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The TE of STEM: Recruitment issues
This paper contributes to the discussions regarding STEM related education in schools, with
particular attention to secondary school teaching from the perspective of Technology and
Engineering. There are two routes to entry secondary teaching with a specialism in
Technology Education; PGDE(secondary) and a 4 year undergraduate B.Tech Ed (Hons).
The first section of this paper will discuss the issues pertaining to the PGDE (secondary)
route specifically.
PGDE Secondary Design and Technology / Technological Education
University of Strathclyde and University of Edinburgh offer a Professional Graduate Diploma
in Education PGDE (secondary) with specialism in Design and Technology/ Technological
Education. Currently, this is a 36 week programme, comprising 120 credits, with 18 weeks
school placement (60credits) and 18 weeks on campus for studies related to modules of
Curriculum and Pedagogy and Professional Studies (60credits). The prerequisites for
eligibility for the PGDE route are determined by criteria set by General Teaching Council of
Scotland (Memorandum on Entry Requirements to Programmes of Initial Teacher Education
in Scotland 2013, GTCS). Applicants must meet the minimum general requirements of
English at SQA Higher C and above or equivalent, and Maths at Standard Grade 1 or 2,
Intermediate 2, National 5 or above or equivalent (i.e.SCQF 5).
In addition there are specialist requirements for PGDE Design &Technology/Technological
Education :
Applicants must have a degree with at least 80 SCQF credit points. A minimum of 20 credits
should come from list A and a minimum of 40 credits should come from list B.
.
List A
technological subjects such as mechanical, electrical or electronic engineering/ sciences,
mechatronics, architecture, construction technology, building services.
List B
design and graphics related subjects such as computer aided design, graphic design,
computer aided design manufacture, industrial design, product design.
Applicants have to prove to the university that they can build up practical skills.
(GTCS 2013)
Figure 1. specialist requirements for PGDE Design &Technology/Technological Education
The maximum of top-up credits permitted is currently set at 20 credits at SCQF 8 and above.
Although, according to the GTCS, there is some discretion left to the university’s own
admission procedures, this has, from experience with Admission Central at University of
Edinburgh, been troublesome, for example Admissions refusing to recognise a mathematics
equivalent of Intermediate 2 in a degree for Interior Design or Product Innovation.
Applicants who are from an applied arts background, such as jewellery and silversmith or
furniture design, are required to gain a ‘top up’ additional engineering based credit. It is
possible to examine studio and project work recorded on transcripts to seek engineering
related aspects and learning. This is often required with degrees in product design, interior
design and architecture, where module titles may not be explicitly associated with
engineering. An additional email sent by the tutor to the applicant can provide useful
information and allow the application to proceed. Digital Media degree holders will see the
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relationship between their degree content and DT, with CAD and design and creativity, but
the degree is too limited in scope as pertaining to the school construct for their initial degree
to permit access to the PGDE. We do receive applications for those from the fashion and
textiles, or sculpture or digital media technologies. These initial undergraduate degrees are
not deemed appropriate for entry to the PGDE route in Scotland. In England, Design and
Technology education is organised such that at DT teacher will teach across a variety of
specialism including food and textiles and it appears that some applicants assume this is the
case in Scotland.
Applicants tend to be between 23 and 55 years old, with the older applicants making a
distinct career change from industrial manufacture, architecture, or engineering careers.
Many of these applicants may not be aware of education and curriculum changes and carry
with them a historical understanding of Technical teaching. Subsequently, we do find
ourselves taking time to explain and discuss the PGDE programme, the school subjects and
expectations with prospective applicants and those who have submitted applications before
speaking with us. There appears to be a limited appreciation of the schools subjects they
would be expected to teach.
