Careers in infrastructure must start in the classroom

A recent poll saw engineering come second in the top ten professions parents would like for their children. At 45% it was only four points behind doctors, slightly above lawyers and far more popular than banking. 

Yes, it’s fantastic that engineering is enjoying this level of status and desirability, but the next step is to generate a real understanding of everything the sector does so that in turn more young people are inspired to go into engineering.

If we’re going to get the fresh talent required we need to ensure young people have access to first class careers information, advice and guidance. 

As a proud father I helped my daughter on her journey to university, a well-trodden path that has clear steps. This simplified process and ease of application needs to be extended to would-be apprentices.

We have been working with the Royal Academy of Engineering and major engineering institutions to present clear policy recommendations to address engineering’s critical skills shortage. We need more specialist teachers in schools to drive teenagers’ achievement and aspiration and we need to tie in Ofsted ratings with the rating of careers provision for 11 to 16 year olds.

All science, mathematics and design and technology teacher training should include a compulsory STEM careers module and that all teachers should spend one day a year in industry. We want schools to be incentivised to increase take-up of maths and physics at A level. 

To highlight the relevance of classroom learning, we are recommending that all 11-14 year-olds have at least four days a year of extra-curricular STEM activities.

For many the route into engineering will be a vocational one and driving take up of that option will need more than just an apprenticeships advertising campaign. It needs real support for real people taking (or considering taking) the vocational route.

As a proud father I helped my daughter on her journey to university, a well-trodden path that has clear steps. This simplified process and ease of application needs to be extended to would-be apprentices. 

We must make it easier for young people who are keen to build on their learning with a single UCAS style application system for academic and higher vocational routes. At every decision point we want our future engineers to receive up-to-date information, sound advice and a clear route to their chosen career. Whatever stage they’re at we want to ensure they are inspired, encouraged and developed.

Paul Jackson is Chief Executive of EngineeringUK