etb 1 st joint business & industry and education & skills panels meeting 21 st april 09...
TRANSCRIPT
ETB 1st Joint Business & industry and Education & Skills panels meeting 21st April 09
Skills Agenda – Supply, Demand & Diversity
Sue GuestEnergy & Utility Skills
Demographics – everybody’s problem
1971 2021
WW 1
WW 2
60s Baby Boom
80s Baby Boom
Between 2021 and 2031 some 50,000 Men and 78,000 Women will reach 55 years of age
140
145
150
155
160
165
170
175
180
185
1997 1999 2001 2003 2005 2007
ST
EM e
nro
lmen
ts (
000s
)
9.0%
9.5%
10.0%
10.5%
11.0%
11.5%
12.0%
ST
EM en
rolm
ents %
total
STEM enrolments (LHS)
STEM enrolments % total (RHS)
40
41
42
43
44
45
46
47
48
1997 1999 2001 2003 2005 2007
STEM
qua
lifie
rs (0
00s)
9%
10%
11%
12%
13%
14%
15%
STEM
qualifiers %
total
STEM qualif iers (LHS)
STEM qualif iers % total (RHS)
STEM enrolments at UK universities
STEM qualifiers from UK universities
Source: Energy & Utility Skills Workforce & Qualifications Forecasts, June 08, Oxford Economics
STEM Enrolments and Qualifiers
STEM and non-STEM enrolments at UK universities (Base 1997=100)
90
95
100
105
110
115
120
125
130
135
1997 1999 2001 2003 2005 2007
Un
der
gra
du
ate
enro
lmen
ts (
1996
=100
)
All subjects
STEM
Non-STEM
80
90
100
110
120
130
140
150
160
1997 1999 2001 2003 2005 2007
Und
erg
rad
uate
qua
lifie
rs (
1996
=100
)
All subjects
STEM
Non-STEM
STEM and non-STEM qualifiers from UK universities (Base 1997=100)
Source: Energy & Utility Skills Workforce & Qualifications Forecasts, June 08, Oxford Economics
STEM vs. Non-STEM enrolments / qualifiers
Trends in students on electrical / electronic engineering courses
YEAR Total Grads in HE on Electrical/Electronic Courses
FT Undergrads
FT Postgrads
PT Undergrads
PT Postgrads
% Female % Foreign
2000/01 33,560 21,120 4,190 4,840 3,405 9.8% 27.5%
2001/02 33,545 22,995 4,510 4,700 3,335 10.1% 28%
2002/03 37,440 23,635 5,955 4,390 3,465 9.8% 32.2%
2003/04 35,650 21,065 6,455 4,495 3,635 10.3% 36.8%
2004/05 34,590 19,565 6,645 4,740 3,635 9.5% 39.3%
2005/06 32,795 18,315 6,235 4,665 3,575 9.4% 36.3%
2006/07 32,345 17,640 6,675 4,540 3,490 9.2% 40.3%
2007/08 30,340 17,605 6,720 4,270 1,745 9.4% 39.7%
HESA data
STEM qualifiers from UK universities (supply forecasts)
25
30
35
40
45
50
55
1995 1998 2001 2004 2007 2010 2013 2016 2019
STE
M e
stim
ated
un
iver
sity
leav
ers
4%
6%
8%
10%
12%
14%
16%
STE
M %
tota
l uni
vers
ity le
aver
s
STEM university leavers (LHS)
STEM % total (RHS)
Source: Energy & Utility Skills Workforce & Qualifications Forecasts, June 08, Oxford EconomicsY Axis: student numbers in 000’s
Chartered Engineer Age Profile
From the ETB guide to Labour Supply 2006 Report.
“Engineering” ApprenticeshipsApprenticeship
framework
Number of starts in year Number of completers in year
05/06 06/07 07/08 05/06 06/07 07/08
211 – Electricity Industry
200 100 200 100 100 200
105 – Electrotechnical 5,800 6,500 6,500 3,200 3,100 3,200
106 – Engineering 11,500 11,600 13,900 8,100 7,200 7,800
107 – Engineering Construction
300 300 600 100 200 100
335 – Engineering Technology
- 100 - - - -
265 – Gas Industry 700 600 700 500 500 500
347 – Gas Network Operations
- - 100 - - -
117 – Plumbing4,400 5,300 5,500 2,100 2,900 3,500
277 – Water Industry - - 100 - - -
Total 22,900 24,500 27,600 14,10014,000 15,300
Source LSC
Skills Issues for the Power Sector
• Ageing workforce
• Poor sector Image
• Limited long term resource planning
• Reducing recruitment pool
• Sector growth (infrastructure replacement and new build)
• Rapid technology changes in a global market
• Limited training capacity & availability of “educators”
Even more aging workforce
Workforce Age profiles
0%
5%
10%
15%
20%
25%
30%
35%
40%
< 30 30-39 40-49 50-65 65+
Power
UK
Source: census data 2001
Transmission workers – skills required to 2012
Supply and demand of skilled Linesworkers (2005-2012)
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2,000
2005 2006 2007 2008 2009 2010 2011 2012
Year
Fo
reca
st N
um
ber
s
Forecastdemand basedon 100%investment
Forecastdemand basedon 75%investment
Numberscoming out oftraining"Schools" (at2005 levels)
Currentcapacity
600
825
1,050
1,215
1,380
1,555
1,710
1,875
450
619
788
911
1,035
1,166
1,283
1,406
365
620
875
50110
234
358
482
Supply and demand for engineers in the electricity generation industry 2007 to 2013
0
500
1,000
1,500
2,000
2,500
3,000
2007 2008 2009 2010 2011 2012 2013
Year
Nu
mb
er
Additionaldemand forengineers
Supply atcurrent rates
PSSSG Research: Public Perceptions of Careers in the Electricity Sector, April 2008
• Low awareness of electricity industry
“How well informed do you feel, if at all, about the work of the electricity industry?”
1
Nothing at all
10
Detailed understanding
4
48% of respondents answered 1 - 4
• 28% of respondents felt knowledgeable about the industry, particularly:
– Men (33% )
– Over 55s (32%)
– AB and C2 Social Grades (32% and 37%)
– Those living in North of England (32%)
• However – workshop findings suggest that self perceptions are not always borne out in reality
– Seems to be ‘confidence’ in the extent to which feel informed
PSSSG Research: Public Perceptions of Careers in the Electricity Sector, April 2008
• Generally unfamiliar with work conducted within the electricity industry - only 19% of survey respondents able to highlight roles
• Within workshop – 7 career ‘types’ emerged
Understanding of work undertaken by industry
The SparkyThe Boiler Suited
Meter ReaderThe Eccentric
ScientistThe Grey Executive
The Salesman
The High Risk Engineer
The Contact Centre Girl
0% 20% 40% 60% 80% 100%
Varied
Exciting
Manual
White collar
Non-creative
Structured
Excellent pay
Serious
Science related
1 to 4 5 6 to 10
Arts related
Fun
Thinking
Flexible
Poor pay
Blue collar
Creative
Boring
Image of Working in the Electricity Industry
Routine
Power Sector Skills Strategy
– National Skills Academy for Power – increased training capacity, capability and competence
– Extensive, long term & robust data – EUS Workforce Planning Model
– Sector Attractiveness Strategy incl sector brand
– Standards & qualifications frameworks up-to-date & fit for purpose
– Clarity on career routes & structures
– Standardising skills activities where appropriate
– Influencing key stakeholders eg Ofgem
– Significant increased investment from employers