Presentation on theme: "Lord Baker of Dorking C.H."— Presentation transcript:
1Lord Baker of Dorking C.H. The Skills GapLord Baker of Dorking C.H.
2The economy is changing Source: UKCES, Working Futures Evidence Report, 2011
3An even bigger story: the baby boomers are retiring Source: UKCES, Working Futures Evidence Report, 2011(Thousands)
4Huge 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,
5But 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
6Education 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.
7Higher 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
8Many 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 –
9Apprenticeships 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
10Britain’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
11Other 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
13The 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
14UK 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)
15We are wrong to delay technical education In Austria, technical education starts at 14.In England, most technical education starts at 16 – two years behind.
16Too 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
21Key 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