Perkins review of engineering skills - Revision history

Editor at 16:56, 25 August 2021

2021-08-25T16:56:59Z

← Older revision		Revision as of 16:56, 25 August 2021
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	* Recruiting and retaining talent in the construction industry.		* Recruiting and retaining talent in the construction industry.
	* Skills to build.		* Skills to build.
		+	* Skills strategy for Northern Ireland.
	* Structural engineer.		* Structural engineer.
	* Tackling the construction skills shortage.		* Tackling the construction skills shortage.

Editor at 09:21, 13 May 2021

2021-05-13T09:21:14Z

← Older revision		Revision as of 09:21, 13 May 2021
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	* Government construction strategy.		* Government construction strategy.
	* National Infrastructure Plan for Skills.		* National Infrastructure Plan for Skills.
		+	* Professional Qualifications Bill.
	* Project engineer.		* Project engineer.
	* Protection for apprenticeships.		* Protection for apprenticeships.
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	* [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].		* [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].

−	[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Guidance]] [[Category:DCN_Report]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:~~People~~]] [[Category:~~Publications_/_reports~~]]	+	[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Guidance]] [[Category:DCN_Report]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:Publications_/_reports]] [[Category:People]]

Designing Buildings at 07:35, 17 November 2020

2020-11-17T07:35:54Z

← Older revision		Revision as of 07:35, 17 November 2020
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	* Tackling the construction skills shortage.		* Tackling the construction skills shortage.

−	=== External references ===	+	= External references =

	* Professor John Perkins’ [https://www.gov.uk/government/publications/engineering-skills-perkins-review Review of engineering skills].		* Professor John Perkins’ [https://www.gov.uk/government/publications/engineering-skills-perkins-review Review of engineering skills].
	* [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].		* [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].

−	[[Category:People]] [[Category:Publications_/_reports]]	+	[[Category:DCN_Commentary]] [[Category:DCN_Definition]] [[Category:DCN_Guidance]] [[Category:DCN_Report]] [[Category:DCN_Research,_Development_and_Innovation]] [[Category:People]] [[Category:Publications_/_reports]]

Designing Buildings at 11:11, 18 June 2020

2020-06-18T11:11:20Z

← Older revision		Revision as of 11:11, 18 June 2020
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	* [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].		* [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].

−	[[Category:Publications_/_reports]]	+	[[Category:People]] [[Category:Publications_/_reports]]

Editor at 14:28, 8 February 2019

2019-02-08T14:28:12Z

← Older revision		Revision as of 14:28, 8 February 2019
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	NB The review coincided with Tomorrow’s Engineers Week between 4 and 8 November 2013, during which a survey was undertaken: [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].		NB The review coincided with Tomorrow’s Engineers Week between 4 and 8 November 2013, during which a survey was undertaken: [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].

−	~~= Find out more =~~	+	= Related articles on Designing Buildings Wiki. =
−		+
−	=== Related articles on Designing Buildings Wiki. ===	+

	* Apprenticeships levy.		* Apprenticeships levy.

Designing Buildings at 09:24, 15 March 2017

2017-03-15T09:24:49Z

← Older revision		Revision as of 09:24, 15 March 2017
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	* Project engineer.		* Project engineer.
	* Protection for apprenticeships.		* Protection for apprenticeships.
		+	* Recruiting and retaining talent in the construction industry.
	* Skills to build.		* Skills to build.
	* Structural engineer.		* Structural engineer.

Designing Buildings at 07:24, 27 March 2016

2016-03-27T07:24:01Z

← Older revision		Revision as of 07:24, 27 March 2016
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	* Apprenticeships levy.		* Apprenticeships levy.
		+	* Boardroom to building site skills gap survey.
	* Building services engineer.		* Building services engineer.
	* CIBSE.		* CIBSE.

Editor at 12:08, 18 March 2016

2016-03-18T12:08:12Z

← Older revision		Revision as of 12:08, 18 March 2016
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−
	= Introduction =		= Introduction =

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	In particular the review focusses on:		In particular the review focusses on:
−	*The poor perception people have of the engineering profession.	+
−	*The low percentage of female engineering professionals compared to other EU countries.	+	* The poor perception people have of the engineering profession.
−	*The inflexible and unresponsive education system.	+	* The low percentage of female engineering professionals compared to other EU countries.
−	*Poor retention of trained engineers.	+	* The inflexible and unresponsive education system.
−	*The need for engagement of the industry.	+	* Poor retention of trained engineers.
		+	* The need for engagement of the industry.

	Perkins suggests that, “Under any plausible scenario for our future growth, new technology is likely to drive greater demand for higher, technical skills.”		Perkins suggests that, “Under any plausible scenario for our future growth, new technology is likely to drive greater demand for higher, technical skills.”
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	= Short term =		= Short term =
−	*1. Government should invite employers to put forward innovative proposals to develop engineering skills in sectors suffering acute skills shortages.	+
−	*2. Government should support the Daphne Jackson Trust to extend and develop their fellowship model to support people returning to professional engineering after a career break.	+	* 1. Government should invite employers to put forward innovative proposals to develop engineering skills in sectors suffering acute skills shortages.
		+	* 2. Government should support the Daphne Jackson Trust to extend and develop their fellowship model to support people returning to professional engineering after a career break.

