Section three: UK Insights

Through core principles and educational background in the UK, we encourage our students to think for themselves, and to overcome problems naturally. It is often the case that there is more than one solution to a problem, and it can be beneficial to explore different solutions, before settling on a decision.  

We can have a more holistic education system, and so while some countries might develop students with extreme specialties, our students are often able to adapt to multiple given issues or problems. 

Investment in equipment and resources is often available, and students often have access to world-class training equipment and content.  

The high-level technical knowledge and understanding does vary amongst educators in the UK which can lead to a lack of knowledge being passed on to students.   

Qualification standards are low and often do not require advanced topics to be studied. If they are studied, it is only in theory. This is most prevalent in the FE sector, where qualification standards often require only a minimal understanding of concepts to pass, rather than an in-depth understanding.   

There is a distinct lack of practical assignments. The UK can rely too much on simulation / exam / theory, rather than hands on practical assignments. This leads to failure to grasp important issues that occur in “real world” situations.  

The WorldSkills technical description (TD) and the skill matrix available on the WorldSkills UK website are an excellent starting point for educators. The TD also has a repository that expands continuously with multiple test projects from past and current competitions covering different aspects.  

FESTO LX is an online learning platform that also includes all ex-WorldSkills test projects, including helpful information to guide students through learning complex technologies. 

Students do not learn to drive by looking at a car.  

They do not learn how a car works by someone opening the bonnet once and pointing out the different components inside.  

To fully learn how to drive a car, it takes time, practice, and patience. It takes some people longer than others, and it takes multiple real-world attempts.  

To learn how a car really works, you need to take it apart and put it back together again. You will likely break something along the way. 

In education, there is too often the attempt to give students easy projects, that can be completed at the first attempt. This does not teach students how things work, and it does not give them the chance to grow. If we continue to pigeonhole students into simple assignments and activities, that are convenient for teaching staff, but do not really introduce students to the problems they will face when designing and maintaining equipment in the real world, then we are doing them a disservice.  

People learn through success, but also through failure. Practical real-world projects, that require iterative design and prototyping are infinitely more valuable learning tools than a 1hour exam, that only proves they can retain knowledge for a short amount of time.  

A high percentage of what a student learns in software will be obsolete by the time they graduate. What is important is the skillsets behind the software, and the understanding of how to adapt to new tools in the future.