BIG IDEAS THE FUTURE OF ENGINEERING IN SCHOOLS

ENGINEERING IN
THE CURRICULUM:
YES OR NO?
The idea that engineering should be explicitly
introduced into the curriculum polarised opinion.
Some felt this was the ideal solution. Others were
supportive in principle but were not convinced it
was a practical option. However, it was pointed
out that significant change is possible, with
computing being highlighted as one example.
Others were less convinced that it was necessary.
An alternative model would be to consider how
an engineering perspective could be embedded
into other subjects rather than being seen as a
standalone subject.
Whatever the pros and cons, there was nearuniversal
agreement that it would be extremely
difficult to implement. Nevertheless, that was
also the position in the USA, where substantial
progress has been made, and is the most common
response in other countries, irrespective of its
perceived benefits.
Engineering is not universally taught in schools
in the UK and, as our research shows, is poorly
understood among the general public. Should
such a fundamental part of our economic and
cultural life be left to informal learning, family ties
or chance encounters? Or should it form part of
compulsory education? If the latter, how might it
appear in the curriculum?
Without necessarily introducing engineering
specifically into the curriculum, opportunities
were already thought to exist to raise the profile of
engineering in the education system. The number
of students taking engineering qualifications
is vanishingly small (in England in 2012, 1,816
pupils sat the GCSE in engineering, 1,046 took
electronics and 105 took manufacturing; 225
pupils studied engineering at A level). Although
efforts could be made to promote these specific
qualifications, the mood of the workshop was that
the natural home for engineering is within the
science, mathematics and/or D&T curricula.
Some suggested that explicit engineering content,
taught and assessed, was the best way to address
the visibility problem, following the lead set by the
USA. Others argued that, even it if were desirable,
the practical obstacles were simply too great.
As Dr Miaoulis was at pains to point out, “it
can’t be done” was also the most common initial
response in the USA. Certain groups responded
with outright hostility, particularly those who felt
threatened that their area of the curriculum was
likely to lose out. The USA is perhaps living proof
that, actually, it can be done, and may also provide
a model illustrating how it can be done.
In 2012, only 225 pupils studied
engineering at A-level in England.
48 Big Ideas: The Future of Engineering in Schools