Learning Curve: Will engineering T-levels plug the skills gap?

Education is the answer to so many problems facing engineering, from the skills gap to the diversity crisis. New ways of learning could secure a brighter future – but, as this series of five articles shows, the transition won’t be easy.

Until now, prospective engineers have had two main paths to follow after GCSEs – apprenticeships or A-levels. As of September, another route is available – T-levels. 

Designed by employers, the two-year engineering and manufacturing programmes consist of a technical qualification, including core theory, concepts and skills for industry, and a work placement with an employer. Some hope that they could soon start plugging the skills gap. 

“When we talk about the skills gap, I think a lot of people default to thinking about graduates,” says Christian Young, vice-chair of the IMechE education and skills strategy board. “Two-thirds to three-quarters of the skills gap is actually at the technician and the practical hands-on skills level.” 

The vocational element of T-levels means they are much more focused on practical experience. Students take part in employer-set projects during their 45-day placements, while a separate occupational specialism develops skills in one of three ‘pathways’ – design and development; maintenance, installation and repair; or manufacturing, process and control. Some learners will go on to apprenticeships or employment, but others will use the experience to make the most of higher education. 

“Students who’ve done the T-level route will probably have a better ability to look at the university courses on offer, and appraise whether they’ll get the right skills out to match what they want to do with their careers,” says Young. 

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As with any new initiative, T-levels need time to succeed. A recent IMechE poll found that only one-in-five people had heard of them. Companies will also need support to ensure they can provide the required work experience, the report found. 

Government investment in careers hubs and teacher CPD is needed to fix a “disjointed conversation” around careers advice and boost awareness of engineering and T-levels, says Lydia Amarquaye, professional development and education policy adviser at the IMechE. “We talk about ‘levelling up’ and ‘becoming a science superpower’… but how do we link that back to people who are making decisions about their future?”

Despite industry involvement in their development, Amarquaye says employers will need time to become confident in the new qualifications. A first batch of competent, skilled graduates should go a long way to achieving that. 

Make sure to check the Professional Engineering homepage throughout the week for more articles examining the challenges – and opportunities – in engineering education.

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Content published by Professional Engineering does not necessarily represent the views of the Institution of Mechanical Engineers.