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Ironically what appears to be very bad news is really the opposite. This article in the independent seems to have triggered considerable interest.  A few years ago it may have raised an eyebrow but we then had a financial crisis and the country woke up to the fact that Britain had become too reliant on the City at the expense of manufacturing and technological creativity.

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“Although there are other backbenchers with scientific backgrounds, Dr Huppert is the sole MP to have practised past PhD level, specialising most recently on DNA structures.

He said it was a real concern that the Commons – which is full of career politicians, lawyers and economists – lacked scientific expertise. Dr Huppert, a fellow of Clare College, Cambridge, argued that all MPs should be obliged to take a short science training course, covering areas such as how research is conducted, numeracy and the use of statistics.” The Independent

Julian Huppert

We have a Civil Service, Judiciary and Legislature which, to use fashionably blunt Prime Minister speak, are technically ignorant. Very few and I stress, very few, have a STEM (Science, Technology, Engineering Maths) background.

If an unqualified electrician carries out electrical installation work they can be awarded a prison sentence. Some have been, even though no injuries resulted. Yet key decisions for our country are often taken by people who are ill equipped to understand the subject matter and its significance. Our history is peppered with bad political decisions on science and technology – are we surprised? We are famous both  for our creative genius and sadly,  for allowing others to reap the profit from it.

If this all seems like a rant please read on.

In the last ten years or so I was privileged to attend a number of Parliamentary Science and Technology Committee meetings in the Commons and in Portcullis House. One of those centred on the crisis over expert evidence in court cases. Helena Kennedy was the main speaker. The case of Roy Meadows was discussed in some detail.  I found the discussion chilling. Roy Meadows had provided and opinion based on a flawed understanding of statistics – an area in which he did not have expertise.  The error he made was not noticed by the defence even though it was fundamental. Those who attended the meeting included lawyers and politicians. They admitted and expressed concern about the narrow background not only of lawyers but also of the legislature.

Dr Ian Gibson M.P. for Norwich, prior to the last election, had an academic research background similar Dr Julian Huppert.  Ian Gibson also had similar views to Julian Huppert and gave the 2006 Owers Lecture.

Julian Huppert we desperately need your expertise and energy to bring about change. We hear many MPs demand that Shakespeare and the Kings and Queens of England should be taught in schools but few who fight the corner for STEM subjects.

You are right Julian, MPs who demand that doctors, teachers and electricians are properly qualified should set an example by  passing a competency test themselves. Their SATs results should be also be published for the electorate to see!

Kate Sim explained her work with robotics as part school teacher and part Open University lecturer. The audience were grateful that there are still teachers like Kate who have found their way around the many constraints of finance, curriculum and formulaic testing to inspire students to world class achievements.

A question asked of Stephen Heppell when he proposed a computer science course; “Where will we get the teachers?” “Exactly”, was his reply.

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.The discussion started with low spirits both Kate and Stephen highlighted what many of the audience knew, that computing and technology education needed for the 21^st century is damaged and under threat. However the fact that the system is under so much strain, and predicted by Stephen to eventually collapse, offers hope as growing pockets of innovation develop here and across the world. At a time when we are constantly reminded about the threat from terrorists, financial collapse and climate change it appears we should be grateful that there are subversives in education. They, Stephen argued, offered hope and pragmatic solutions.

The key points were focused around the inappropriate curriculum, testing and ‘quality control’ and attitudes communicated to girls in a variety of ways. Why is Lego in the boys’ section of ToysRUs? All of this restrictive mixture was considered to be compounded by a risk-averse culture.

Illustrations were given of ICT examination courses which supplant practice with theory and do not reflect the real world of computer technologies.

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Ian Sillet raised the problem of risk aversion  in education

Ian Sillet raised the issue of risk aversion which was taken-up by Richard Green directorof DATA. Richard described how, very recently, a keen and capable young female teacher had carefully developed an interest and capability in systems and control in her school and approached her headteacher to ask if she could offer it at GCSE level. The headteacher refused on the grounds that it was a ‘difficult’ exam and risked the schools’ league table status.

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Richard Green of DATA described how ‘Systems and Control’ was considered difficult and threatened league table positions

Kate Sim had earlier explained how she had only been able to finance her robotics activities by exploiting short term funding for the gifted and talented.