	= Inspiration =		= Inspiration =
−	*3. The engineering community, including all the professional engineering institutions, should join in partnership with Tomorrow’s Engineers, to agree effective core messages about engineering and cooperate to disseminate these messages to young people.	+
−	*4. Government should provide seed funding to develop nationwide roll out of the Tomorrow’s Engineers employer engagement programme and help schools and colleges connect with employers.	+	* 3. The engineering community, including all the professional engineering institutions, should join in partnership with Tomorrow’s Engineers, to agree effective core messages about engineering and cooperate to disseminate these messages to young people.
−	*5. High profile campaign reaching out to young people, particularly girls aged 11-14 years, with inspirational messages about engineering and diverse role models, to inspire them to become “Tomorrow’s Engineers”. The engineering community should take this forward as an annual event.	+	* 4. Government should provide seed funding to develop nationwide roll out of the Tomorrow’s Engineers employer engagement programme and help schools and colleges connect with employers.
		+	* 5. High profile campaign reaching out to young people, particularly girls aged 11-14 years, with inspirational messages about engineering and diverse role models, to inspire them to become “Tomorrow’s Engineers”. The engineering community should take this forward as an annual event.

	= Academic Foundations =		= Academic Foundations =
−	*6. Government should ensure that the Royal Academy of Engineering (RAEng) and the Institute of Physics are fully engaged during consultation on revisions to A-level physics to ensure that the new A-levels will provide a sound foundation to progress to degree-level study in engineering.	+
−	*7. Government should continue to support schools to increase progression to A-level physics, especially among female students.	+	* 6. Government should ensure that the Royal Academy of Engineering (RAEng) and the Institute of Physics are fully engaged during consultation on revisions to A-level physics to ensure that the new A-levels will provide a sound foundation to progress to degree-level study in engineering.
−	*8. Government should focus on teacher recruitment to shortage subjects and also promote physics with maths to schools involved in teacher training.	+	* 7. Government should continue to support schools to increase progression to A-level physics, especially among female students.
−	*9. The engineering community should provide continuing professional development for teachers, giving them experience of working in industry to put their academic teaching in practical context and enabling them to inspire and inform their students about engineering.	+	* 8. Government should focus on teacher recruitment to shortage subjects and also promote physics with maths to schools involved in teacher training.
		+	* 9. The engineering community should provide continuing professional development for teachers, giving them experience of working in industry to put their academic teaching in practical context and enabling them to inspire and inform their students about engineering.

	= Vocational Education =		= Vocational Education =
−	*10. The engineering community should work with the Government to develop and promote new Level 2 and 3 qualifications that will create high quality vocational routes for 16-19 year olds to enter engineering careers.	+
−	*11. The engineering community should work with employers to encourage and support provision of work experience for post-16 students studying in colleges and schools.	+	* 10. The engineering community should work with the Government to develop and promote new Level 2 and 3 qualifications that will create high quality vocational routes for 16-19 year olds to enter engineering careers.
−	*12. The engineering community, especially employers, should work with Government to develop additional Trailblazer Apprenticeships in engineering.	+	* 11. The engineering community should work with employers to encourage and support provision of work experience for post-16 students studying in colleges and schools.
−	*13. Government should develop plans to boost diversity of engineering apprentices, building on the pilots and research commissioned by the Skills Funding Agency.	+	* 12. The engineering community, especially employers, should work with Government to develop additional Trailblazer Apprenticeships in engineering.
−	*14. Government should build on the UTC experience and seek to develop elite vocational provision for adults so that people have the opportunity to learn the latest techniques and approaches while learning in a vocational setting.	+	* 13. Government should develop plans to boost diversity of engineering apprentices, building on the pilots and research commissioned by the Skills Funding Agency.
−	*15. Engineering employers should encourage their staff to share their skills and knowledge, for example by participating in the Education and Teaching Foundation’s Teach Too scheme.	+	* 14. Government should build on the UTC experience and seek to develop elite vocational provision for adults so that people have the opportunity to learn the latest techniques and approaches while learning in a vocational setting.
−	*16. Government and the FE sector should encourage the application of learning technologies to extract maximum value from expert lecturers and the materials they produce, for example through Teach Too.	+	* 15. Engineering employers should encourage their staff to share their skills and knowledge, for example by participating in the Education and Teaching Foundation’s Teach Too scheme.
		+	* 16. Government and the FE sector should encourage the application of learning technologies to extract maximum value from expert lecturers and the materials they produce, for example through Teach Too.

