1. Engineering our future
The skills gap that urgently needs to be addressed
if the UK is to succeed on the world stage
Nicky Morgan John Perkins Naomi Climer
Supported by
01_NS_IET_Cover_Feb15_FINAL.indd 1 16/02/2015 15:17:22
2. 2 | NEW STATESMAN | 20-26 FEBRUARY 2015
Engineering is struggling with a nationwide skills gap, a lack of diversity and the
poor perception of careers on offer. Here are the numbers behind the story . . .
The database
FACTS AND FIGURES
Making engineering appealing
56%of employers were not aware or
did not know of any initiatives to promote
engineering to young people
Only 52%of 18-to-24-year-olds could
cite the engineering development in the
past 50 years that has had the greatest
impact on them
Source: Engineering UK
Gender
2010 2011 2012 2013 2014
Proportion of engineering
technicians who are women
4% 3% 4% 4% 3%
Proportion of engineers
who are women
5% 6% 6% 7% 6%
Ones to watch
Six of the most promising engineering and
technology industries where the UK is, or has
potential to be, among the global leaders Source: IET
PICTURES:SHUTTERSTOCK
robotics
new energy
networks
cyber security
space
3D printing
food
manufacturing
Skills shortages
1.82m – the number of people with
engineering skills needed by 2022.
This means we will need double the
number of engineering apprentices and
graduates entering the industry
Filling the demand for new engineering
jobs will generate an additional
£27bn per year from 2022 for the UK
economy – equivalent to building 1,800
schools or 110 hospitals
53%of employers believe they should get
more involved with schools, colleges and
universities to help change the perception
of engineering among young people
44% of engineering, information
technology and technical recruits do not
meet reasonable levels of skill
59%of engineering companies are
concerned that the skills shortage will be
a threat to their business
Source: Engineering UK; IET
£455.6bnValue of engineering to GDP
24.9%Proportion of UK turnover attributed
to engineering
£27bnAdditional annual value to UK economy,
should the skills gap be met
Education
One in 25
will obtain a physics
A*-C grade A-level
One in 50
will obtain an
engineering degree
52%of organisations anticipate employing
more apprentices in four to five years’ time
Sources: Engineering UK; IET
02_NS_IET_Infographic_Feb15_forPRINT.indd 2 16/02/2015 15:29:06
4. THE GOVERNMENT’S VIEW
E
ngineering will drive the Britain of
tomorrow, which is why I am de-
termined to get more young people,
particularly girls, excited about what en-
gineering careers can offer.
If we are to succeed in the global race,
we need to get our children into engi-
neering and sciences at a young age – and
that starts in the classroom. The Science
Council estimates that by 2030 there will
be 1.5 million more jobs in the UK de-
pendent on science than there are today.
As part of this government’s long-term
economic plan, we are acting now to put
the foundations in place.
We are changing the way young people
think about maths and science by open-
ing their eyes to the exciting and wide-
ranging careers available in the sciences.
Too many are turning away from maths
and physics at 16 and forgetting about en-
gineering careers.
It is not just government calling for ac-
tion – employers are demanding it, too.
That is why we launched the Your Life
campaign last year with the support of
industry. Your Life is encouraging more
young people, especially girls, to study
maths and physics – two of the subjects
most highly valued by employers and
universities. This is a huge challenge.
Participation in maths and physics is too
low, particularly among girls, so we must
be ambitious.
At A-level, 19 per cent of girls with an
A* at GCSE continue with physics, com-
pared to half of boys who get the top
grade. This is a waste, not just for these
students, but for the economy.
Within three years, we want to increase
significantly the number of female stu-
dents taking maths and physics A-levels
– the gateway to engineering careers. We
have made big strides in this parliament
but there is still more to do. At A-level,
we now have 1,000 more girls studying
physics every year – and 2,000 more girls
studying maths – compared to 2010.
I welcome the ambition of the National
Centre for Universities and Business to
double the proportion of women taking
undergraduate engineering and technol-
ogy to 30 per cent by 2030.
However, university isn’t for everyone.
Vocationaleducationhasbeenoverhauled
to create new high-quality routes into
engineering, and we now recognise only
those that lead directly to a skilled trade
or profession or further study. Companies
are getting involved, too, and Jaguar Land
Rover, JCB and Siemens are among those
on 81 new technical certificates and quali-
fications that sit alongside A-levels.
Our commitment of starting two mil-
lion apprenticeships in this parliament
has been fulfilled. The two millionth ap-
prentice is Paige McConville, aged 16,
who has embarked on an Advanced Ap-
prenticeship in Engineering Manufacture.
These changes are only part of our effort
to prepare young people for life in mod-
ern Britain. The battle is also about help-
ing employers recruit and retain talent.
Your Life has gained backing from more
than 200 organisations that have signed
up to our call to action. By doing this,
they have committed to taking forward
measures such as creating and expanding
women’s networks and improving train-
ing and recruitment measures.
In June, we announced a £10m Devel-
oping Women Engineers fund, which
will establish training programmes to
boost the number of women coming
into the profession. And we are funding
the Royal Academy of Engineering and
the Royal Society to run a diversity pro-
gramme – with an emphasis on challeng-
ing leadership at all levels to deliver the
change needed to promote equality.
Under our long-term economic plan,
this government is taking action now to
fill the engineering jobs of tomorrow –
starting in the school science lab. We are
presenting young people with a future
that is not predetermined, but in which
they are free to choose whatever they
want to be. A future that is not exclusive
to boys or to girls, or to those children
who might feel they are naturally more
practical than creative.
