16 training or further education.

  15. It would be very difficult for professional engineers not to participate in learning as the professions are constantly developing. However, much of this learning takes place unconsciously as the very nature of the role of a professional engineer requires them to tackle new situations or solve problems on the job. We would not want to see this informal earning omitted or marginalised in any future government legislation.

  16. The Engineering Institutions are committed to CPD which is a component of a Lifelong Learning programme, albeit with specific professional aims, not necessarily available to all.

  17. The infrastructure for the delivery of Lifelong Learning programmes will require substantial investment. Of particular interest to the engineering profession is the development of training programmes to meet the requirements of chartered and incorporated engineers and technicians. Such programmes should be based on occupational standards and accredited by professional bodies.