The debate continues but hopefully not too long before the country awakens to threat highlighted by Stan Owers and realises that to combat terrorism, global warming and computer dependent financial systems requires the practical, creative and problem solving skills of engineers.

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The Owers Lecture is sponsored by Oracle

The ‘English disease’ was diagnosed by Stan Owers as “A failure to recognise the importance of manufacturing and the creative and intellectual challenge offered by careers in industry”. This year’s Owers’ lecture placed the engineering diploma under the microscope.

The event was far more than a comparison of symptoms. A wide range of experts from Government, education, technology and engineering contributed to debate after listening intently to stimulating and informative presentations by Jamie Tuplin and Pete Williamson followed by an excellent commentary in response from Mick Waters, Director of Curriculum at the Qualifications and Curriculum Authority.

Jamie Tuplin argued that diplomas offered an exciting alternative to A levels. He reported that many of those taking ‘A’ level before embarking on degree courses would have failed the functional skills requirements of the diplomas. “Existing level 3 ‘vocational’ courses have sometimes failed our young people by not supplying them with a full set of functional skills that would allow them to succeed in H.E.”

Pete Williamson added to the positive news by reporting that diplomas were attracting students who would otherwise have been lost to full time education. He lamented continuing misconceptions about diplomas, which, he insisted, are a combination of the academic rigour of GCSE’s or ‘A’ levels combined with the practical learning of a vocational qualification. Applied learning – “the best of both worlds”

Mick Waters asked, “Which English disease?” In his role he sees several, including snobbery surrounding manufacturing and engineering; stereotyping particularly women and engineering; constant references to the previous golden age of education and claims of falling standards over time.

He added that another issue afflicting diplomas was “If it’s new it must be bad”, a continual reaction to innovation in education which is the opposite of that to new engineering products. A view, thankfully, not shared by Oxford and Cambridge universities which have recently announced that they will accept the engineering diploma as an entrance qualification.

The lively discussion which followed identified a range of issues attitudes and approaches to technology, engineering and manufacturing and agreed that in Britain we continue to ‘take the rewards but disparage the means’ in respect to these areas.

English and history teachers could include study of the biographies of famous engineers which would help to highlight the impact they have had in creating the Britain of today.

The audience recognised the diplomas’ innovative features in assessment and curriculum but still felt more needed to be done. Marilyn Leask of Brunel University described engineering and problem solving activities as a ‘performance’ which should be assessed as such. Others supported this by demanding that teachers be trusted to assess the subtleties of ‘performance’ in applied learning. Increased acceptance of mixed media as evidence for assessment was also proposed, particularly, the use of interviews or vivas which would make plagiarism very difficult.

To overcome the misconceptions about engineering and technology Mick Waters suggested schools could have units in shopping centres or manufacturing and design facilities, or that these facilities could be attached to schools. Mick was also disappointed by the lack of engineering & manufacturing facilities in new facilities constructed under the Building Schools of the Future initiative.

Videos and Transcripts Here

Notes:

Jamie Tuplin of Barking and Dagenham local authority began with an oversight of all the diplomas programmes in the Barking and Dagenham local authority. He described a complex network of institutions and agencies working together.

Pete Williamson of the Warren School, Barking and Dagenham, provided a valuable insight into the reality of teaching the engineering diploma.

Mick Waters, Director of Curriculum at the Qualifications and Curriculum Authority responded to the speakers with an insightful exploration of the issues they raised.

Supported by Oracle UK and held at the London Oracle HQ – November 12th 2008

Organised by Core Education UK, this event was the fourth annual Owers Lecture. For more information see www.core-ed.org.uk/tools/

Photo Left to right: Jamie Tuplin, Stan Owers, Mick Waters and Pete Williamson

As an exciting new era in qualifications begins this September the Ower’s Lecture this year will ask – Can Diplomas Cure the ‘English Disease’?

Will they overcome the ‘English disease’ which sees vocational and practical learning as less worthy and improve the status, number and quality of recruits into industry generally?

What can we do to help the engineering diploma overcome our society’s failure to recognise the intellectual and creative challenge demanded by careers in industry?

Dr Stan Owers’ thesis addressed the reasons for previous failure and this lecture series is designed to maintain a focus on the action that should be taken to rectify it. The format includes two short focused presentations by our guest speakers followed with a response by Mick Waters leaving ample time for discussion.