Our new, world-class curriculum and
reformed GCSEs and A-levels will help
tomorrow’s engineers succeed in the
workplace–andwearedeterminedtohelp
more of them follow this career path. l
Nicky Morgan is the Secretary of State
for Education and minister for women
and equalities
The role engineering can play in national success should not be
underestimated. Education will enable that success to be realised
By Nicky Morgan
Engineering
our future
We need more girls to study maths
4 | NEW STATESMAN | 20-26 FEBRUARY 2015
GETTY/JEFFJMITCHELL
04_NS_IET_NickyMorgan_Feb15_FINAL.indd 4 16/02/2015 15:12:47
5. ENGINEERING SKILLS REVIEW
I
t would benefit the UK economy to in-
crease substantially the supply of engi-
neers, adding flexibility and resilience
to our economy, and enabling more peo-
ple to take advantage of the opportunities
created by technological change.
So I wrote in November 2013 in my Re-
view of Engineering Skills, commissioned
by the Secretary of State for Business,
Innovation and Skills, Dr Vince Cable;
words that provide the motivation to
consider ways to strengthen the UK engi-
neering “supply system”.
Of course, increasing the supply of en-
gineers is not something that a govern-
ment acting alone can achieve, nor can
this be achieved overnight. The report’s
recommendations reflect the need for
effective collaboration. Of the 22 recom-
mendations, only six are for government
alone. The remainder are aimed at em-
ployers and the engineering community.
Overall, the report is a call to action to
work together for the long term to achieve
a shared goal.
An integrated approach should start
with young people; here, there is a need
to inspire more.
The challenge is not a lack of efforts by
individuals, groups, professional bodies
and employers; what is needed is a more
co-ordinated approach. Since the publi-
cation of the report, EngineeringUK, on
behalf of the engineering profession, has
sought to provide a framework to achieve
this, through the national roll-out of the
Tomorrow’s Engineers initiative. Poten-
tially powerful is their implementation of
a national database mapping engineering
careers engagement undertaken in sec-
ondary schools, enabling the targeting of
schools that are not being reached, as well
as identifying the available capacity for
further activity.
The response from stakeholders to the
Tomorrow’s Engineers programme has
been very encouraging, including a com-
mitment to continue with an annual To-
morrow’s Engineers Week, which aims
to tackle out-of-date perceptions of engi-
neering and raise awareness of engineer-
ing careers.
Effective teaching of relevant subjects –
mathematics, physics, computing and
design and technology – is critical. Here,
a major challenge is to recruit and train
teachers in these subjects. Government
has implemented generous bursaries to
attract new recruits. Opportunities for
teachers to gain experience of industry
are being provided through a network of
science learning centres. Maths and phys-
ics are important and the Your Life cam-
paign, launched in 2014, has as one of its
aims the promotion of these A-levels. In
addition, the Department for Education
has agreed to continue its Stimulating
Physics Network, a joint project with the
Institute of Physics to increase progres-
sion to physics A-level.
The vocational route into engineering
has historically played a significant role.
The government has put a lot of effort
into improving the status and quality of
vocational education and apprenticeships.
As well as the university technical colleg-
es, which offer 14-to-19-year-olds a high-
quality education with a clear focus on
employment, new national colleges are
being established focusing on vital sectors
of the economy (eg, manufacturing tech-
nology, nuclear, high-speed rail). Reform
of the apprenticeship system involves
significant engagement with industry
through the Trailblazers programme,
with a wide range of engineering sectors,
including aerospace, energy, and food and
drink manufacturing, being involved in
the scheme.
Issues in higher education revolve
around the capacity for growth and the
sustainability of engineering provision.
As a first step to addressing these issues,
government has provided extra capital
and recurrent funding in support of high-
cost subjects such as engineering – capital
to enable expansion of capacity and recur-
rent funds to come closer to meeting the
full costs of provision.
The appetite of the engineering com-
munity to work together in the past year
has been highly encouraging, and a signif-
icant amount of voluntary effort has been
put into following up on those recom-
mendations in the report, which called for
stronger industrial engagement with all
parts of the education system relevant to
engineering. For instance, four groups of
stakeholders worked under the auspices
of Engineering the Future to develop spe-
cific plans to encourage more industrial
involvement in schools, in further educa-
tion and in universities.
Overall, good progress has been made
in the past year since publication of the
report. However, this is a long-term pro-
ject, and sustained collaboration will be
neededforanumberofyearstoachievethe
goal of a substantial increase in the supply
of engineers in the UK. So, a promising
beginning has been made but there re-
mains much to do. Let us hope our collec-
tive appetite is sustained. l
Professor John Perkins is the chair of the
IET education and skills policy panel and
author of the Review of Engineering Skills
The response to the Review of Engineering Skills was
positive but there is still a long way to go
By John Perkins
A step in the
right direction
20-26 FEBRUARY 2015 | NEW STATESMAN | 5
05_NS_IET_John Perkins_Feb15_FINAL.indd 5 16/02/2015 15:36:52
6. SKILLS TRAINING
W
hen the financial crisis started,
Lord Mandelson famously said:
“We need less financial engi-
neering and more real engineering.”
This remains true today. From the largest
projects, such as Crossrail, to the most
hi-tech, such as designing the next 5G cel-
lular technology, the UK needs hundreds
of thousands of skilled engineers each
year to maintain and enhance our infra-
structure, increase productivity and grow
the economy.
However, there is a huge shortage of
skills. To meet the projected demand, the
number of engineering apprentices and
graduates will need to double, according
to Engineering UK. These findings are
supported by the IET’s Skills and Demand
in Industry 2014 report, which found
nearly 60 per cent of employers are con-
cerned that they will be unable to recruit
the engineering talent they need. It may
not be as obvious as a lack of trained nurs-
es, but the shortfall of engineers could be
just as devastating to our well-being.
