Project Outputs and Outcomes

Outputs from the programme

The project Scorecard of outputs is shown in Annex A. These are cumulative results dating back to the very beginning of the LEP shown against the targets for July 2009 set out in the LEP extension period proposal to HEFCE (December 2007).

Overall the scorecard tells the following story:

• The management of the project has been effective in delivering outputs to target.

• The project has been working with appropriate target groups: the percentages of female and BME students engaged in each activity type are all high.

Outcomes from the programme

The London Engineering Project has been subject to extensive external evaluation. In order to aid dissemination of the findings and to provide an effective archive for the project, all of the evaluation reports have been included here. Summaries of each evaluation report are provided below, with the full text of each laid out in appendices.

By assessing the evaluations, the longer term impact of the project may be seen in:

Pupils

The effectiveness of the following interventions has been assessed by external evaluation:

• Engineering role models (Student Ambassadors from LSBU, STEM Ambassadors from STEMNET, Transport for London, Tubelines)

• E-mentoring (Brightside Trust)

• STEM days (LSBU, Smallpeice Trust, STEMNET, University of Liverpool)

• After School Clubs (British Science Association, Young Engineers)

• Residential courses (Smallpeice Trust)

• Summer schools and large events (LSBU, Transport for London)

• A dedication to gender and ethnic inclusion (ACNST, UKRC) - The evaluation reports show that all were successful at positioning engineering as a viable career choice in the minds of young people. With constant advice and input from UKRC and ACNST this result proved remarkably independent of gender and ethnicity1. However, the effect was often fragile with young people losing the image of themselves in the role of engineer over time. Frequent refreshing of that image was required.

The influence of engineering role-models as so-called ‘hot’ sources information was evident. In addition, it seems that these role models can have greatest impact when the mentor and mentee are actively engaged in a relevant activity (STEM day, after school club, residential course, design and make activity etc).

Final evidence of the effectiveness of the interventions is that many continue in LEP schools without any further funding from the project. This long term sustainability has been a goal worked towards throughout the project.

Schools

The evaluation report

• Improved gender-inclusive and culturally-relevant teaching and learning practices by individual practitioners and wider dissemination of good practices more widely both regionally and nationally.

• A bank of reusable teaching materials and related resources.

• Acknowledged reflection on general curriculum issues by managers.

• Conscious application of the experience of the project to planning cross curricular projects in primary schools and to work related learning in secondary schools.

• Assignment of specific staff to continuing LEP activities and relationships in schools where the project has been seen as central to recruitment and support for engineering diplomas.

• The clearest evidence of sustainability is where project activities are seen as important to supporting mainstream funded initiatives such as the engineering diplomas.

Universities

The evaluation reports

• A new BSc course, a new FdEng course and the taught material for 750 timetabled learning hours on other BEng and MEng degree programmes enhanced or refreshed.

• Deep engagement from 5 large engineering employers (Transport for London, Metronet, Tube Lines, EDF Energy, Thames Water).

• All of these are being sustained beyond the period of HEFCE funding.

For further detials of the project evalution please see the LEP Evaluation Report December 2009 below.