In today’s rapidly changing world, engineers play an essential role in creating the solutions to key social, environmental and economic challenges. This has become especially apparent amidst the current coronavirus pandemic, which has seen some of the leading engineering companies come together to utilise their expertise to create more respirators, build new hospitals and produce more hand sanitisers as part of the national effort.
It is clear that we need good-quality engineers more than ever before, however they are in short supply. A recent report from EngineeringUK predicted an annual shortfall of up to 59,000 engineering graduates and technicians in Britain who are needed to fill core engineering roles. Diversity is another issue for the sector. The same report found that just eight per cent of the engineering workforce come from black and minority ethnic (BME) backgrounds, and only 12 per cent are women. We need to do more to encourage these people to take an interest in STEM (science, technology, engineering and mathematics).
What are the obstacles to engagement?
This is not to say that young people are not interested in building aircrafts, inventing new medicines or engineering skyscrapers. In fact, the Institution of Mechanical Engineers (iMechE) found that 42 per cent of people aged 11-19 felt that making a difference and having a positive impact on the world is important when choosing a career.
So, what is missing? Part of the issue is a lack of understanding about what engineers do; something which is compounded by negative stereotypes and misconceptions of engineering as ‘too academic’, ‘dirty’ or a ‘what jobs can you get with a computer science degree’. As a result of this, engineering is perceived by certain groups as inaccessible. For young girls and those from BME or disadvantaged backgrounds, a lack of relatab
It is clear that we need good-quality engineers more than ever before, however they are in short supply. A recent report from EngineeringUK predicted an annual shortfall of up to 59,000 engineering graduates and technicians in Britain who are needed to fill core engineering roles. Diversity is another issue for the sector. The same report found that just eight per cent of the engineering workforce come from black and minority ethnic (BME) backgrounds, and only 12 per cent are women. We need to do more to encourage these people to take an interest in STEM (science, technology, engineering and mathematics).
What are the obstacles to engagement?
This is not to say that young people are not interested in building aircrafts, inventing new medicines or engineering skyscrapers. In fact, the Institution of Mechanical Engineers (iMechE) found that 42 per cent of people aged 11-19 felt that making a difference and having a positive impact on the world is important when choosing a career.
So, what is missing? Part of the issue is a lack of understanding about what engineers do; something which is compounded by negative stereotypes and misconceptions of engineering as ‘too academic’, ‘dirty’ or a ‘what jobs can you get with a computer science degree’. As a result of this, engineering is perceived by certain groups as inaccessible. For young girls and those from BME or disadvantaged backgrounds, a lack of relatab
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