There has never been a better time to be
an engineer: demand far outstrips supply,
salaries are high and rising, and the career
prospects are extraordinary. But engi-
neering suffers from an image problem
– far too many associate it with building
sites or mending things, while others are
put off by the apparent difficulty of the
mathematics and physics that underlie
much of our most innovating engineering
roles. This is particularly so with women
– only 6 per cent of the engineering work-
force is female and many parents do not
consider engineering a suitable career
for their daughters. If we could entice as
many women into the profession as there
are men, the shortfall would be overcome
in one step.
Our research finds that the lack of
women is down to a combination of fac-
tors: from the careers advice girls are given
in schools, to instilling girls with the con-
fidence to opt for science and maths at
A-level. Employers also need to do more
to make their approach to recruitment
and retention more female-friendly. Our
engineering skills survey finds that 43 per
cent of employers are not taking action to
improve workplace diversity.
There is a lack of engineering role mod-
els for girls. There are some inspirational
women, such as Naomi Mitchison, the
IET’s 2014 Young Woman Engineer of
the Year, who specialises in laser warn-
ing systems for military aircraft. Naomi
has spoken on the BBC and in the Scot-
tish Parliament about the importance of
engaging more young people in engineer-
ing and other Stem (science, technology,
engineering and maths) professions. We
need more like her.
IET research shows that while 11 per
cent of parents of boys would encour-
age their children to consider engineer-
ing, among girls’ parents the proportion
is 1 per cent. There is work to be done in
promoting engineering to parents, too. It
is for that reason that during 2015 the IET
willbelaunchingaPRcampaigntoinspire
more young people to study engineering-
related subjects and become engineers.
This will include a series of open-house
events at high-profile venues around the
UK. But the engineering institutions can
only do so much, and despite all our ef-
forts there has been disappointingly little
change. We need help.
That is why we welcomed the govern-
ment’s Perkins Review of Engineering
Skills, published in 2013 (see page five for
more on this), which outlined recom-
mendations to address short and long-
term engineering skills issues. The un-
derlying message was that government,
schools, universities, professional bodies
and parents all have a vital role to play in
creating a pipeline of engineering talent.
We must work together to promote the
range of paths into engineering. Students
should be encouraged to pursue those
routes that are most appropriate to their
strengths, whether through academic or
vocational courses. While it is promis-
ing to see that since 2013 the number of
intermediate apprenticeships (level 2)
has more than doubled, it is disappoint-
ing that the number of higher appren-
ticeships (level 4) has not experienced a
similar increase. These courses are crucial
to ensuring a sufficient, high-level pool
of engineering skills to meet employers’
needs. Creating future talent depends on
strong collaboration between employers
and the education system. We need to
bridge the gap between expectations and
achievement, and increase the skills of the
workforce to meet demand. The sooner
we start, the sooner we reap the benefits.
A decade ago it was the financial sector
to which people looked as our economic
lifeblood. Today we need to refocus on
manufacturing, technology and engi-
neering. The UK should now invest in
the skilled workforce that the engineering
and technology sector desperately needs
to remain globally competitive. l
Professor Webb is the president of the
Institution of Engineering and Technology
There has never been a better time to be an engineer. Now we need
to deliver the skills base to maximise this opportunity
By William Webb
Supply and demand
6 | NEW STATESMAN | 20-26 FEBRUARY 2015
06_NS_IET_WilliamWebb_Feb15 (1)_FINAL.indd 6 16/02/2015 15:38:18
7. WOMEN IN ENGINEERING
Like a lot of people, I didn’t get great career
advice. I did well at school but I wasn’t
encouraged to consider engineering. It
was only after I was accepted on to a
BBC training scheme and introduced to
broadcast engineering that I began to be
exposed to the potential it offered. I re-
ally loved working in TV and radio. From
the BBC, I went to ITV, then did a stint
in independent commercial radio, before
eventually ending up at Sony, where I am
president of Sony Media Cloud Services.
I am also president-elect of the IET and
will take up the post in October this year.
My career has been an incredible adven-
ture, with fantastic challenges and op-
portunities. I have met the Pope, been to
major international sporting events and
visited cities all over the world. There has
been a huge amount of travel, more than
I could have ever dreamed of.
The lack of women in engineering and what
that means for feminism is an area where I
find it difficult to take the right line. There
is no silver bullet. I feel strongly that to
get on at work you need to be competent
and work hard. If you are convinced eve-
rything that doesn’t work is because you
are a woman, that’s dangerous. However,
I would like to see a more diverse mix.
When I started in engineering I was very
anti quotas, but 20 or 30 years on, the sta-
tistics haven’t changed much.
I increasingly feel we need to do some-
thing unpopular and radical to force the
issue. I am confident that once you get
50/50 diversity it will become normal.
But we need to create the step change,
otherwise it will be 400 years before we
achieve parity.
There is a compelling business case for gen-
der diversity within engineering. We have
seen that diverse teams operate more ef-
fectively and with more creativity, bring-
ing different ideas to the table. That can
be very good, both for business and for
the people involved.
Role models are important. In particular
we need to make younger role models
more visible. When I was 16 I couldn’t
relate to a 50-year-old – female or male.
I needed a 23-year-old to inspire me.
Engineering in the UK as a whole could do
with image change. Many other countries
don’t experience the same challenges. In
China gender diversity is more balanced,
as it is in eastern Europe. In the US, engi-
neers are rock stars. The expensive man-
sionsupinthehillscouldbelongtoaceleb-
rity, or they could belong to an engineer.
I wish there was lovely soundbite that de-
scribed why the UK struggles with this. It is
about everything from the way people are
brought up, the way they play and learn,
to how they are encouraged in school.
Right from birth, girls are given signals
that engineering is not the right career for
them – from the pink toys aisle to the fact
engineering has an image of being macho
and physical. It does not boil down to
something a girl will instinctively choose.
