The LEP Approach
The LEP aims to ease the points of transition for a young person studying Science, Technology, Engineering and Mathematics (STEM) subjects so that more see engineering (and other STEM disciplines and careers) as being attainable to them personally.
Aspiration, attainment and progression are key concepts in the STEM story that starts for all children pre school, but continues all the way through to university and beyond for only a tiny percentage.
There are four steps in the engineering progression:
Step 1 - STEM awareness and raising aspiration in nursery and primary schools, preparing the foundation for:
Step 2 - STEM engagement at Key Stage 3 and clearer definition of the role of the engineer in society, leading to:
Step 3 - STEM attainment at Key Stage 4 and post 16, through good information and guidance about progression from appropriate role models who have:
Step 4 - An improved student experience in engineering higher education departments, developed from a fresh approach and aimed at widening participation of students.
Whilst LEP effort has been put on every key stage transition point in schools, it is the post-16 to higher education transition that has been the main focus.
For the LEP the student experience is what counts. If more students from women and black and minority ethnics groups, studying Level 3 qualifications in mathematics and science receive a positive message about engineering as a career, and the sense that engineering as a degree course will be a fulfilling choice, then the desired outcome of increased participation will be achieved.