Pete Williamson of the Warren School, Barking and Dagenham, will provide valuable insight into development of the engineering diploma and the challenges of teaching it.

Jamie Tuplin of Barking and Dagenham local authority has oversight of all the diplomas programmes in his authority and is working with the related agencies

Mick Waters, as Director of Curriculum at the Qualifications and Curriculum Authority is charged ‘to develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’. Mick will respond to the presentations of the guest speakers.

For further background information, please visit www.core-ed.org.uk/tools/lecture-2008.html

If you would like to attend please email enquiries@core-ed.org.uk by Wednesday 17^th September. Attendees will be sent more details nearer the event.

This lecture is supported by Make Your Mark in association with Enterprise Week 2008 www.enterpriseweek.org.uk

Sponsored by, and held at, The Oracle HQ London

It doesn’t seem so long ago that we called a vacuum cleaner a Hoover now many call it a Dyson. James Dyson has achieved cult status as an designer entrepreneur and icon for engineering not only in this country but also worldwide. This country produces some of the best engineers and designers in the world yet we take them for granted and believe they will continue to to blossom in the UK – wrong!

The greatest and best in manufacturing tend to have a practical, hands-on background to design and engineering and James Dyson recognises that fact. He is struggling to establish an inspiring vision, a very different kind of school but one with a designers pragmatic solution to an educational challenge. Designers and engineers need to have incredible persistence to succeed. If you need an illustration of this listen to the podcast below.

“What do we mean by engineering? Many people think of Mr Fixit as the bloke that fixes your washing machine or comes to the rescue when you dial the AA. In fact, the most famous engineer in Britain is rumoured to be none other than Coronation Street’s Kevin Webster, a car mechanic. And yes, maintenance is an important part of engineering, and thank goodness for the people that take care of our trains, boilers, cars and cookers. Without them, the wheels would stop turning, and our dinner would go uncooked. But it’s not the main picture. Engineering for me is about being inventive, solving problems, being creative, and actually making things. Like making the Maglev, or designing jet engines, or engineering more efficient wind turbines, or saving a life with a new kind of kidney machine. That’s engineering. So don’t let anyone fool you into thinking it’s dull, or that it doesn’t matter. It does.”

Podcast: http://podcast.timesonline.co.uk/serve.php/1499/dyson.mp3

Dr Stan Owers’ research revealed a culture in Britain where we enjoy the benefits of engineering and technology but do not respect the engineers or means of production.

Education and industry could both do better in inspiring students and influencing career aspirationsAt the age of 5 Jeff Roche wanted to be a farmer and a train driver, at 10, a computer programmer and at 16, a PE teacher. But his lifelong love of Lego Technic, Design & Technology lessons taught by inspirational teachers at a prestigious grammar school, stumbling across an unusual course and a supportive grandparent has led to Jeff now being in his second year of the Loughborough University MEng in Innovative Manufacturing and Technology. It was clear that the people Jeff encountered, particularly inspirational teachers and support staff, which were critical to his career choice. But he is still not sure that this will lead to a well paid career.

Jeff told his warts and all story to a packed audience of business people and representatives from education and engineering at the annual Owers Lecture organised by Core Education UK and hosted by Oracle at their London offices on 8^th November. As well as highlighting the people and activities that inspired him, Jeff also highlighted the things that did not, including: teaching from the book, too few opportunities at school to relate theory to practice, careers advice and materials that were only of use if you already knew what you wanted to do, uncertain job prospects at the end of his degree course despite the fact that it is sponsored by industry and includes the equivalent of a year in industry.

In responding to Jeff’s story, Dr Raj Rajagopal, fellow and Trustee of the IET, Fellow of the IMechE and member of the Chartered Institute of Management introduced a global context commenting that, “To be an engineer in China and India is something that young people aspire to because these countries recognise the power and wealth that the manufacturing and engineering industries generate.“

He added that while government and the city must support and invest in manufacturing and engineering in the UK, industry and education had major roles to play. He went on to point out that there are many manufacturing millionaires in the UK including James Dyson. He also welcomed the introduction of the engineering diploma but questioned the form of its implementation. Continue Reading »