We can do a better job of promoting engi-
neering as a career. This includes high-
lighting how it is about creative problem-
solving, not just dirty overalls and hard
hats. We need a more concerted effort
with teachers and parents. I believe that
if we pool the efforts of all the individual
initiatives that are taking place, we would
see more of a difference.
Stem subjects (science, technology, engi-
neering and mathematics) are crucial, but
these are not always the most popular. So
it is important to ensure young people get
good-quality careers advice. If they make
choices at 16, they may find they have
dropped a subject they needed.
It is hard to know when is the right mo-
ment to pitch engineering to young people.
There is such a wide variety of options
available and engineering is intrinsic in
everything you look at, from fashion to
power generation to biomedicine. There
are also jobs that haven’t even been in-
vented yet that will eventually be avail-
able to today’s young people. And while
in many sectors it is currently difficult to
get a job, in engineering, jobs are available
and it is reasonable to assume that trend
will continue, given the global infrastruc-
ture projects taking place. In engineering
you get a better shot at employment than
other types of careers. l
Naomi Climer is the president of
Sony Media Cloud Services and the
president-elect of the IET
Increasing the number of women in engineering isn’t just about feminism,
says Naomi Climer. There is a compelling business case for it, too
“We need to do
something radical”
20-26 FEBRUARY 2015 | NEW STATESMAN | 7
Gender diverse teams are good for business
IET
07_NS_IET_Climer_Feb15 (1)_forPRINT.indd 7 16/02/2015 16:02:48
8. 8 | NEW STATESMAN | 20-26 FEBRUARY 2015
SUPPORTED BY THE ERA FOUNDATION
B
uilding a community of active and
gifted engineers is a recognised and
pressing national challenge. The
skills shortage is already making life dif-
ficult for employers; more than one in
four say they struggle to find staff with
the skills they need. According to Engi-
neering UK, if we are to benefit from the
opportunity this sector offers as the UK
recovers after recession and stagnation,
some 257,000 new engineering vacan-
cies will need to be filled within the next
seven years.
The diversity of the profession – tele-
communications, aerospace, health, cars,
bridges, sport, manufacturing, shipping,
entertainment – makes a general appeal
simplistic. Equally, the diversity of the
potential aspirants, each one with a per-
sonal, even if unclarified, ambition,
makes a general appeal patronising.
“The path from aspirant to profession
is complex and personal, and it must
begin early. This backs up the current
national emphasis on the critical access
subjects such as science, technology and
mathematics,” says Professor Sir Richard
Brook, chair of the ERA Foundation.
“This is a shared national emergency,
withmanydevelopedcountriesfacingthe
same challenge. That competition inten-
sifies our need to get to the right solution.
Engineering UK, Tomorrow’s Engineers,
and the measures advocated in the gov-
ernment’s Perkins report, combined with
the imaginative initiatives advanced by
the leading engineering institutions, are
doing an excellent job in promoting the
profession,” he adds. “A national cam-
paign is well under way.”
As with other labyrinths, there are
entry points as well as exits. The ERA
Foundation is therefore adopting a com-
plementary “access” approach to assist all
those seeking answers to their questions.
Signposts are needed in order to help
young people, as well as their parents,
their teachers, policymakers and opinion-
formers, negotiate the path from aspira-
tion to qualification.
As Brook says: “Children have multiple
imaginations. They have different ways
of seeing life. We need to create a system
responsive and sympathetic to different
types of imagination and creativity. The
journey towards a career is one of life’s
most challenging voyages.”
He explains: “The starting point is dif-
ferent for everyone, since the talent, am-
bition and character are those of an indi-
vidual. The journey itself is complicated,
since the language at the start – an array
of defined subjects at school – is different
from the language at the close – a set of
changing demands linked to employment
in the wider world. The endpoint is not
only different for each individual but is
one that refines its character throughout
the trip.
“This is particularly true for engineer-
ing. The wealth of eventual careers covers
all the disciplines of engineering and eve-
ry sphere where those disciplines make
their contribution. The common factor,
that an engineer uses skill, experience
and vision to find creative answers to the
challenges which face us, is a noble aspi-
ration but one which even enlarges the
extent of the choice.”
The ERA Foundation website (find it at
www.engineeringinsite.com) aims to ad-
dress the need for signposts by highlight-
ing where the best information about
engineering can be found. Its intention
is to act as a map that will guide visitors
on their journey: not as a vision imposed
from above, but as a logical, collabora-
tive and interlinked record of data and
opportunities, much of which has been
contributed by imaginative, energetic and
enthusiastic groups that wish to help the
traveller on the way.
“The work of Stem organisations such
as the Arkwright Scholarship and Small-
peice Trusts, the Royal Institution, the
Royal Commission for the Exhibition
of 1851, Young Engineers, Imagineering,
Engineering Explained – and many oth-
ers – is exemplary,” Brook says. “And the
Successfully attracting skilled people into engineering is proving difficult;
so much so, that it has been described as a national emergency
Unlocking
the labyrinth
08-09_NS_IET_Adv_Feb15V2_forPRINT.indd 8 16/02/2015 15:47:27
9. 20-26 FEBRUARY 2015 | NEW STATESMAN | 9
GETTYIMAGES
engineering institutions continue to do
sterling work.
The ERA Foundation, in collabora-
tion with 1851 and the IET, is producing
new “peer” content. Role-model videos,
under the banner “Were you born to en-
gineer?” aim to provoke and encourage,
and are already finding responsive audi-
ences at Stem clubs and in the classroom,
as well as being accessed online widely,
including across social media channels.
The website is directed both to the as-
pirant and at all those others who must
play a part in the successful completion of
the career choice journey, such as teach-
ers, whose work in inspiring students to
consider a range of careers is undisputed.
“However, recognising the many de-
mandsplacedonteachers,weneedtopro-
vide something which can complement
their work, and which can be happily in-
tegrated into ongoing tasks.”