Currently CfE to 4th level BGE Technologies:
Technological Developments in Society and Craft, Design, Engineering and Graphics. (DT
Teachers may also find themselves contributing to Computing Science)
And from the SQA Technologies suite:
National 3 Design and Technology;
National 4 through to Advanced Higher Engineering Science;
National 4 through to Advanced Higher Design and Manufacture;
National 4 through to Advanced Higher Graphic Communication;
National 4 and National 5 Practical Woodworking;
National 4 and National 5 Metal working;
National 4 and National5 Practical Electronics;
DT teachers are often involved in teaching Skills for Work particularly Construction skills,
Rural Crafts and Motor Mechanics.
The current school curriculum is design led, developing skills in graphic communication,
resistant materials, CAD/CAM and prototyping systems, environments and products. It is
quite common to see current graduates accepted with minimum practical workshop craft and
machine skills, and minimum engineering knowledge and skills.
The table below indicates the number of presentations for the SQA Design, Engineering and
Technology Senior Phase suit of certificate courses. [Many private schools present GCSE
and A levels taught by graduates from Scottish universities with GTCS registration.]
3
Standard Gr
2012-13
Int 2
2012-13
Int 2
2013-14
1090
885
Craft &
Design
Product
Design
Design &
Manufacture
Graphic
Comm
10283
7344
3795
Inc int1
Technological
Studies
Engineering
Science
PCS Wood*
1294
181
PCS Metal*
1500
incl
Int1(84)
191
Nat4
2013-14
Natl 5
2013-14
2369
4135
1537
6129
362
1296
*
inc int1
2082
2463
*
203
296
Higher
2012-13
Higher
2013-14
Advance
Higher
2012-13
Adv
Higher
2013-14
2383
2369
78
75
4062
4150
950
956
735
772
56
70
Inc int1
Table 1. SQA presentations for Design and Technology courses 2012-2013 and 2013-2104
PGDE students arriving with an Engineering degree may have been involved in multidisciplinary design projects at university and in industry and are adept with CAD in a variety
of forms. However, they will have less secure understanding of the various forms of
graphics, designing from concept to market place, the role of modelling and physical
prototyping in designerly thinking etc. than perhaps those arriving from product design,
interior, architecture. Over the years, fewer applicants bring with them a clutch of
engineering qualifications and experience;engineering is a component of the experiences
and entitlement for young people in CfE BGE and SQA Engineering Science is a significant
subject comprising a wide variety of engineering contexts through which are taught
programming, renewables, mechanic, electronics, pneumatics, structures etc.
The 18 weeks on campus and 18 weeks on school is intense and demanding. Particularly
since the PGDE has 60 credits at M level of social science based professional studies,
research and curriculum and pedagogy type assignments. Within the PGDE programmes
there may be a maximum of approximately 100 hours available for Curriculum and
Pedagogy contact / supported study allocated to curriculum and pedagogy classes for
Design and Technology students. In these classes, technology tutors recognise the need to
cover design and technological knowledge, content and skills, whereas, the intent of the
PGDE programmes generally tends to be that content, knowledge and skills have been
developed in initial undergraduate degree and it is only curriculum organisation and
pedagogy knowledge that requires development.
Previously, Aberdeen offered a PGDE (secondary) for a specialism in Design and
Technology programme (they had also developed a 2+2 undergraduate route to enter
Design and Technology teaching in secondary schools with Banff and Buchan College) until
the PGDE Programme leader who was also the Design and Technology Education
specialist emigrated to Australia.. At this point the University of Aberdeen removed DT from
their portfolio- both undergraduate and PGDE routes.
Undergraduate Route
There have been many iterations and reviews and developments relating to undergraduate
routes However, this is outwith the scope of this paper. What follows is a sketchy summary
of how we have arrived at the current situation.
