STEM teachers don't recommend vocational qualifications to get into engineering, report finds

An EngineeringUK survey of 800 teachers finds that only 4% cite vocational or technical qualifications as the best route.

This suggests a lack of understanding of the role of BTECs, NVQs, HNCs or T Levels into engineering.

While the teachers were evenly split at 36% each on their preferences for universities or apprenticeships as the best route into engineering.

The report therefore proposes that teachers need more understanding of all vocational and technical routes into engineering and technology.

The second release in the school report series from Engineering UK also reveals that 53% of teachers surveyed were 'very or fairly confident' in advising students on vocational or technical pathways, while 32% were 'not confident or not at all confident'.

The majority, 83%, knew which subjects the students need to take to have a career engineering and technology, and 85% would recommend these careers, giving varied reasons from good pay, progression and job security as key themes.

Becca Gooch, Head of Research, EngineeringUK, says, 'Teachers are hugely influential in career guidance to young people, and it’s encouraging we see an even split between universities and apprenticeships but more needs to be done on awareness of technical qualifications such as T Levels.   

'The newness of some qualifications may have coloured teachers’ opinions of courses, so understanding their knowledge and perceptions of career paths into engineering and technology is important.

'Teachers need to be supported and equipped with the best knowledge on different career paths into engineering and technology and ensure they are not biased in offering information on pathways.'