	= Higher education =		= Higher education =
−	*17. Government should review funding arrangements for engineering degree courses to ensure that it is financially sustainable for HE institutions to deliver high quality engineering programmes.	+
−	*18. Government should ensure that the £200 million teaching capital fund encourages diversity by seeking evidence of commitment (e.g. through Athena SWAN registration) as a prerequisite for receiving funding.	+	* 17. Government should review funding arrangements for engineering degree courses to ensure that it is financially sustainable for HE institutions to deliver high quality engineering programmes.
−	*19. HE institutions should work with Government and commercial banks to ensure their students are aware of Professional Career Development Loans.	+	* 18. Government should ensure that the £200 million teaching capital fund encourages diversity by seeking evidence of commitment (e.g. through Athena SWAN registration) as a prerequisite for receiving funding.
−	*20. The engineering community should develop concerted engagement with university students, including work placements to raise the profile of engineering careers and ensure that students on every campus are aware of the full range of diverse opportunities with engineering employers, large and small.	+	* 19. HE institutions should work with Government and commercial banks to ensure their students are aware of Professional Career Development Loans.
−	*21. Engineering employers should explore the potential for developing cooperative cross-sector schemes to support postgraduate students.	+	* 20. The engineering community should develop concerted engagement with university students, including work placements to raise the profile of engineering careers and ensure that students on every campus are aware of the full range of diverse opportunities with engineering employers, large and small.
−	*22. Government, through EPSRC, should seek further evidence of unsatisfied demand for engineers trained to doctoral level, and review arrangements for the support of PhD students in the light of their findings.	+	* 21. Engineering employers should explore the potential for developing cooperative cross-sector schemes to support postgraduate students.
		+	* 22. Government, through EPSRC, should seek further evidence of unsatisfied demand for engineers trained to doctoral level, and review arrangements for the support of PhD students in the light of their findings.

	NB The review coincided with Tomorrow’s Engineers Week between 4 and 8 November 2013, during which a survey was undertaken: [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].		NB The review coincided with Tomorrow’s Engineers Week between 4 and 8 November 2013, during which a survey was undertaken: [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].
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	=== Related articles on Designing Buildings Wiki. ===		=== Related articles on Designing Buildings Wiki. ===
−	*Apprenticeships levy.	+
−	*Building services engineer.	+	* Apprenticeships levy.
−	*CIBSE.	+	* Building services engineer.
−	*Civil engineer.	+	* CIBSE.
−	*Construction industry reports.	+	* Civil engineer.
−	*Engineer.	+	* Construction industry reports.
−	*Institution of Civil Engineers.	+	* Diversity in the construction industry.
−	*Institution of Structural Engineers.	+	* Engineer.
−	*Government construction strategy.	+	* Institution of Civil Engineers.
−	*National Infrastructure Plan for Skills.	+	* Institution of Structural Engineers.
−	*Project engineer.	+	* Government construction strategy.
−	*Protection for apprenticeships.	+	* National Infrastructure Plan for Skills.
−	*Skills to build.	+	* Project engineer.
−	*Structural engineer.	+	* Protection for apprenticeships.
−	*Tackling the construction skills shortage.	+	* Skills to build.
		+	* Structural engineer.
		+	* Tackling the construction skills shortage.

	=== External references ===		=== External references ===
−	*Professor John Perkins’ [https://www.gov.uk/government/publications/engineering-skills-perkins-review Review of engineering skills].	+
−	*[https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].	+	* Professor John Perkins’ [https://www.gov.uk/government/publications/engineering-skills-perkins-review Review of engineering skills].
		+	* [https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/280916/Engineers_Week_pre-post_polling_data.xlsx Attitudes to engineering: before and after Tomorrow's Engineers Week 2013].

	[[Category:Publications_/_reports]]		[[Category:Publications_/_reports]]

Designing Buildings at 11:03, 30 September 2015

2015-09-30T11:03:41Z

← Older revision		Revision as of 11:03, 30 September 2015
Line 65:		Line 65:
	*Institution of Structural Engineers.		*Institution of Structural Engineers.
	*Government construction strategy.		*Government construction strategy.
		+	*National Infrastructure Plan for Skills.
	*Project engineer.		*Project engineer.
	*Protection for apprenticeships.		*Protection for apprenticeships.

Designing Buildings at 09:19, 21 August 2015

2015-08-21T09:19:33Z

← Older revision		Revision as of 09:19, 21 August 2015
Line 56:		Line 56:

	=== Related articles on Designing Buildings Wiki. ===		=== Related articles on Designing Buildings Wiki. ===
		+	*Apprenticeships levy.
	*Building services engineer.		*Building services engineer.
	*CIBSE.		*CIBSE.
Line 65:		Line 66:
	*Government construction strategy.		*Government construction strategy.
	*Project engineer.		*Project engineer.
		+	*Protection for apprenticeships.
	*Skills to build.		*Skills to build.
	*Structural engineer.		*Structural engineer.
−	*Tackling the construction skills shortage.	+	*Tackling the construction skills shortage.

	=== External references ===		=== External references ===