Press Release

Age 14-19 Diploma: so far, so good – but no room for complacency

22 April 2009

A report by the Royal Academy of Engineering (RAEing) reveals the progress of the age 14-19 Diploma in Engineering. The report will be featured in the first edition of Engineering and Technology Education (ETe) magazine, published by the Institution of Engineering and Technology (IET).

Professor Matthew Harrison, the director of education programme at Royal Academy of Engineering (RAEng), compiled the diploma report, seven months after its launch. The outcome: so far, so good, but there’s no room for complacency. This statement rings true, as nine out of ten young people are dropping science after their GCSEs.

The report also reveals that a high percentage of young people who are qualified for engineering degree courses do not choose to study the subject at university. This is possibly as high as 40,000 students a year.

Professor Harrison states in the report that the 14-19 diploma is ‘the best chance of attracting young people into engineering’ as it provides ‘hands-on’ experience as well as making young people aware of how engineering works as a sector of economy.

In order for the diploma to make a big impact on young people, the RAEng recommended that there must be better communications between diploma consortia members, expertise should be used within the consortia effectively and an application-based approach must be adopted when teaching maths. The RAEng is currently managing the London Engineering Project (LEP) on behalf on the Higher Education Council. Many of the schools involved in the LEP are now involved in the engineering diploma.

The IET has also supported the delivery of the diploma, by producing materials for its Faraday educational programme in the hope of encouraging children to take an interest in engineering.

Not everyone is in favour of the vocational qualification. Since the Government launch the diploma in 2008, it has been ill-received by critics, stating it undermines the high standards of the traditional qualifications.

Roger Dettmer, editor of E&Te Education disagrees with the critics. He is confident that the Diploma in Engineering has the potential to encourage more young people to follow a career in the sector. He added, “This report provides an insider's perspective on what teachers now need to do to make the diploma a success.”

The diploma report will be available next month in the first edition of E&Te Education.