ACCESS TO HE SCIENCE DIPLOMA – A CHEMICAL SOLUTION? QAA CONFERENCE BIRMINGHAM JUNE 2013
ACCESS TO HE SCIENCE DIPLOMA – A CHEMICAL
SOLUTION?
QAA CONFERENCE BIRMINGHAM JUNE 2013
GATSBY CHARITABLE FOUNDATION
Established in 1967 by DJS
Endowment £580M
Annual spend £50M pa
Main support looking forward:
– Plant science research
– Neuroscience research
– Africa
– Institute for Government
– Arts
– Mental Health
– Science & Engineering Education
PROMOTING TECHNICAL SKILLS
TECHNICIAN SHORTAGES
“… far from there being a shortage of
graduates, there is, instead, a significant
shortage of technician-level engineers in
more junior occupational groups. These
occupations are the very bedrock upon
which engineering depends.” (Engineering UK 2009)
WHAT IS A TECHNICIAN?
Cannot be assumed from:
‒ job tit le
‒ level or type of education
Technicians are concerned with applying
proven techniques and procedures to the
solution of practical problems. They carry
supervisory or technical responsibility and are
competent to exercise creativity and skills
within defined fields of science and technology’ (Technician Council 2012)
THE MIX
THE NUMBERS
~1.5 mill ion SET technicians
‒ 30% associate professional occupations
‒ 70% are in skilled trades occupations
‒ An aging workforce, 31% of skilled trades
and 23% of associate professionals aged
50 or older in 2010
Need for an additional 450,000 technicians by
2020
TECHNICIAN NUMBERS
With a need for an additional 450,000
technicians
by 2020
SOLVING THE PROBLEM
Qualifications
- Recognised
- Reputable
- Rigorous
Infrastructure
- Availability
- Teaching Staff
- Facilit ies
Funding
SUPPLY ISSUES
‒ Technicians’ contributions to the
economy, and to our lives, are not
sufficiently recognised – as a
consequence these occupations lack
identity;
‒ This lack of identity lowers young
people’s desire to explore and enter
these occupations;
‒ There are few clear pathways for
progression to technician roles.
SOME PROGRESS?
TECHNICIAN REGISTRATION
TECHNICIAN REGISTRATION
‒ Provides clarity and esteem for
technician roles,
‒ Sets and maintains high standards for
technicians,
‒ Increases the take up of qualifications
that are valued by employers,
‒ Improves access to the professions.
14
QCF Level
Professional
titles in engineering
(and post-nominals)
Professional
titles in science
(and post-nominals)
Typical qualifications possessed
3-4 Engineering Technician
(EngTech)
Registered Science Technician
(RSciTech)
Advanced Apprenticeship,
A-Levels, BTEC National, etc
5-6 Incorporated Engineer
(IEng)
Registered Scientist
(RSci)
Higher Apprenticeship
HND, Foundation Degree or Bachelors’ Degree
7+ Chartered
(CEng)
Chartered
(CSci, CPhys, CChem, etc) Masters’ Degree
A FRAMEWORK FOR REGISTRATION
– Registered Science Technician (RSciTech)
– Registered Scientist (RSci)
TWO NEW PROFESSIONAL REGISTERS
SCIENCE TECHNICIAN REGISTRATION
• Framework for professional registration - starting at level 3 progression to chartered
• Science awarded by eight professional bodies – benefits of membership
• Voluntary registers now exist across Science, Engineering, IT and Health
• Competence based but with commitment to professional behaviour and professional development
PILOT PROFESSIONAL BODIES
• Association for Science Education (ASE)
• Institute of Biomedical Science (IBMS)
• Institute of Chemical Engineering (IChemE)
• Institute of Food Science and Technology (IFST)
• Institute of Physics and Engineering in Medicine (IPEM)
• Institute of Science and Technology (IST)
• Royal Society of Chemistry (RSC)
• Society of Biology (SoB)
BENEFITS OF REGISTRATION
• Status to the individual
• Clear work-based pathways with progression to higher levels of professionalism
• Clarity for the employer
• Independent and therefore stable
• Links with technicians in other industries
HOW DO I GET ON THE REGISTER?
You need to be:
• a member of a professional body
• competent at the appropriate level
• engage with continuing professional development
What does all this have to do with Access?
ACCESS TO HE AND EMPLOYABILITY PILOT
ACCESS TO HE AND EMPLOYABILITY PILOT
APT
5 FURTHER EDUCATION
COLLEGES IN THE SW
RSC GATSBY
PILOT TIMELINE
- Jan 2013 – June 2013 recruitment of colleges
- June 2013 – September 2013 student recruitment and staff development
- October 2013 – RSC induction and student membership
- October 2013 – June 2014 Access to Science pathway including two project units, employability links
- July 2014 Access to Science award and RSciTech award: Target 200 students on the register by the end of
the pilot
- Accredited scheme open to other colleges
WHAT IT MEANS IN PRACTICE
- RSC membership with benefits during the Access course and for one year after you finish
- RSciTech after your name recognised by industry and education
- Relevant science project
- 19-23 employability
- 24 plus more for their student loan
• Real benefits for students when they commit so much time to their Access Diploma
• Growth in numbers of students on Science pathways
• Progression to HE not always linear – take time out to earn before and alongside study
• Links to previous work as part of legacy from LLN’s on STEM progression
• Employability during and after HE study
WHY DID APT AWARDS GET INVOLVED?
SCIENTIFIC PROJECT – DESIGN AND IMPLEMENTATION
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1.Identify and define a research topic. 1.1Identify and justify a research topic with
reference to previous or related work.
2.1Produce a clearly defined research aim
or testable hypothesis related to the
chosen issue.
2. Plan and design a research project. 2.1Develop a plan which addresses all relevant
tasks including:
(a) timescale/priority
(b) acquisition of equipment and materials
2.2State anticipated method of data collection
with regard for subsequent method of analysis.
2.3Explain and justify planned methods with
reference to controlled and uncontrolled
variables, accuracy and reliability.
2.4Link probable outcomes to relevant theories
or previous work.
2.5 Carry out and record a risk assessment of
the work.
3.Carry out and refine research. 3.1Use planned and stated techniques to obtain
results/data with due regard for:
(a) precision and accuracy
(b) reliability
3.2Make modifications to plan as appropriate.
3.3Record raw data appropriately for future
processing.
3.4Identify and record errors in equipment or
method.
3.5 Work with due regard for health and safety.
SCIENTIFIC PROJECT – ANALYSIS AND PRESENTATION
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Process, represent, and analyse data/results. 1.1Analyse data/results using appropriate
diagrammatic, tabular, graphical or
statistical techniques.
2. Consider evidence and reach appropriate
conclusions.
2.1Draw relevant conclusions from
processed results, with reference to the
original hypothesis or aim.
2.2Use scientific knowledge, where
appropriate to explain and clarify the
conclusions.
3. Consider reliability of evidence 3.1Evaluate strengths and limitations of
design and procedure.
3.2Suggest justified improvements and
modifications to design and procedures.
4. Present a written report on the investigation. 4.1Produce a clearly and logically
structured research using correct
scientific convention throughout.
TO FIND OUT MORE
About the pilot and national roll out
About the science registers
http://professionalregisters.org/
About the units: