11,000 students in nearly 400 schools, colleges and GTAs were studying the GCSE in Engineering in 2004. The North West, East of England and North East regions had the highest number of educational institutions offering the GCSE in Engineering. The first cohort of 5,050 students undertaking the GCSE double awards in Engineering completed in 2004. Just under a quarter achieved A*-C grade, over 60% D-G grade and 12% received no grade.

The number of further education learners in engineering, technology and manufacturing has risen from 86,000 to 89,000 from 2003-2004. This is in contrast to an overall decrease in student numbers. Engineering, technology and manufacturing accounts for nearly a quarter (23.5%) of work-based learning starts.  Employers particularly value work-based learning and view it as an essential complement to academic learning.

The use of National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SVQs) in engineering have become more firmly established over the last few years. N/SVQs have been identified as the preferred work-based learning qualifications in the sector. Registrations at Levels 1, 2 and 3 rose in 2004 to over 64,000 registrations, which is thier highest number of registrations. The number of engineering NVQ level 1 registrations has increased over the last few years, whilst level 3 and 4 registrations have remained constant. NVQ Level 2 registrations have been slowly increasing. The aerospace and motor vehicles sectors reported highest use of NVQs/SVQs.

Source: SEMTA 2006, ETB 2005, SEMTA 2004 and ETB 2004

For more information on training, provision and supply in the sector from compulsory education, apprentices and higher education go to SEMTA (2005) Sector Skills Agreement or the ETB (2004) Digest of Engineering Statistics 2003/04. 

For more statistics on S/NVQ certifications and registrations see:

The Apprenticeship schemes in engineering have to meet the needs of very different types of employers and very different levels of work.  It needs to cover traditional engineering skills across diverse sectors, together with skills for new sectors such as electronics and semi-conductor technology. New modern working methods, such as multi-skilling, team and cell working, and modern manufacturing and control techniques, have to be included in order to address future skill needs

Preparation for trained operator/semi-skilled status within the industry is best achieved through the Apprenticeship scheme.  In some instance the scheme provides progression to an Advanced Apprenticeship or higher-level work.

The Advanced Apprenticeship in engineering scheme helps apprentices to achieve skilled and/or technician status within the industry.  Where it is appropriate, the scheme provides positive progression to Higher Education or a Higher Apprenticeship.  There is a lack of funding provision for Level 4 within an Advanced Apprenticeship.

Higher Apprenticeships in Engineering Technology are available in England and Wales.  It is the aim of the apprenticeship programme to increase the number of high-level engineering technicians and incorporated engineers.  It is designed to widen and increase participation at Level 4 providing pathways to NVQ Level 3 and 4, Key Skills Level 3 with options for Levels 4 and 5.  Academic learning within a foundation degree at Level 5, and guidance to Engineering Technician and/or Incorporated Engineer Registration with The Institution of Incorporated Engineers (IIE).

There is a shortage of young people starting apprenticeships and similar schemes as a result of:

• the poor image of the sector
• the pressure on young people to stay in full-time education post-16
• the relative fall in the numbers of young people studying mathematics and science at ‘A’ level
• the perceived (by employers) fall in the standard of mathematics at both GCSE and ‘A’ levels

Source: SEMTA 2006 and SEMTA website 2006

For further information on apprenticeships in the sector go to the SEMTA website or statistics on starts and leavers see: 

The UK has witnessed a rapid expansion of participation in higher education over the last decade.  Although the total higher education population is increasing the proportion of students completing undergraduate engineering and technology courses has decreased slightly with 3.5% fewer completions over the period 1994-2004. Acceptances on engineering and technology courses have remained at around 24,500.  The percentage of female applicants and acceptances through UCAS for engineering courses has remained relatively stable at 14%.

The number of acceptances on the various engineering and technology courses over the  1994-2004 period has declined in:

• Mathematics and computer sciences
• Physical sciences

In contrast, there has been increased acceptances on biological sciences courses from 17, 500 in 1994, to 30,000 in 2004.

The number of completions on specific courses has decreased on physical science courses, but biological sciences and computer science course completions have significantly increased. 

The number of engineering and technology Masters Degrees completions has significantly increased from 2,000 in 1995 to 7,700 in 2004.  This has been the result of the adoption of 4 year Master of Engineering degrees.  At doctoral level, the number of completions in science, engineering and technology courses has also increased from the mid 1990s to date.

Difficulties in recruiting science, engineering and technical graduates have been reported.  Employers find it most difficult in the electronics discipline.  Graduates mostly lack technical and job specific skills.

Source: SEMTA 2006, ETB 2005, SEMTA website 2006 and SEMTA 2004

For more data on higher education numbers on engineering and technology courses see:

In England, 65% of employers in the sector provide training for their employees, compared to 59% in all sectors. Only 29% of employers in the sector have a budget for training, which is slightly lower than the 31% England figure.

Automotive establishments spend around £200 per employee on off-the-job training, electronics £250 per employee and aerospace £380 per employee. Aerospace is the only industry in which employees receive more than 3 days of off-the-job training. Scottish establishments are more likely to report that they can manage all training on-the-job.

Technical workforce development, as outlined in SEMTA (2005) Sector Skills Agreement, includes:

• up-skilling workforce to NVQ/SVQ Levels 2 and 3
• improving craft supply at Level 3 through up-skilling (by increasing participation in apprenticeships, providing general engineering core development programmes, increasing the recruitment of ethnic minorities and women, plus promoting the industry)
• meeting the demand for craft and technician development (Engineering Technicians) by increasing participation of the workforce in Advanced Apprenticeships
• improving the supply of technicians at Level 4 (Tech. Eng.) by implementing Higher Engineering Apprenticeships
• providing intelligence on current demand and supply needs.
• tackling graduate skill deficiencies by increasing the vocational relevance of degree programmes
• developing a specialist degree programme to meet specific needs
• encouraging more young licensed aircraft engineers to replace retirees

Source: SEMTA 2006, Spilsbury Research/SEMTA 2004 and SEMTA/EEF 2003

Find out more information on the barriers to training and CPD in the sector:

There are three categories of professional registration in the UK for engineers:

• Chartered Engineer
• Incorporated Engineer
• Engineering Technician.

The promotion of professional registration within UK engineering is a vital mechanism for maintaining and advancing the status and prestige of UK engineering. Registration is voluntary and it is estimated that only 39% of UK engineers are registered. Key statistics on professional registrations in engineering include:

• total number of registrations has declined from just over 267,200 in 1994 to just under 244,900 in 2004, representing a fall of 8.3% over the last ten years
• new registrations have fallen over the last decade, but there was an increase in 2004, a reversal in the trend for the first time since 1999.
• female registrations are starting from a low base, but are on the increase from 1.4% in 1994 to 2.8% in 1994
• the age profile of registered engineers in 2004 reflects the median age of the sector which is over 50
• the average age of registered engineers is increasing

In 2003, there were:

• 141,000 Chartered engineers (fallen by 4% over 10 years)
• 39,000 Incorporated engineers (fallen by 22% over 10 years)
• 12,000 engineering technicians (fallen by 21% over 10 years)

Only 3% of Chartered engineers are female and only 1% of Incorporated engineers.

Source: SEMTA 2006 and ETB 2005