Business also has an important role to
play within schools, and Brook is a keen
supporter of the efforts being made by
the engineering institutions to encourage
more industry representatives to speak
to students about what it means to work
within their chosen field.
“The influence of an experienced indi-
vidual in shaping career choice can be dra-
matic; the unexpected meeting of minds
that can occur on such occasions is hard
to predict but it has shaped many lives of
high achievement,” Brook emphasises.
Parents are a curiously unsung but vital
piece of the jigsaw. Families are the most
common source of careers advice for pu-
pils, a fact well recognised by the Insti-
tute for Public Policy Research. They, too,
must be given the chance to explore the
value of engineering as a career.
Not only are engineers in high demand,
their roles can be financially rewarding.
Some two-thirds of engineering gradu-
ates find their way into full-time employ-
ment within six months of graduating;
they also have high starting salaries.
The skills gap will not be addressed by
one group alone. Parents, teachers and
business – supported by government and
the professional engineering bodies – all
need to work together to ensure that this
challenge is met.
“The old adage ‘You’ve got to know
what you’re good at’ is still true. Natu-
ral talent and flair must be in the picture
when young people are encouraged to
pursue a career,” Brook says. “However,
it would be a tragedy if someone genu-
inely gifted were to miss out because they
didn’t have access to the required infor-
mation and encouragement. We hope
that individual support within a national
campaign can become a welcome key to
the labyrinth!” l
Teachers have an important role to play in inspiring students to take up engineering
Case study
From small seeds do
big trees grow
What began as an AS-level project
for one student, George Edwards, has
been developed into a fully functioning
product that is now being put out to
international markets.
Trudging through wind and rain to
change a caravan gas bottle is never
something holidaymakers enjoy, and
when George Edwards’s teacher was
bemoaning this task it sparked the
young student into action. With the
support of his school, he created a
gadget to attach to gas bottles, which
then connects to a mobile-phone app
and notifies the caravan owner when
it is running low.
“Gas Sense is our product name and
company,” Edwards says. “When we did
the ‘Engineer for Britain’ exhibition,
people came past and said that it was
a really great product, which was very
exciting. Companies started getting in
touch and I am now looking at licensing
the product to a manufacturer. I’ll
receive the royalty income and they’ll
be able to get it out to a far wider
market than I’d be able to on my own.
“My engineering teacher was hugely
passionate. We also have engineers
in residence at my school, who have
been very supportive. I was encouraged
to spend time and effort to make the
project happen.
“As an engineer, you have a sense
that anything is possible. Any problem
that is thrown up, you’ll be able to
find a solution for it, as long as you
have the resources, the people and the
expertise to do it.
“One of the best things schools can
do is to engage with industry, such
as reaching out and getting in touch
with local companies and arranging
trips and work experience. It’s really
interesting for the students, and
parents love their children working on
such projects. It can be very positive
for all involved.” l
08-09_NS_IET_Adv_Feb15V2_forPRINT.indd 9 16/02/2015 15:47:28
10. 10 | NEW STATESMAN | 20-26 FEBRUARY 2015
VIEW FROM INDUSTRY
Designing a car that could be the world’s
fastest combines aerospace technology
with creative thinking
I am the chief engineer on the Blood-
hound Project. I lead a world-class team
drawn from the worlds of space, fast jets
and Formula 1, all attracted by the chal-
lenge of designing a car that will cover a
mile in just 3.6 seconds.
A Bugatti Veyron has 1,000bhp and
does 250mph. However, these statistics
don’t mean that Bloodhound needs four
times the power to go four times as fast.
In fact, drag quadruples every time the
speed doubles, so we need the equivalent
of 135,000 thrust hp to reach our target
speed – more than eight times the com-
bined power output of the entire F1 grid.
As an aerospace engineer, I have
worked on commercial airliners, experi-
mental planes and jet fighters. Creating
Bloodhound requires the same skills and
qualities. It means thinking laterally,
mastering state-of-the-art technologies
and materials, and managing a seemingly
endless series of contradictions.
So far, we have spent more than 110
person years creating the car in a 3D vir-
tual world, pushing computer design to
the limit.
It has to contain 20 tonnes of thrust,
cope with 12 tonnes of air pressure and
prevent the four solid metal wheels –
each one weighing 90kg and revolving
170 times per second – from ripping the
vehicle apart. Bloodhound must be im-
mensely strong. However, it also has
to stop within a finite distance, which
means every gram counts.
We are combining a state-of-the-art
jet with hybrid rockets destined for the
next generation of space launchers, with
a Jaguar V8 engine to power the rocket
system.
It is this combination of technologies
that makes this project so interesting, and
why people in 220 countries are following
our “engineering adventure”.
The Bloodhound initiative aims to in-
spire the next generation of scientists
and engineers by showcasing science
and engineering in the most exciting
way possible.
When I do presentations to schools and
see children making sense of Newton’s
Third Law – thanks to our supersonic car –
I know it is worth the long hours. l
Mark Chapman is the chief engineer on
the Bloodhound Project
Engineers help to solve the world’s
most pressing problems
Engineering is really problem-solving,
so this job is about having the skills to
identify the real problem and developing
and delivering the right solution. It is fan-
tastic to be able to make a real difference
through engineering.
The problems facing society and gov-
ernments around the world are similar;
everyoneisworriedaboutclimatechange,
surviving natural disasters, poverty and
Engineering has a reputation of being all about building bridges and
getting dirty. But it involves far more than that, as our vox pops show
Not just hard hats
and overalls
10-12_NS_IET_Voxpops_Feb15_forPRINT.indd 10 16/02/2015 15:52:19
11. 20-26 FEBRUARY 2015 | NEW STATESMAN | 11
IET
health, and a reliable supply of water and
energy. You need engineers to solve these
problems. They build the fabric of soci-
ety: sanitation, hospitals, schools, water
supplies, power stations and so on.