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For many years Jordanhill College and Moray House were the main providers of Technical
Education teachers, Dip Tech Ed. Awarded through 2, 3, or 4 year programmes of study. In
1989 a degree status programme was accredited and the B.Tech Ed (Hons) presented
between Jordanhill College and University of Glasgow. When University of Strathclyde
merged with Jordanhill College in 1993, a new degree titled B.Ed (Hons) Design and
Technology began (students undertook many modules from the Strathclyde’s Engineering
Faculty with engineering students, much as the Glasgow B.Tech Ed). The University of
Glasgow continued the joint venture until the final ‘shared’ cohort graduated 1995. This
resulted in B.Tech Ed (Hons) ( @Glasgow) and B.Ed (hons) Design and Technology
programmes (@Edinburgh and @ Strathclyde) available for applicants. University of
Strathclyde and University of Edinburgh removed their B.Ed (Hons) Design and Technology
with their final cohorts graduating in 2000 and 2013 respectively. They continue to present
PGDE (secondary). University of Glasgow continues to present an iteration of the B.Tech
Ed.
B.Tech Education (Hons)
The University of Glasgow School of Education is the only ITE provider which offers an
Undergraduate route into teaching with a qualification to teach secondary technical
education subjects. The Bachelor of Technological Education (Hons) Degree Programme
went through a period of reaccreditation in 2012 with the GTCS and is about to be reviewed
again to account for changes to the national curriculum and Teaching Scotland's Future
(TSF). This will include a new model of school experience in closer partnership with schools,
and the introduction of Masters level study within the Honours years.
The Scottish Government has set a recruitment target of 33 students per year. At present,
from a total of 132 spaces across the four year programme, there are 102 engaged students.
Recruitment into the programme has been in steady decline for a number of years, though
there has been a small increase this year as follows:
2014/15
2013/2014
2012/13
2011/12
INTAKE
25
24
26
29
Table 2. Number of students recruited into the programme over a 4 year period. [Excludes
Direct Entrants into Year 2.]
This year's increase is not proportional to the number of applications received. In 2013, there
were 74 applications made to the programme via UCAS, whereas the current recruitment
cycle (for entry September 2014) saw only 54 applications made. In both instances the
combined number of conditional and unconditional offers exceeded the target number by
around 10 per cent.
This presents two problems. First, there is evidence to suggest that the 'pool' of people
applying to join the programme may be in decline and is becoming restricted, with the
majority of applicants entering directly from school, or college and under the age of 25
years. Second, the introduction of Masters level study has resulted in an increase in entry
tariff, from AAB to AAAB and ABBB to AAABB respectively. The combination of these two
factors presents a worrying outlook. The programme continues to recruit direct entrants into
Year 2, which normally includes those transferring from another degree programme or
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those whom have completed a HND within Further Education. In both instances, we accept
the successful completion of study elsewhere as qualification for entry, though subject to:
also having Higher Grade English at an A or B and that their previous study includes
aspects of engineering, science, technology or education.
All applicants are interviewed before an offer of a place is made. HNC level study is
acceptable for entry into Year 1 under the same conditions. The Programme Committee,
chaired by the Programme Leader, has restructured the leadership and management of the
programme, which will shortly see the introduction of an external advisory board.
Representatives will include teachers, SQA, Education Scotland and Industry. We are at a
critical juncture and are in a state of flux. The transition required over the next few years to
meet the ambitions set within TSF and new modes of ITE is acting as a catalyst to embed
new pedagogy and methods of learning and teaching.
It is an objective of The University of Glasgow to widen participation and improve the
gateway for experienced people within industry or third sector organisations to enter the
teaching profession. This may include, in the future, new access routes into the degree
programme either as internal study courses or in partnership with Further Education.
In conclusion:
1. The number of applicants is in decline. A national response or incentive in the subject
area is required to challenge this trend.
2. It is likely that workforce planning will see a shortage of suitably qualified teachers
within this subject area in the future.
3. Likewise, internal responses can be articulated to strengthen any strategic objectives
to widen recruitment/participation and retention for those entering directly from school or
from elsewhere within the senior phase curriculum.
4. The BTechEd Hons Degree Programme is about to be reviewed - this will include a
significant marketing campaign and may also include the renaming of the programme to
align itself with the subject area within schools e.g. Design and Technology or Technology
Education.
5. Closer partnerships between HE and FE are required, as are new access routes for
those under tariff but with experience within industry or similar.
