{"id":8891,"date":"2025-04-17T14:25:42","date_gmt":"2025-04-17T14:25:42","guid":{"rendered":"https:\/\/emn.org.uk\/?p=8891"},"modified":"2025-04-17T14:25:42","modified_gmt":"2025-04-17T14:25:42","slug":"engineeringuk-which-pathway-into-engineering-and-tech-careers-do-teachers-recommend","status":"publish","type":"post","link":"https:\/\/emn.org.uk\/2025\/04\/17\/engineeringuk-which-pathway-into-engineering-and-tech-careers-do-teachers-recommend\/","title":{"rendered":"EngineeringUK: Which pathway into engineering and tech careers do teachers recommend"},"content":{"rendered":"<p><strong>1 &#8211; How do teachers engage with STEM outreach? School report series &#8211; <\/strong>This briefing report containing findings from research conducted with 800 STEM teacher across the UK. Aims to understand how STEM teachers engage with STEM outreach activities: how they find out about them, what the barriers are to accessing outreach and which students take part.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Key findings<\/strong><\/p>\n<ul>\n<li>8 in 10 STEM teachers indicated their school had taken part in STEM outreach in the last academic year<\/li>\n<li>81% of STEM teachers said they find their outreach activities via various online methods including online, directly from organisations or via social media<\/li>\n<li>Around half of teachers highlighted both funding and time as major barriers in providing STEM outreach activities<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Read the full report here:<\/p>\n<p><a href=\"https:\/\/www.engineeringuk.com\/media\/uvohbk30\/school-report-stem-outreach-engineeringuk-feb-25.pdf\">school-report-stem-outreach-engineeringuk-feb-25.pdf<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>2 &#8211; University or apprenticeship? Teachers surveyed on the best routes into engineering and technology\u00a0&#8211; <\/strong>A report into the perceptions of the best routes into engineering and technology amongst teaching professionals has found an even split between university and apprenticeships routes.\u00a0But just over half of teachers &#8211; 53% &#8211; said they were \u2018very or fairly confident\u2019 in advising students on vocational or technical pathways, with 32% saying they were \u2018not very confident or not at all confident\u2019. Teachers, after parents, are the biggest group giving careers advice to young people in years 10 to 13.<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018<a href=\"https:\/\/www.engineeringuk.com\/research-and-insights\/our-research-reports\/school-report-what-teachers-know-and-think-about-routes-into-engineering-and-technology\/\">School report: What teachers know and think about routes into engineering and technology<\/a>\u2019\u00a0is the second briefing in the school report series published by EngineeringUK, drawing on research conducted with 800 STEM teachers from across the UK. Teachers surveyed were asked whether they would recommend a career in the sector and what they think the best route in is, why they would recommend different pathways, and how confident they feel advising students about these different pathways.<\/p>\n<p>&nbsp;<\/p>\n<p>When asked what the best route into engineering was, an even split of 36% said universities (academic) and 36% said apprenticeships with just 4% saying vocational\/technical routes such as BTECs\/NVQ\/HNC\/T Levels and 14% not having a preference.<\/p>\n<p>&nbsp;<\/p>\n<p>Most teachers \u2013 83% &#8211; said they knew which subjects their students would need to take in order to have a career in engineering and technology and 85% would recommend this career, giving varied reasons from good pay, progression and job security as key themes.<\/p>\n<p>&nbsp;<\/p>\n<p>Three quarters of teachers &#8211; 75% &#8211; said they had some involvement in elements of planning and delivery of careers provision for students at their school or college and asked whether they felt their subject\u2019s curriculum gave them an opportunity to link information about careers into their lessons. Encouragingly over two thirds of respondents, 68%, agreed that it did.<\/p>\n<p>&nbsp;<\/p>\n<p>In England the face of vocational and technical education has shifted significantly in recent years, with the introduction of T Levels and the uncertainty surrounding the future of BTECs and other vocational and technical qualifications (VTQs).<\/p>\n<p>&nbsp;<\/p>\n<p>Becca Gooch, Head of Research, EngineeringUK, said, \u201cTeachers are hugely influential in career guidance to young people, and it\u2019s encouraging we see an even split between universities and apprenticeships but more needs to be done on awareness of technical qualifications such as T levels.<\/p>\n<p>&nbsp;<\/p>\n<p>\u201cThe newness of some qualifications may have coloured teachers\u2019 opinions of courses, so understanding their knowledge and perceptions of career paths into engineering and technology is important. Teachers need to be supported and equipped with the best knowledge on different career paths into engineering and technology and ensure they are not biased in offering information on pathways.\u201d<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Recommendations for government and STEM careers organisations:\u00a0<\/strong><\/p>\n<ul>\n<li>Greater clarity around the future of existing and new qualifications and pathways, including BTECs to allow teachers greater certainty about recommending these routes<\/li>\n<\/ul>\n<ul>\n<li>More support for teachers on understanding the vocational and technical pathways into engineering and technology, particularly routes other than apprenticeships. This should also include understanding how different qualifications interact and feed into each other.<\/li>\n<\/ul>\n<ul>\n<li>Look to raise parity of esteem between vocational and technical and academic routes in the minds of all teachers<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Becca Gooch, Head of Research, EngineeringUK, added, \u201cThese findings can really help us to understand knowledge gaps and where teachers need support to improve their awareness of the full breadth of routes into engineering and technology.\u201d<\/p>\n<p>&nbsp;<\/p>\n<p>Read the Full Report:<\/p>\n<p><a href=\"https:\/\/www.engineeringuk.com\/research-and-insights\/our-research-reports\/what-do-teachers-know-and-think-about-routes-into-engineering-and-technology-school-report-series\/\">Which pathway into engineering and tech careers do teachers recommend?<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>1 &#8211; How do teachers engage with STEM outreach? School report series &#8211; This briefing report containing findings from research conducted with 800 STEM teacher across the UK. Aims to [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":7452,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_cbd_carousel_blocks":"[]","_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[220],"tags":[],"class_list":["post-8891","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-training-news"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>EngineeringUK: Which pathway into engineering and tech careers do teachers recommend - The Engineering &amp; Manufacturing Network<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/emn.org.uk\/2025\/04\/17\/engineeringuk-which-pathway-into-engineering-and-tech-careers-do-teachers-recommend\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"EngineeringUK: Which pathway into engineering and tech careers do teachers recommend - The Engineering &amp; Manufacturing Network\" \/>\n<meta property=\"og:description\" content=\"1 &#8211; How do teachers engage with STEM outreach? 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