Dr Richard Thain Supporting the demands of the Blue Economy · demands of the Blue Economy. ... The...
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Dr Richard Thain Supporting the demands of the Blue Economy
Transcript of Dr Richard Thain Supporting the demands of the Blue Economy · demands of the Blue Economy. ... The...
Dr Richard Thain
Supporting thedemands of the Blue
Economy
Dr Richard Thain
Education for the Blue Economy
The need for qualified personnel
Education and employment trends
Adaptable education – the ‘now’
Provision for the future and partnerships
The need for qualified personnel
Education and employment trends
Adaptable education – the ‘now’
Provision for the future and partnerships
We need more STEM!100,000 Science, Technology, Engineeringand Maths (STEM) graduates are needed ayear in the UK*
830,000 graduate-level STEM experts and450,000 technicians will be needed by 2020
The UK needs to increase by as much as50% the number STEM graduates
100,000 Science, Technology, Engineeringand Maths (STEM) graduates are needed ayear in the UK*
830,000 graduate-level STEM experts and450,000 technicians will be needed by 2020
The UK needs to increase by as much as50% the number STEM graduates
*Royal Academy of Engineering, 2012
Enrolled student numbers in Science and Engineering 2007-2011© Higher Education Statistics Agency Limited 2013
2013-2014-2015?
Numbers of undergraduate student FTE in a selection of STEMsubjects
Enough STEM graduates for theBlue Economy?
26% of engineering graduates choose non-engineering jobs*
The median age of chartered engineers risesby 10 years for every 14 that pass**
Demand cannot be met by newly graduatingstudents alone
26% of engineering graduates choose non-engineering jobs*
The median age of chartered engineers risesby 10 years for every 14 that pass**
Demand cannot be met by newly graduatingstudents alone
*Royal Academy of Engineering, 2012**HESA
STEM – an internationalperspective…
21 Countries….
Australia, Brazil, Canada, China, Denmark,Finland, France, Germany, Hong Kong,India, Italy, Japan, South Korea, theNetherlands, New Zealand, Poland, Russia,Scotland, Singapore, Sweden, US (federal),US (state)
21 Countries….
Australia, Brazil, Canada, China, Denmark,Finland, France, Germany, Hong Kong,India, Italy, Japan, South Korea, theNetherlands, New Zealand, Poland, Russia,Scotland, Singapore, Sweden, US (federal),US (state)
Market forces, government agency and key disciplines. HEFCE, 2012
STEM – an internationalperspective…
Increasing demand for STEM graduates
Knowledge-based economies
Changing labour markets
International economic competitiveness
Only country with adequate numbers ofSTEM graduates and student competency?
Increasing demand for STEM graduates
Knowledge-based economies
Changing labour markets
International economic competitiveness
Only country with adequate numbers ofSTEM graduates and student competency?
Hong Kong
Qualified scientists and engineers in the labour force, GB, Q42010
ONS, 2013
What about the existingworkforce?
Looking to the future:
Education and ‘certification’vs. experience?
Looking to the future:
Education and ‘certification’vs. experience?
Cost issues?
STEM experts need to be trained through non-traditional routes….
Educating the new generation of ‘digital natives’
Studying at university full time?
Lectures
Tutorials
Practical sessions ashore
Boat work
Laboratory work – processingand visualisation
Assessment
Lectures
Tutorials
Practical sessions ashore
Boat work
Laboratory work – processingand visualisation
Assessment
Studying by distance e-learning
Lectures
Tutorials
Practical sessions ashore
Boat work
Laboratory work –processing and visualisation
Assessment
Blendedlearning
Lectures
Tutorials
Practical sessions ashore
Boat work
Laboratory work –processing and visualisation
Assessment
Blendedlearning
The e-learning model, examples
University of Liverpool, UK
Commercial providers - BPP
Schools
Plymouth University
University of Liverpool, UK
Commercial providers - BPP
Schools
Plymouth University
Studying remotely has itsissues!
TLP- User interface
Challenges in designWhat is different?
Tutorials
Practical skills
Library?
What is different?Tutorials
Practical skills
Library?
Lecture provision
Testing andexaminations
Challenges in preparation
Challenges in learningDealing with isolation*
Peer interaction
Tutor interaction
Dealing with isolation*
Peer interaction
Tutor interaction
*DZAKIRIA, H. 2008. Students' accounts of the need for continuous support in adistance learning programme. Open Learning: The Journal of Open, Distanceand e-Learning, 23, 103-111.
Academia Industry
The future?
Professional bodies
andstandards
Future provisionWork-relevant
Employer focused
Flexible education programmes
Change required!
Methods of delivery?
Work-relevant
Employer focused
Flexible education programmes
Change required!
Methods of delivery?
Experience or qualifications?
Education or training?
Common ‘maritime’ or specialisation?
Thank-you for listeningDr Richard Thain
Director, The Hydrographic [email protected]
Dr Richard Thain
Director, The Hydrographic [email protected]