Issues of Nomenclature
In Scotland here are several titles used by the University Teacher Education Institutions
and secondary schools for Technology education- for example ‘CDT’( Craft Design and
Technology is still favoured in many of the Fife, Edinburgh and Lothian secondary schools;
‘Technical Education’ is favoured in many of the Glasgow, Lanarkshire and Ayrshire schools.
Aberdeen City and Aberdeen shire tend to go with ‘Design and Technology’, where as there
are some who adopted ‘Design, Engineering and Technology’ (from Higher Still initiative in
1999). ‘Technological Education’ is also used in some schools and is the title of the
Strathclyde PGDE. Edinburgh PGDE uses ‘Design and Technology’. ‘Technological
Education’ is the current GTCS registration category for graduates and PGDEs qualifying for
provisional registration to the profession. Previously ‘Technical Education’ was the title of
the category
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Student and teacher GTCS registration and stats: As a result of two GTCS categories,
when requesting data one has to be minded to request statistics for both Technological
Education and the (historical) Technical Education. FOI request results from GTCS – 20122013 indicate that there is a total of 530 teachers registered aged between 46-70years old
in Technical Education category (FOI request results from GTCS – 2012-2013) There is a
total of 1217 Technological Education teachers registered aged between 21- 75 years old.
Combined, the figures provided for 2012-2013 total 1801 teachers registered to teach
Technical / Technological Education.
This differs from the figures declared in the Workforce Planning Group Update for
STEMEC(May 2014), which declared the current census for 2012-2103, under the
Technological Education, as being 1305 teachers currently registered with GTCS. There is
no note to indicate this was an amalgamation of Technical Education and Technological
Education. [There are similar discrepancies between, Home Economic figures being very
different from those I was provided for Home Economics and I suspect that Business
Studies numbers were omitted from the total with only Business Education figures stated.]
It is noted that Annex A of Workforce Planning Group Update for STEMEC (May 2014)
records a total of 68 student teacher intake for 2012-2013. The discrepancy in figures makes
a very different replenishment order, if indeed all 68 who entered as student teachers
entered the profession with provisional registration in 2013 following successful completion
of their programme. I am working on the assumption this is a combined total from the 4
routes to entry at that time. University of Edinburgh intake 2012-13 was 12, with 10
achieving GTCS provisional registration to the profession; University of Strathclyde 23; those
graduating from the 4 year programmes of B.Ed Design and Technology(Edinburgh) =4,
and B.Tech Ed ( Glasgow) = 26. Combined, this totals an output of 63. Assuming the 68
noted in the Workforce Planning Group Update is accurate, and using the figure of 1305
teachers reported on census, replacement rate is recorded at 5.21% .However if a figure of
68 is taken with the full Technical and Technological Ed number of 1801 teachers,
then replenishment of much more concerning rate – 3.78%.
Current situation 2014-2105
There was a UK wide change in the application system to commence PGDE in 2014-2105.
This resulted in removal of GGTR application system and the use of UCA-GTTR instead.
This system removed the first choice priority system and placed all institutions the applicant
recorded on their forms as equal. With 2 TEI in Scotland providing PGDE routes towards
qualification, the majority of the applicants applied to both Strathclyde and Edinburgh.
PGDE
EDIN
STRATH
DT
DT
Applications
30
31
8
8
interview
21
23
offer
17
22
total on prog
13
15
reject*
University of Edinburgh
(target 16)
University of Strathclyde
( target 23)
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Table 3. * reject this is mixed of applicants not holding suitable qualifications, taking offer
elsewhere.
No summer applications received from either TEI this year. This is the first time for over 20
years that there have been no applications during the summer period. Both Technology Ed
lecturers for the two PGDE providers report that the process has proved that time invested in
recruitment, and interviewing, has been a harder this year due to the number of interviews
converted to places. Also, there has been a notable decline in the number of engineering
and construction degree holder and industry experienced applicants this year.
The result is that there is under recruitment for PGDE Design and Technology/
Technological Education for yet another academic year. A total intake from PGDE
programme for DT / Technological Ed is 28 rather than target of 39.
