BIG IDEAS THE FUTURE OF ENGINEERING IN SCHOOLS

In terms of possible actions to position
engineering better in UK schools, a range of
options received support, although groups differed
in those they thought would be most effective.
Engineers and teachers were particularly keen
on problem-based learning and on integrating
engineering across a range of subjects. Most
groups, especially teachers, saw advantages in
promoting investigative practical work. Parents
were less enthusiastic about problem-based
learning, possibly as it is a relatively new and
therefore less well understood than ‘traditional’
academic forms of study. (Figure 15)
Notably, greater use of the informal sector and
extracurricular activities received only lukewarm
support. Compulsory study of science and maths
up to age 18 was seen as just as valuable (except
by young people).
Ways of making engineering better
position in young people’s schools
Figure 15: How to position better engineering
in young people’s school experience
Set more problem-based learning challenges
to generate more authentic learning
Teach STEM as a
coordinated subject
46%
42%
53%
34%
70%
47%
76%
42%
53%
45%
Draw out engineering skills and ways of
thinking in all relevant subjects
47%
47%
54%
Focus more on informal learning activities
outside of mainstream education
30%
29%
38%
64%
16%
48%
35%
Carry out more open-ended
investigative practical project work
45%
Make the study of science and maths
compulsory in some form up to age 18
29%
Parents
49%
12%
17–18 years old
58%
22%
Teachers
44%
53%
33%
35%
Engineers
Employers
imeche.org/education
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