Preparing Engineers for Tomorrow’s Challenges

I think FE (Further Education) colleges and HE(Higher Education) for engineering in the UK should mandated that the tutors complete a minimum of 1 week per year working in industry.  This would allow the tutor to see what is happening in industry and bring that back into the classroom.  It also allows the tutors to advise the education system of items or ideas that could/should be added to the teaching curriculum.  

I completely agree that maintaining industrial relevance is crucial in engineering education, where technology, standards, and best practices evolve rapidly. There is already a huge disparity between the “perfect textbook solution,” typical classroom scenarios, and the reality of engineering in the field. Having tutors engage with industry could help bridge that gap, giving students a more practical and realistic understanding of the profession.

One of the underlying challenges is that many training providers, much like driving instructors, teach primarily to a standard designed to pass assessments or exams, rather than to prepare students for the unpredictability of real-world scenarios. While this approach ensures compliance and assessment success, it often leaves students underprepared for the variability and complexity of actual engineering work.

Some tutors also have limited or no recent industrial experience. While they are skilled at delivering the curriculum, and that really is a skill. This can mean students are not always exposed to the latest tools, techniques, or operational challenges. Ensuring tutors remain connected to current practices is valuable—but how this is achieved in practice is not straightforward.

There are further questions around practicality, integrity, and perception. Even with correct procedures and best intentions, there are companies and individuals who do not consistently follow protocols—safe isolation being a clear example. For companies that do maintain proper standards, hosting a tutor who only attends once a year could introduce significant administrative overhead. Systems would need to be robust enough to guarantee safety, compliance, and meaningful engagement, without creating an excessive burden.

Additionally, tutors might be hesitant if such placements feel like a “work experience” exercise rather than a professional development opportunity. For the scheme to succeed, the messaging would need to be inspirational and clearly communicate the value to both tutors and students, which would likely require an industry-wide cultural shift.

Potential solutions could include short observational placements, project-based collaborations, or structured shadowing, rather than full operational involvement. Done thoughtfully, these approaches could provide insight into current practices, allow tutors to feed back into curriculum development, and strengthen the link between education and industry—without undermining the tutors’ professional role or creating an impractical system.

Ultimately, while there are practical challenges, the principle of keeping tutors connected to industry is compelling. With careful planning, robust systems, and the right approach to communication, it could help bridge the gap between classroom theory and the realities of modern engineering, benefitting students, tutors, and industry alike.

I completely agree that maintaining industrial relevance is crucial in engineering education, where technology, standards, and best practices evolve rapidly. There is already a huge disparity between the “perfect textbook solution,” typical classroom scenarios, and the reality of engineering in the field. Having tutors engage with industry could help bridge that gap, giving students a more practical and realistic understanding of the profession.

One of the underlying challenges is that many training providers, much like driving instructors, teach primarily to a standard designed to pass assessments or exams, rather than to prepare students for the unpredictability of real-world scenarios. While this approach ensures compliance and assessment success, it often leaves students underprepared for the variability and complexity of actual engineering work.

Some tutors also have limited or no recent industrial experience. While they are skilled at delivering the curriculum, and that really is a skill. This can mean students are not always exposed to the latest tools, techniques, or operational challenges. Ensuring tutors remain connected to current practices is valuable—but how this is achieved in practice is not straightforward.

There are further questions around practicality, integrity, and perception. Even with correct procedures and best intentions, there are companies and individuals who do not consistently follow protocols—safe isolation being a clear example. For companies that do maintain proper standards, hosting a tutor who only attends once a year could introduce significant administrative overhead. Systems would need to be robust enough to guarantee safety, compliance, and meaningful engagement, without creating an excessive burden.

Additionally, tutors might be hesitant if such placements feel like a “work experience” exercise rather than a professional development opportunity. For the scheme to succeed, the messaging would need to be inspirational and clearly communicate the value to both tutors and students, which would likely require an industry-wide cultural shift.

Potential solutions could include short observational placements, project-based collaborations, or structured shadowing, rather than full operational involvement. Done thoughtfully, these approaches could provide insight into current practices, allow tutors to feed back into curriculum development, and strengthen the link between education and industry—without undermining the tutors’ professional role or creating an impractical system.

Ultimately, while there are practical challenges, the principle of keeping tutors connected to industry is compelling. With careful planning, robust systems, and the right approach to communication, it could help bridge the gap between classroom theory and the realities of modern engineering, benefitting students, tutors, and industry alike.