Presentation on theme: "Lord Baker of Dorking C.H."— Presentation transcript:
1 Lord Baker of Dorking C.H. The Skills GapLord Baker of Dorking C.H.
2 The economy is changing Source: UKCES, Working Futures Evidence Report, 2011
3 An even bigger story: the baby boomers are retiring Source: UKCES, Working Futures Evidence Report, 2011(Thousands)
4 Huge numbers of people will be needed by 2020 Between 2012 and 2020, we need –830,000 SET professionals (degree level)450,000 SET technicians (levels 3 and 4)SET = science, engineering and technologyFigures include growth + replacement demand (mainly to replace baby boomers planning to retire)Source: Royal Academy of Engineering and Big Innovation Centre, Jobs and growth: the importance of engineering skills to the UK economy,
5 But supply won’t meet demand Demand for science, engineering and technology graduates: 104,000 per year between 2012 and 2020Number of new graduates taking UK jobs in SET occupations: 64,000 per yearShortfall: 40,000 graduates per yearSource: Royal Academy of Engineering and Big Innovation Centre, Jobs and growth: the importance of engineering skills to the UK economy
6 Education is out of step with the economy. Schools, further education colleges, training providers and universities are failing to deliver the skills we need today, let alone tomorrow.
7 Higher education has grown rapidly – but not in all subjects Source: HESA, Higher Education Statistics for the UK 2001/02 (accessed via and 2011/12 (accessed via
8 Many graduates are under-employed Source: Futuretrack Stage 4: transitions into employment, further study and other outcomes, prepared by Warwick Institute for Employment Research for the Higher Education Careers Service Unit, November 2012 –
9 Apprenticeships have grown – but the numbers are unbalanced Number of s starting apprenticeships in 2011/12% change since 2010/11Business, admin and the law80,32014.5%Retail and commercial enterprise63,6707.6%Health, public services and care49,91010.5%Engineering and manufacturing38,1006.8%Source: The Data Service, Apprenticeship Programme Starts by Sector Subject Area, Level and Age (2002/03 to 2011/12), published March
10 Britain’s plightOnly 4% of 15 year olds in the UK want careers in engineering and computing ...… placing the UK 35th out of 37 countries in an OECD survey.Source: OECD Education at a Glance
11 Other countries value vocational education more highly … Source: Eurostat, Pupils in upper secondary education enrolled in vocational stream (2010), accessed via
12 …and have lower youth unemployment Source : Eurostat, Unemployment rate by age group, 2010, accessed via
13 The connection is obvious Sources:Eurostat, Unemployment rate by age group, 2010, accessed viaEurostat, Pupils in upper secondary education enrolled in vocational stream (2010), accessed via
14 UK and AustriaUKAustriaParticipation in vocational upper secondary education, 201032.1%76.5%Under 25s unemployment rate, 201019.6%8.8%Source: Eurostat 2010Participation in upper secondary vocational and pre-vocational education: Education at a Glance 2012 (OECD)Young People Aged 18–24 Not in Employment and Not in Any Education and Training, by Sex and NUTS 1 Regions (NEET rates), updated 6 August 2012 (Eurostat)
15 We are wrong to delay technical education In Austria, technical education starts at 14.In England, most technical education starts at 16 – two years behind.
16 Too many young people start – rather than finish – level 2 at 16 Source: The Data Service, Vocational Qualifications in the UK supplementary release, March 2013, achievement of QCFs by type of achievement and academic age (supplementary table 7) -QCF: Qualifications and Curriculum Framework
21 Key characteristics of UTCs Technical and academic education are integratedPractical work is as highly valued as academic workLonger days (8-30 to 5) and school years (36-40 weeks)Enrichment for allCurriculum projects devised by employers and universitiesProgression routes include HE, FE, Apprenticeships and employment
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