Targets for 2014-2015
The excerpt below is taken from Workforce Planning Group Update for STEMEC (May
2014). table 4 shows the SFC target for each of the STEM subjects and the cumulative
targets of each of the universities offering ITE in those subjects.
Subject
Biology
Chemistry
Computing
Maths
Physics
Technological education
Universities’ 2014 target
74
67
26
123
52
37
SFC 2014 target
75
57
25
120
43
39
Table 4. [It is not known if this target is for PGDE secondary only or if it includes B.Tech. Ed
(4 year undergraduate programme at University of Glasgow. Entry to this programme for
2014-2015 is 24.]
Rejection before interview
University of
Edinburgh
Subject
Maths
Chemistry
Physics
Applications
Received at
August 2014
72
38
22
Design and
Technology
30
Rejected
35
18
9
Rejected
due to
English
9
5
3
Rejected
due to
Maths
0
0
0
8
2
1
Table 5. Rejections as provided by central admissions at University of Edinburgh
Reasons for rejection seem to be mostly related to minimum standards. At University of
Edinburgh, the discipline specialists do not get to see all application forms from all those who
apply. These applicants will have been informed that they are being rejected without STEM
subject leaders being informed. English Higher ( or equivalent SCQF level 6 at C and
above) is an ongoing issue for STEM subjects) Applicants are advised to find a Further
education College offering the units of equivalence, namely Communication 4 and Literature
1 or Higher English. The colleges are however very often running a long waiting list. This
often delays or deters applicants from entering the PGDE. A design and Technology
8
applicant who is rejected due to Maths is unusual and this warrants further exploration. The
level of Intermediate 2 maths, numeracy logic, problem solving and reasoning ought to be
overtaken at degree level in a DT related programme.
It may be useful to pursue the idea of the university running an equivalency, APL type
service and / or a summer school for English applicants to gain their English Higher
equivalent prior to entry- or negotiates with a local FE to offer places each year.
STEM Recruitment for (S )Technology Engineering (M)
Recruitment has been, and continues to be, an issue for Design and Technology/
Technological Education. Targets have not been met and throughout the year there is a
slow rate of applications. See table 6 below for breakdown of applications converting to
places and final attendances for this current academic year 2014-2105.
TEI have been obliged to interview and declare their decision promptly( within 40 days of
receiving an application , which results in small interview groups, even pairs attending
campus. This requires high investment in staff time, including school staff who assist in
interviewing procedures. The system, in Scotland only, is moving to UCAS for applications
2015-2106 with a view to making the process more efficient overall for staff and applicants.
A pdf hyperlinked to the webpage for Moray House School of Education, University of
Edinburgh was added to help applicants understand the construct of what Design and
Technology education in secondary schools. The lecturer from Moray House TEI for
University of Edinburgh also arranges to meet with students (Duncan of Jordanstone,
University of Dundee) and Napier University students of Design related degrees to raise
awareness of a career in teaching DT and liaises with schools relationship coordinator for
engineering and science teaching organisation and ECA Applied Design and Architecture
schools. It was felt that making links of these sorts was important with the removal of the
B.Ed (Hons) Design and Technology from the University’s School of Education portfolio.
Anecdotally, on placement visits, it seems that the Design and Technology school teacher
community were assuming Moray House had pulled out of Design and Technology teacher
education entirely.
The PGDE Design and Technology had traditionally been the addendum. Now it remains the
sole survivor and that message had to be conveyed. University of Strathclyde retain close
links with DMEM and many of the applicants are graduates of the product design
engineering or other engineering or architecture degree programmes from the Faculty of
Engineering.
It is understood that SSERC intended to develop the Technology and Engineering aspects of
their work and has had substantial investment in their premises to cater for this, by providing
facilities and the intention of employing a Design and Technology specialist to offer a wider
range and more support, CPD and materials related to STEM, with specific reference to the
sTEm. This is welcomed. SSERC will then allow those teachers who successfully enter the
profession through TEI PGDE Design and Technology route to continue to develop their
engineering knowledge and skills, as lifelong learner. This is particularly important when they
can enter the PGDE with a minimum of 20 credits in engineering related aspects and
undertake18 weeks in school placements where there is little or no engineering being taught
in BGE, let alone in SQA courses for the senior phase. This proves to be problematic for
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the keenest of beginning teachers who have entered the profession to teach Design,
Engineering and Design regardless of their initial qualification and work experience.