A much wider base of skills is required
to complement the best technical engi-
neering expertise in order to meet the
challenges we face today as well as the
future. Change management and trans-
formational change, strong leadership,
credibility to manage key stakeholders
(politicians, local communities, etc) are
all much needed, and this presents a chal-
lenge for academia and our industry.
I first joined Arup, a global design firm
of about 12,000 people with more than
90 offices around the world, as a pre-
university trainee in 1991. After gaining
my honours degree in civil and struc-
tural engineering in 1995 I have since
risen through the ranks to become the
first woman director in the firm’s UK-
Middle East infrastructure division. I was
also the first woman on the firm’s global
infrastructure board.
I am forever being written to as Mr Hall
andreceivingemailsaddressedto“Gents”
and I am always in a minority. To be hon-
est I don’t notice it any more; I just get on
with my job. There are enough real wor-
ries to think about. Don’t waste energy
on ones you can’t do anything about.
My career has taken me around the
globe working on key projects in Asia,
America, Brisbane, UK and Ireland. In
my early career I worked on the design
of Hong Kong’s new airport station on
Hong Kong Island and then moved to be-
ing on-site. Working as a blonde, white
female on-site in Hong Kong – a henna
gaijin, or “strange foreigner” – was cer-
tainly a defining point.
The construction workers couldn’t
work out what to make of me. It was
a sink-or-swim situation. But using the
new station and flying out of the airport
four years on was an amazing feeling; to
think that I had contributed to changing
people’s lives for the better. Similarly,
being able to see the outcome of my con-
tribution to working on the London 2012
Olympic Park where I led the engineering
design team for five years was an unfor-
gettable experience.
To be able to see, touch and use what
you have designed and worked hard to
deliver makes you so proud. That is what
gets you up and into work every day.
Every project has its unique challenges
and learning opportunities, that is why
I love my job. l
Kate Hall is a director at Arup
Even after 27 years, I am still
learning every day
In 1987, when I graduated with a degree in
production engineering and economics,
I wasn’t sure where that would lead me,
but it ended up giving me the opportu-
nity to pursue a very varied and exciting
career with Rolls-Royce.
t
Creative thinking, problem-solving and mastering technology – they’re all in day’s work for an engineer
10-12_NS_IET_Voxpops_Feb15_forPRINT.indd 11 16/02/2015 15:52:20
12. VIEW FROM INDUSTRY
Two key elements attracted me to the
company. The first was that it offered an
excellent graduate scheme where I got
the opportunity to move around dif-
ferent roles for about 18 months, learn-
ing about the business, until I took my
first permanent role as a development
engineer. The second was the appeal of
working on such an interesting product
with such a strong brand and reputation
for engineering excellence; there are few
products that combine such a high level
of technology in design, manufacturing,
materials and support, and it always gives
me a thrill to look out of an aircraft win-
dow and see the distinctive Rolls-Royce
logo on the engine.
People often say that these days there is
no such thing as a job for life. But I have
now been with Rolls-Royce for more
than 27 years. I have stayed here because
I have had the chance to evolve my career,
spending six years supporting our airline
customers and over seven years in mar-
keting before my current role, as services
executive for the Trent XWB, the world’s
most efficient large civil aero engine.
This role is all about the support that
we provide for our customers, whether
that is optimising the rework of the en-
gines when they require off-wing main-
tenance or establishing a global network
of people, parts and engines to ensure
we minimise the effect of any in-service
events. Certainly, my engineering back-
ground is important but I also utilise
business, commercial and programme
management skills, and this breadth
means I am still learning every day. l
Kath Warriner is Trent XWB services
executive at Rolls-Royce
Engineers are obsessed with finding
new improvements
The company I work for is called Box.
It provides enterprise software for file-
sharing and collaboration, particularly
focused on enterprises. I joined the
firm when it acquired my tech business,
dLoop, which uses machine learning al-
gorithms and graph analysis to detect the
similarities among documents and or-
ganise them into clusters that are searcha-
ble not just by keyword, but by relevance.
As engineers, my team obsesses about
finding new ways to improve our prod-
uct. We spend hours developing, design-
ing, implementing and testing our ma-
chine learning solutions. The teamwork,
start-up mentality and support from the
leadership team help us build new solu-
tions in a very short time.
I have also had access to exciting per-
sonal growth opportunities. For instance,
when I joined Box I was given the chance
to build my own start-up within a start-
up. I had full autonomy to define the first
customer use case for our machine learn-
ing product, build the team, plan the pro-
ject and execute on it. I had to market and
sell different ideas to determine what was
best for the company and our custom-
ers. It has been a process through which I
have learned so much.
Today we are building infrastruc-
ture for an innovative machine learning
product. My job is to make sure we get
the most from this first-of-its-kind solu-
tion. I am challenged every day, which
has been very beneficial to my personal
and professional development, and I am
always proud when I see our efforts no-
ticeably impact the customer experience.
That is one of the most rewarding things
about working as an engineer. l
Divya Jain is a staff software
engineer at Box
Teaching engineering is hugely
rewarding and exciting
I am a maths teacher. My degree was in
civil and structural engineering. I did an
apprenticeship for about six years, be-
came a junior engineer and then decided I
was going to apply to Teach First.
It was their mission that enticed me
and I was looking forward to doing some-
thing more rewarding. With Teach First,
t
I wanted to go into schools to make an
impact, and provide expertise in subjects
like mathematics that they might strug-
gle to get otherwise.
The work is quite emotionally pres-
sured compared to private industry, not
least because you are responsible for the
children. Every day you walk in and get
to be the conductor of that lesson. You are
centre stage and have to perform in front
of the kids. They need to see positive en-
ergy on a daily basis. I find it really enjoy-
able to work with the lower-ability class-
es; to see them succeed is really exciting.
