Educating Engineers

Debate between Elizabeth Truss and Peter Luff

Thursday 16th May 2013 Westminster Hall

[Elizabeth Truss]

Yes, I agree to correct that. I, too, want to break down that brick wall, because we will have students doing core maths plus physics and chemistry, as well as core maths plus history and geography or core maths plus an applied occupational qualification. The key is that those qualifications are valued by employers or by universities as leading to progress, which is what we should be looking at. I am pointing out that the fact that part of it is the same maths qualification shows that there is a shared core between the A-level side, to put it that way, and the occupational side.

I think I have covered the point about the accountability tables, and I want to address the issue of the engineering diploma. I explained the philosophy that followed the Wolf review—having a common core until 16, and reviewing the league tables in that light. It is wrong to see the change in the GCSE equivalents of the engineering diploma as downgrading the qualification. We have approved level 2 principal learning in engineering for inclusion in the 2015 key stage 4 performance tables. In addition, three new engineering qualifications for 14 to 16-year-olds, which are being developed by the Royal Academy of Engineering and an awarding organisation, are due to be submitted to Ofqual this summer for accreditation.

It is important that we have a consistent message in our 14-to-16 and 16-to-18 programmes about the status of qualifications in our league table. The progress 8 accountability measure really shows the Government’s intention, which is that students of those ages should be studying core subjects such as sciences, which are vital for engineering. In particular, we need more students studying physics to do engineering, but there is space reserved in the accountability measure for subjects such as design and technology and art.

Many colleagues mentioned university technical colleges, which provide an opportunity for young people to enter the engineering profession. In the 2011 Budget, the Government made a commitment to deliver at least 24 UTCs by 2014, and we are set to exceed that commitment: five UTCs are already open and 40 are in the pre-opening phase, of which 12 are due to open in September 2013, and a further 28 in 2014 and 2015. Those UTCs will together allow around 27,500 students to train as the engineers, scientists and technicians of the future, which is transformative.

When good schools open in a local area, it has a ripple effect on other institutions. For example, the maths free schools, which will be run by universities, will specialise in maths, further maths and sciences for students looking to go to university to study those subjects. Those schools were announced in the 2011 autumn statement and are based on a model from schools already operating in Russia and China. Two have already been approved and are due to open in 2014 at King’s college London, and Exeter. We are in discussion with other universities about the development of more of these maths schools. As they will have university-style tuition—much more seminar style—in maths and science, they will also be able to offer teaching support to other schools in their local area.

An underlying issue in the whole debate is that we need to increase teacher supply in the critical subjects. Maths has the greatest teacher shortage, but physics also has quite a large shortage. The Government are offering bursaries in those subjects. Improving the professional development of teachers in those subjects so that they are inspiring is important in encouraging the next generation. Who do children listen most to? They listen to their parents and their peers, but they also listen to their teachers, and a teacher can make a real difference. Having exemplar schools, whether they are UTCs or maths free schools, will help to improve the quality of provision.

Finally, I want to look at the role of industry in promoting STEM education and engineering. As my hon. Friend the Member for Mid Worcestershire pointed out, there are keen institutions that want to get involved in helping schools. However, it does not always happen at local level, and sometimes the coverage can be patchy. As we have cross-party consensus on the issue, I am keen that we work together to promote subjects such as engineering, physics and mathematics and their value to the country and to the individual. Too often, when we wake up in the morning and listen to the radio we hear such negative messages.

[Peter Luff]

I again pay tribute to my hon. Friend for the way she has engaged with the design and technology curriculum. Business engagement is crucial. She probably cannot prejudge it, but is she aware of how the Perkins review, which is being conducted by the chief scientist at the Department for Business, Innovation and Skills, will address such issues? It is a cross-departmental matter, not just for her Department.

[Elizabeth Truss]

I have met the Government’s chief scientist on precisely that issue. We need role models and we need to be able to communicate clearly about the key messages. The social value of engineering is very important. Countries such as Malaysia and India have been successful in recruiting female engineers. We should look not just at Europe but across the world to understand why engineering is seen as an aspirational career. It is clear that we need a concerted campaign and a concerted effort to address the whole issue. Despite the fact that we all know there is a desperate shortage of engineers, I am concerned that the message has not gone through to schools, and students are studying subjects that will not achieve those aspirations either for them or for the economy they are about to enter.

I thank hon. Members for taking part in this interesting debate in which some new ideas have emerged. I hope that we can work together with the Committee to take some of those ideas forward, and also with the Opposition because there is a degree of cross-party consensus. I am delighted to have taken part in the debate.

