‘Amazing’ program inspires future students into engineering

The Engineering for Inclusion program welcomed 30 year 10 students from schools across Plymouth
Students and mentors celebrate with certificates
A project to remove barriers into engineering has been hailed a huge success – with students empowered to consider the career when they might not have before.     
Run by the University of Plymouth, the Engineering for Inclusion program saw 30 year 10 students from schools across Plymouth take part in a range of activities designed to raise awareness of the role engineers play in society.
A week of events was funded by the Royal Academy of Engineering and developed for disadvantaged learners, including those who may have special educational needs and disabilities (SEND); those who face poverty or socio-economic disadvantage; and/or those who experience other forms of inequality relating to gender or ethnicity.
Students during a presentation at the Engineering 4 Inclusion summer school
Engineering 4 Inclusion summer school
Students during a presentation at the Engineering 4 Inclusion summer school
Engineering 4 Inclusion summer school
The activities took place in the University’s newly refurbished Babbage Building, and were co-delivered by current students in STEM subjects, who took on mentoring roles. 
Including hands-on engineering skills and practical guidance on higher education access, the program developed confidence and leadership skills among both the participants and the student mentors who supported them.
The event ended with joint student/mentor presentations delivered to key staff and industry partner, Babcock, about the impact of the week – with doors already opening for those involved. 
Babbage Building

The best thing about the week has been meeting new people and getting new experiences.

The whole thing has inspired me to look at engineering as a career and I’m looking for an apprenticeship in that area. 
Jake, a student from UTC Plymouth 

With the University of Plymouth showing the different pathways that people can take into engineering, there is a greater chance of our young people having a more rounded approach to picking an engineering route suited to them.

The feedback I have had from students has been amazing, they have relished the opportunities they have received and it has opened their eyes to the many directions they can take. I can’t thank the University enough for giving our students the opportunities and experience in this facility. They had a great time learning with their mentors too. 
Hayley Hall, work experience lead at UTC Plymouth 

I would definitely say the week has been a wonderful experience and shaped some of what I want to do I the future.

I’m looking at a teaching path, maybe, and helping out mentoring kids. Mentoring really opens many opportunities for me, as well as for those I’ve supported, so I’m really grateful for the experience. 
Anu Ojediran, who is studying BEng (Hons) Electrical and Electronic Engineering at the University of Plymouth and was one of the student mentors 

It's been a really exciting week rolling out our first Engineering for Inclusion program, it’s a very important piece of work for inclusive education in the city.

These industry and education partnerships, alongside our project’s cross-sector training and mentoring are essential as we witness unsustainable stretch to our national Special Educational Needs Disability and Inclusion resource and provision. 
Our work and partnerships are connected to contemporary policy development and cross-sector systemic priorities of special needs, disability, diversity, access and economic wellbeing. 

There’s growing emphasis from the Office for Students and Department for Education, that universities need to partner up with schools and work across sectors to meet UNESCO sustainability targets and we’re proud that the event we’ve held highlighted progression, empowerment, achievement and attainment in our community.

Not only did the year 10s progress, but our own students have built on skills they can use at a graduate level to boost their own careers. We’re very grateful to everyone who took part and helped to make it happen. We feel the project is an excellent example of successful place-based working and collaboration. 

Suanne GibsonDr Suanne Gibson
Associate Professor in Education

The Royal Academy of Engineering understands importance of diversity, and, thanks to the Diversity Impact programme, the University has had two successful bids to help improve and increase visibility and understanding.

The first project was about supporting disabled and neurodivergent engineering students, and this one is very much about cross-disciplinary widening participation and encouraging people from disadvantaged or underrepresented backgrounds into engineering. 
The presentations we’ve heard by students involved have been so inspirational, and we’re so proud that our own students have grown in confidence while understanding their civic duty within the community. 

Asiya KhanDr Asiya Khan
Associate Dean for Education and Student Experience

Mesh or net with lines and geometric shape detail

Partnering for choice and change: Education for social inclusion

Exterior of Babbage Building

Babbage Building: where engineering meets design

Optional work placement year

Careers in electrical and electronic engineering