Teachers need good presentation skills.
They need to be confident, assertive and
able to deal with conflict. You need this
on a minute-to-minute basis.
Organisational skills are essential be-
cause there is such a high workload. It’s
also important to have emotional intelli-
gence and be able to deal with human be-
ings who have bad days. The best way to
learn is to get into a school and get some
experience. And of course, teachers need
to be able to explain difficult concepts to
people who are just beginning to learn
about a topic. Doing this successfully is
much more difficult than just being able
to understand a concept and using that
information internally.
Education is an issue that politicians
use to score points, which can sometimes
be discouraging for those wanting to go
into teaching. Develop a system based
on trust, and I am sure more young peo-
ple will get involved. l
Dan West is a maths teacher in
north-west London
12 | NEW STATESMAN | 20-26 FEBRUARY 2015
Supersonic careers: engineers on the Bloodhound Project are trying to break the land speed record
BLOODHOUNDSCC
10-12_NS_IET_Voxpops_Feb15_forPRINT.indd 12 16/02/2015 15:52:22
13. ENGINEERING FEATS
20-26 FEBRUARY 2015 | NEW STATESMAN | 13
Three-dimensional world
From the printing out of tools or equip-
ment to houses and even food (last year,
students at the Massachusetts Institute
of Technology successfully printed ed-
ible ice cream), the potential 3D printing
offers is huge. But it is perhaps in the field
of medicine where it offers the most ex-
citing results. In March 2014, surgeons in
the Netherlands for the first time replaced
a woman’s skull with a plastic version
made using a 3D printer.
The 22-year-old needed the 23-hour
operation because her skull was becom-
ing thicker, putting pressure on her brain.
Individual sections of a skull had been
replicated using 3D printing, but this was
the first time doctors had successfully im-
planted a whole cranium. It joins a grow-
ing list of printed body parts, including
a fingertip, hands, ears and arms.
Medical miracles
Research is making huge advances in the
treatment of major diseases such as can-
cer and strokes where there is a pressing
need to target drugs to specific parts of
the body in order to minimise exposure
of healthy tissue.
One such example comes from Eleanor
Stride, an award-winning professor at the
University of Oxford. She is leading work
to reduce serious side effects and increase
the number of patients who are eligible
for treatment. Professor Stride has just
won the IET’s £300,000 A F Harvey En-
gineering Research Prize.
Meanwhile, stroke patients who have
lost movement in their arms may soon be
able to have a robotic limb fitted. Students
in the Faculty of Engineering at Western
University in Canada have developed a
robot that, by connecting with the brain,
From the invention of vital utilities to transportation and IT, engineering has done more to
advance the world than perhaps any other profession. Today the situation is no different
By Becky Slack
To boldly go...
can move the arm and wrist and enable
the hand to squeeze.
Innovation in biotechnology is also
helping to predict, prevent and treat
many conditions. Advances in diagnos-
tics are enabling a reduction in drug er-
rors and improved efficacy, such as con-
tact lenses that administer drugs through
the eye.
Future farming
Agricultural engineering is often at the
forefront of scientific developments, fre-
quently translating technologies devel-
oped by Nasa and other bodies into prac-
tical solutions for food production.
Driverless tractors, drones that reveal
irrigation problems and soil variations,
and automated milking machines that al-
low cows to choose when they want to be
milked are a sample of what is on offer.
The disappearing building
In Seoul, South Korea, engineers have
designed and are to build an invisible sky-
scraper. Rather than attempting to break
records for the world’s tallest building,
the 1,476-foot (450-metre) structure is
planned to blend in with its setting. Real-
time images of the building’s surround-
ings will be displayed on hundreds of
LED screens spread over the exterior of
the tower, enabling observers to take in
the view it would otherwise block, in ef-
fect rendering it invisible.
Home improvements
Technology that controls heating and
lighting within the home is becoming in-
creasingly popular as people seek to use
less energy and reduce costs.
The Aros air conditioning system com-
bines information on usage, weather con-
ditions and budget to produce a schedule
that balances comfort and cost. The app
also uses information about an individ-
ual’s movements, working patterns and
holiday arrangements to anticipate the
arrival of homeowners and cool the room
before they arrive.
Sci-fi fashion
Technology isn’t just about equipment
for homes and the workplace. Cloth-
ing and accessories can also incorporate
computer and advanced electronic tech-
nologies. Students at the Tisch School of
the Arts in New York designed a hoodie
that sends pre-programmed text mes-
sages triggered by gesture movements; in
a London College of Fashion competition
the winning item was a cocktail dress fea-
turing Bluetooth technology that lit up
when a call was received.
For those who want to be more discreet
about the calls and texts they get, there is
an 18-carat gold-plated ring that connects
withasmartphoneandnotifiesthewearer
when people are trying to get in touch. l
Additional research by Zak Bentley
The printing of new skulls is now possible
GETTY/JEAN-PHILIPPEKSIAZEK
13_NS_IET_EngineeringFeats_forPRINT.indd 15 16/02/2015 17:00:32
14. UK-based manufacturers of all sizes are
investing heavily in training apprentices,
to ensure the next generation of
engineers are equipped with a broad
range of Stem skills to meet the
demands of the future.
One such company that has taken action to
bridge this skills gap is Craftsman Tools of
Otley in West Yorkshire. Craftsman Tools is a
family-owned firm with more than 60 years
of heritage and a workforce of more than
60, including 10 full-time apprentices.
The apprentices undertake a four year
training course supported by AMRC with
Boeing, which is part of Sheffield
University. Craftsman has also developed
a dedicated training space within its
factory to ensure trainees have the best
practical and theoretical skills.
Robert Johnson managing director of
Craftsman said: “We have invested
heavily in our apprentice scheme with a
commitment to train skilled workers from
the local region to help secure the future
needs of our business.”