Oral Answers to Questions

Debate between Elizabeth Truss and Peter Luff

Monday 22nd April 2013 Commons Chamber

[Elizabeth Truss]

I thank my hon. Friend for his question. When we look at all the evidence from countries such as France, where there are much higher salaries and qualifications in the early years, we see higher quality provision, particularly for the under-threes. Every other country in Europe, including Ireland and Scotland, has higher child-staff ratios and higher staff salaries than we do.

[Peter Luff (Mid Worcestershire) (Con)]

10. When he will announce the structure and content of the design and technology curriculum; and if he will make a statement.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

Following the national curriculum consultation period, which closed on 16 April, we are considering the responses received. We have been engaging with leading figures in industry, such as Dick Olver and Sir James Dyson, schools and academia to ensure that we have world-class design and technology education. We are also committed to providing a curriculum that ensures children receive high-quality cookery teaching and understand the importance of a healthy lifestyle.

[Peter Luff]

I congratulate my hon. Friend on the thoughtful and intelligent way she has engaged with the Royal Academy of Engineering and the Design and Technology Association, and with Dick Olver, Sir James Dyson and others, in considering the new design and technology curriculum. May I encourage her to bring forward a curriculum for the 21st century that inspires young people, particularly girls, to understand the role of science, technology and engineering in solving the real problems of the modern world, environmental, social and economic?

Design and Technology Curriculum

Debate between Elizabeth Truss and Peter Luff

Wednesday 20th March 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I am grateful to my hon. Friend the Member for Mid Worcestershire (Peter Luff) for raising this important subject. His speech was funny and well researched. I particularly liked the reference to the “white heat of technology”. I think that was the first time I have heard a Conservative quote Harold Wilson, and perhaps the first time I have heard Harold Wilson quoted in this House, which is interesting. I agree with much of what my hon. Friend said. Design and technology is an extremely important subject, which builds on this country’s long history of leading the world in design, innovation, engineering, manufacturing and architecture. The chain of British world-class achievements stretches from the giants of the industrial revolution, such as Watt and Brunel, to household names of modern high-tech design, such as Sir Jonathan Ive and Sir James Dyson.

Design and technology has a vital role to play in inspiring young people. Unlike my hon. Friend, I did design and technology at school and very much enjoyed it. It taught me a lot and has been helpful in my later life. It bridges theoretical and practical education, encourages the application of mathematics and science to engineer solutions to real practical problems, and delivers vital practical skills. My hon. Friend captured some of the tensions in the subject—its domestic, industrial and commercial application—but we need to address all those issues because it is important that our young people can do things in their own homes as well as apply them more widely. In counties such as Norfolk, the catering and horticultural industries are high-tech and require young people with specific skills in those areas.

We have retained design and technology’s place in the compulsory national curriculum. We have funded the Design and Technology Association to deliver high-quality continuing professional development to teachers with a focus on computer-aided design, manufacturing, electronics and communications technology. However, we have made changes in the new national curriculum, and there has been a broad welcome for the strengthened place of food and cooking in particular. One issue with the previous curriculum was that it tried to shoehorn food and cooking into a design process. It has its place in industry, but also has a place in teaching young people about where food comes from, nutrition and the ability to cook. We want more young people to be able to do that. The Department of Health is very interested in how we address Britain’s obesity problem. There has been a warm welcome for what we have done with food and cooking.

We have sought in our draft curriculum to broaden what schools may teach and to give them more freedom to inspire young people, which is why subjects such as horticulture are included but are optional. If schools have leading horticultural centres nearby, they may want to develop that subject. The approach in our national curriculum is to focus on what schools do rather than how they do it. We expect teachers and head teachers to develop their curriculum and professional development much more, so that they can inspire young people.

I was pleased that my hon. Friend mentioned developments in the maths, computing and physics curriculum. I agree that it is important to note the need for many more engineers and so on in this country. We need the subject to be inspiring for girls and boys. Such subjects depend on maths, physics and computing, and we have received strong support for our reform of those curricula. I welcome my hon. Friend’s help in pushing the agenda for getting more 16 to 18-year-olds doing maths, and the Secretary of State’s long-term goal is for all students to be doing that within 10 years.

Design and technology is important, but it is part of a broader range of subjects that will encourage young people to go into particular industries. There is a strong case for saying that subjects such as mathematics and physics also need to be able to point to their practical application. For example, we have included a greater financial element to mathematics so that young people understand its practical application and can apply it to their domestic circumstances as well as to any future work. It is tricky to ensure that the subject of design and technology is both aspirational and rigorous, and that students are able to apply it to their domestic, commercial and industrial lives, but that is the task we must fulfil.

