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Attracting students to engineering Matthew Harrison

NATIONAL ENGINEERING PROGRAMME. Attracting students to engineering Matthew Harrison. NATIONAL ENGINEERING PROGRAMME. Attracting students to engineering: three steps Raise aspiration Raise attainment at school Raise rates of progression through level 3 and beyond. NATIONAL ENGINEERING

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Attracting students to engineering Matthew Harrison

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  1. NATIONAL ENGINEERING PROGRAMME Attracting students to engineering Matthew Harrison

  2. NATIONAL ENGINEERING PROGRAMME Attracting students to engineering: three steps Raise aspiration Raise attainment at school Raise rates of progression through level 3 and beyond

  3. NATIONAL ENGINEERING PROGRAMME Attracting students to engineering: three more steps Enthuse at a young age: “change the world, become an engineer” Support key decision points at school (options, Level 3 courses) with good quality information Enrich the school curriculum to increase attainment and progression

  4. NATIONAL ENGINEERING PROGRAMME What are the barriers to attracting students to engineering? A brief pyramid analysis

  5. NATIONAL ENGINEERING PROGRAMME What can engineering offer students that is special or particularly attractive? A brief pyramid analysis

  6. NATIONAL ENGINEERING PROGRAMME The London Engineering Project (LEP)

  7. The London Engineering Project (LEP): a consortium effort to both increase and widen participation in engineering higher education by thinking nationally and acting locally.

  8. Increasing participation means getting more people to study subjects related to engineering at university.

  9. Widening participation in the context of the LEP means going to neighbourhoods where HE participation rates are low and engaging with groups that are under-represented in engineering: women, students from minority ethnic groups, students from families with no experience of HE and adult learners.

  10. The LEP Approach To develop inspiring engineering-related courses in local universities and to work in schools to identify and support students in taking up places on those courses.

  11. The LEP in universities • London South Bank University • University of Sussex • UCL • Cambridge-MIT Institute

  12. The LEP in Schools The LEP will take a cross-curriculum approach in schools: connecting the whole curriculum to technology so that all schools can engage, not just those with a SET specialism. The LEP will apply the progression curriculum approach in 35 primary schools: building confidence and an appetite for HE at KS2 and preparing the ground for more detailed work at KS3.

  13. The LEP in Schools (Cont.) The LEP will work in an inclusive way at KS3 in 15 secondary schools. This will identify students with an aptitude for mathematics and/or logical thinking who will subsequently benefit from mentoring and personalised learning opportunities. This cohort represent the most likely early entrants into HE.

  14. Cross-Sector Themes Using market intelligence to make all LEP activities culturally relevant in south London. Making all LEP activities gender appropriate. Connecting students with local employers who are seeking people ‘just like them’.

  15. LEP Finance and Governance The LEP is a partnership between Government, universities, the voluntary sector, schools and industry. It is managed by a project team centred on LSBU and led by The Royal Academy of Engineering. The governance is achieved by a steering group of the partners and enabled by service level agreements between the Academy and individual partners.

  16. LEP Success Indicators Success means… More students from the four target groups into university, a good number studying engineering-related courses. Schools transformed in the way they engage with science, engineering, technology and mathematics. A legacy of inspiring university courses with a route for disseminating best practice. The LEP experience repeated in six other cities around England.

  17. LEP Evaluation A three stage evaluation of: • Aspiration raising • Attainment • Progression will be evaluated by an independent impact assessment group

  18. LEP Partners The Royal Academy of Engineering; London South Bank University and Aspire Aimhigher South East London; Cambridge-MIT Institute; University of Sussex; University College London; Young Engineers The Smallpeice Trust The African-Caribbean Network for Science and Technology The UK Resource Centre for Women in Science Engineering and Technology; SETNET; The BA; The Engineering Professor’s Council; The University of Liverpool; Thames Water; The Brightside Trust.

  19. NATIONAL ENGINEERING PROGRAMME

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