10
TABLE 6 Additional statistics for STEM related recruitment
GLA
PGDE
EDIN
STRATH
EDIN
STRATH
EDIN
STRATH EDIN
STRATH
2014-2105
DT
DT
PHYS
PHYS
CHEM
CHEM
MATHS
BTechEd
MATHS
54
Applications
30
31
22 25(28)
8
8
interview
21
23
offer
total on
prog
17
22
9
13
15
5 9(12)
min target
16
23
38
72
72
124
18
19
35
35
9
reject*
9
7
45
18
53
67
41
14
13
34
18
59
13
41
25
10 24(5)
33
20
25
Entry is successful at graduating with provisional registration for entry
STRATH
Physics
joint
degree
4thyr
2014-15
3rdyear
2014-15
5
7
1st yr
4th yr
2014-2015
GLASGOW 2014-15
2014-15
probationary
Btech Ed
25
26
28
DT
28
PGDE
Total
(INCL 26
B.Tech Ed
PHYS
14 total
CHEM
MATH
34 total
44 total
Potential
54
*
*
14* *plus 2 &3s elsewhere
Dundee, UWS
Aberdeen etc
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Conclusion
This paper has attempted to describe the current situation and intends to open a dialogue
with STEM EC in order to address the concerns of declining numbers entering the teaching
profession.
There are clearly issues in DT / Tech Ed in relation to student teacher recruitment to
‘priority’/ ‘hard-to-fill’ secondary subjects. Most notable are the shortfalls in suitably qualified
applicants and low numbers recruited for Design and Technology/ Technological Education
applicants. [statistics indicate that other STEM related disciplines are also suffering for
similar issues.]
Actions are required to address the low numbers. Further work is needed to identify what is
deterring potential applicants to the STEM related teaching disciplines. We need to be able
to identify the cause of the low numbers applying and if this is due to lack of interest /
awareness, inadequate qualifications for application, funding issues etc. then a priority
promotional campaign is required with carefully targeted incentives and specific initiatives
may prove of value.
Donaldson (2011) emphasised the need to view teacher education as a continuum and not a
stand-alone 36 week entry programme. An early year’s professional Masters has been
considered the progression route. However, there is an argument for CLPD related to
specific subject and content to develop the required pedagogical content knowledge of
Design and Technology teachers acknowledging the limitations of the ITE programmes to
add the required secure value for a beginning teacher in the school construct of Design
Engineering and Technology (DET), for example.
Some possible recommendations to explore further include:







The development of DET specific SSERC courses (in conjunction with the enthuse
grants),
funded university CPD / CPDL
APL accreditation for maths and English, and / or university summer schools to
enable applicants to meet the baseline qualifications
Granting permissions to allow Greater than 20 credit top-up in aspects of shortfall in
applicants CV
Living grants/bursary as incentive to undertake the PGDE programmes as a change
of career
Social media and networks to be exploited further to raise profile and awareness of
the career as a creative and meaningful profession
Champions and ambassadors to present a fully informed picture of STEM education
and the related disciplines required in school context.
This paper has attempted to describe the current situation and intend to open a dialogue
with STEM EC in order to address the concerns of declining numbers entering the teaching
profession.
Compiled Sept 2014 by Susan V McLaren PGDE, University of Edinburgh; Lee Dunn, B.Tech Ed, University of Glasgow;
Graham Murdoch, PGDE, University of Strathclyde; with contributions from Paul Chambers (Physics), John Winter (Maths)
Stephen Jeffrey (Chemistry) University of Strathclyde; and Amanda Lund, Central Admissions, University of Edinburgh.