It is not appropriate for a subject such as cookery to be in personal, social, health and economic education. Instead it should be part of design and technology. However, it was not a deliberate act on our part to give food and cooking a position of primacy in the curriculum. Indeed, improvements could certainly be made to the curriculum, and I take on board my hon. Friend’s suggestions. I recently had a meeting with representatives from the Design and Technology Association, who said that they will come back with further suggestions on how we might improve the language and make the subject as aspirational and as rigorous as possible while not losing the breadth and the flexibility that we are trying to give teachers.

Teachers could continue to teach the existing material under our proposed new curriculum. I agree that we need to make it clear that the subject is both rigorous and important. We want young people to study it and be inspired by it. I am very happy to take forward this discussion with my hon. Friend and other hon. Members over the coming months to ensure that the final curriculum is absolutely right and is supported by leading chefs, such as John Vincent and Henry Dimbleby from the LEON restaurant chain, who are involved in our school food programme. It must also be supported by our leading engineers, such as Sir James Dyson. I want to get to a point where we have something that is widely supported by industry and by people who want to see an improvement in the abilities of students in food and nutrition, and where it is understood by schools that the subject is very important.

I am grateful to my hon. Friend for raising the issue and bringing it to my attention. It is a matter that we have already been working on, particularly in relation to how we link it better to the other curricula that are being developed. He has kindly made some positive comments about the computing curriculum, and a few of the issues he mentioned in relation to design techniques, such as computer-aided design, cross over both subjects. It is important to understand how those subjects are linked, so that we can see, for example, which part of technology is in design and technology and which part is in the new computing curriculum. The whole point of the new computing curriculum is that it is much more related to programming and to understanding how computers work, so that more young people will be inspired to enter our important IT sector.

[Peter Luff]

Before the Minister finishes, and in order to help her save her voice for a second or two, may I say how encouraged I am by her response? Her remarks take us very much in the right direction of travel, and I look forward to engaging with her on this process, as she has so kindly suggested.

[Elizabeth Truss]

I thank my hon. Friend for his comments and for handing me a glass of water. I am afraid that I have a rather croaky throat today. We want to get the curriculum right, and we are very involved in a consultation; I have made that very clear to the Design and Technology Association.

I will not hide the fact that in this particular curriculum, we are trying to do a lot of different things; we are trying to prepare students for life so that they are capable citizens who can carry out practical work in their own homes. We also recognise the importance to industry of having people who are inspired from an early age. I hope that the flexibilities within the curriculum will enable local schools to work more closely with industry to make the subjects as relevant as possible and to give students as much practical experience as possible early in their school career, so that rather than becoming politicians, more of them will be inspired to become engineers.

Oral Answers to Questions

Debate between Elizabeth Truss and Peter Luff

Monday 4th March 2013 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

Child care ratios will be flexible only where providers are of high quality and hiring high-quality staff. This proposal is designed to drive up quality in the child care sector, is supported by Sir Michael Wilshaw of Ofsted and Andreas Schleicher of the OECD, and is best practice in most European countries. Ratios for two-year-olds are higher in virtually every other country in Europe, including Scotland and Ireland. I advise the hon. Lady to look at what goes on abroad and see high-quality child care with well-paid staff.

[Peter Luff (Mid Worcestershire) (Con)]

We all want young people to be able to cook, but the design and technology curriculum on which my right hon. Friend the Secretary of State is consulting at present is very important to the whole future of British industry and the British economy, so does he not think that giving primacy to cooking in that curriculum might be over-egging the pudding?

Oral Answers to Questions

Debate between Elizabeth Truss and Peter Luff

Monday 31st January 2011 Commons Chamber

[Peter Luff]

The investigation into the issue notified by the preferred bidder is ongoing. Until the issue has been properly considered it is not possible to progress to procurement. I hope that it will be possible to make a further statement to the House on the way forward. No decision has yet been taken on this matter and, in view of the issues involved, there is nothing more I can say at this stage to the House.

[Elizabeth Truss (South West Norfolk) (Con)]

10. What estimate he has made of the cost to the public purse of relocating Tornado maintenance facilities away from RAF Marham.

Oral Answers to Questions

Debate between Elizabeth Truss and Peter Luff

Monday 8th November 2010 Commons Chamber

[Peter Luff]

I could not agree more strongly with my right hon. Friend. The last Government’s massive slash-and-burn approach to the science budget was a major scandal and makes our task a great deal more difficult. The SDSR document makes it clear that we are maintaining our essential science and technology investment, and I can tell him that at present, we expect that budget to rise slightly in cash terms over the CSR period. That is not the ideal outcome, but it is a good one and I hope he will welcome it.

[Elizabeth Truss (South West Norfolk) (Con)]

13. What consultation he plans to undertake in determining the future of RAF Marham.