He continued:“Partnerships between
government, industry and academic
institutions are vital to the continued
growth of manufacturing within the UK.
Bringing through the next generation of
skilled engineers will only be achieved with
a long-term commitment from all parties.
That’s as relevant to SMEs that are
looking to their futures, such as Craftsman,
as it is to multinationals.”
Another
concern for the
manufacturing
sector is
attracting female
engineers – in fact
the UK has the
lowest proportion
of female
engineers in the
whole of Europe.
Recent statistics
from the IET’s
(Skills and
Demand) survey
showed that
women represent
only six per cent
of the UK's
engineering
workforce.
Gloucestershire
firm Renishaw plc
has one of the
largest engineering apprentice training
schemes in the UK and has received
national plaudits for its staff development.
In December 2014 Lucy Ackland, a project
manager working on Renishaw’s next
generation metal 3D printing machine, and
graduate of Reinshaw’s apprenticeship
scheme, was awarded the Women’s
Engineering Society (WES) Prize at the IET’s
Young Woman Engineer of the Year awards.
Upon receiving the award, Lucy
encouraged other women to follow in her
footsteps, saying:“ I’m pleased to be
Encouraging engineering in the
classroom – bridging the skills gap
The Manufacturing Technologies Association
Engineering-based manufacturing demands a highly skilled workforce to deliver
excellence. A study by The Royal Academy of Engineering published in 2014
found that Britain’s industry will need 100,000 new graduates in Stem subjects
and a further 60,000 technicians and apprentices every year until 2020, merely
to maintain current employment numbers.
Lucy Ackland receives her WES Award from the BBC’s Steph McGovern
www.craftsmantools.com
www.renishaw.com
considered a role model for future
generations of female engineers because
I believe engineering is a really enjoyable
career choice but sometimes people are
put off by misleading stereotypes.”
New Statesman v4_Layout 1 11/02/2015 17:22 Page 1
15. How important is it for manufacturing
to bridge the skills gap in the UK?
The mini renaissance that UK
manufacturing is enjoying is fantastic
news for everyone. For the last six or
seven years, the sector has enjoyed more
government support than for a long time.
However, we have a serious skills gap in
the UK, and we are struggling to find talent,
particularly in engineering. If we do not
have the right skills to design, to engineer,
to do the applications and to operate the
advanced technology, we will struggle to
close the productivity gap with our
competitors and fail to make the
renaissance sustainable.
High-value manufacturing, which feeds
into crucial sectors from aerospace to
power generation, has the potential to add
hugely to the economic success of the
country. The value derives from intellectual
property and the ability of the
manufacturer to push the boundaries of
both capability and technology, to
constantly differentiate themselves from
their worldwide competitors. It demands
people with the highest skills.
How can we redress this balance?
It is simple, we do more of what we have
been doing well for the past few years;
there are a lot of good things going on,
but much of it is in pockets.
Here at the MTA we make grants to
companies to take on apprentices.
We’ve supported the development of
innovative new apprenticeship pathways
that bring together technical and
commercial skills.
At MACH, our trade show, which is
Britain’s biggest industrial event, we host
thousands of young people, showing
them the careers they could have and
the technology they could work with.
At what stage do you think children
should be taught about engineering?
You can’t start too early. I went in to my
children’s primary school a few years ago
and was amazed how boys and girls alike
were rapt with what I thought would
be beyond their grasp. I brought
components for them to play with and
asked them to guess where they came
from, be it a car, an aeroplane or factory
machinery. We actually ran out of time,
they were having so much fun. I was
absolutely staggered at the level of
engagement the children had. The MTA
supports a charity, Imagineering, which
sends engineers into primary schools to
give that kind of hands-on experience.
imagineering.org.uk
What role do teachers and parents have
in encouraging engagement
in engineering?
There is still a long way to go, I think that
the professional classes will all nod and
feign interest in manufacturing and sit and
smile politely. But the acid test for them is
when we say“would you be happy for your
child to go into the engineering industry?”
When they don’t just nod, but actually
mean it, will be when we know we’re
winning. At the moment there is an
increased awareness
and perhaps passive
support, but little
active support. To
many parents
of teenage children
it is second class
compared to
accountancy,
politics, the city or
law. I think that is
the key to winning
the battle and I do
think we are becoming better equipped.
Engineering is the only industry I can think
of that you can join at 16, gain a PhD and
leave with no debt. If you can’t sell that, it
is pretty pathetic.
How can we redress the imbalance
of women in engineering? And is
the problem as widespread as
publicised?
Manufacturing and engineering has an
image problem, in the sense of an old-
fashioned shop floor environment which
women may feel is not for them. The
perception is changing but there is more
to do.
I suspect we are missing a trick, not just
by failing to get more women into
apprenticeships, but also in failing to
attract them later in their careers when
manufacturing can offer a good work life
balance. The key is to be flexible. SMEs
sometimes find that difficult. But you
tend to get a very high quality of
employee both male and female if you are
prepared to be flexible around family life
and that would be a strong message I
want to put out there.
The Manufacturing
Technologies
Association
62 Bayswater Road
London W2 3PS
T: +44 (0)20 7298 6400
F: +44 (0)20 7298 6430
E: info@mta.org.uk
W: www.mta.org.uk
James Selka has recently joined the MTA as its
chief executive, bringing with him a wealth of
experience of hands-on engineering and
managing manufacturing companies. He
explains how he sees the skills challenges that
the sector faces.
“Engineering is the only industry
I can think of that you can join at
16, gain a PhD and leave with no
debt. If you can’t sell that, it is
pretty pathetic.”
James Selka, MTA
James Selka, MTA
16. 3783 - IET - New Statesman Ad_200x265mm_AW.indd 1 21/01/2015 11:10
