CENTRE OF EXCELLENCE IN ENGINEERING, MANUFACTURING AND ADVANCED SKILLS AND TRAINING
fareham.ac.uk
01329 815 200 OUTSTANDING STRATEGIC FRAMEWORK CEMAST | 1
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FURTHER EDUCATION CONTEXT Fareham College’s Centre of Excellence in Engineering, Manufacturing and Advanced Skills and Training (CEMAST) aims to work closely with our current employer partnerships to inform and develop our programmes, addressing the skills gaps and meeting the changing landscape within the Engineering industries.
Automation At its most basic level, automation systems consist of three elements, measurement, control and actuators.
We already deliver high-quality programmes on Full Time, Part Time, Apprenticeships, Higher Apprenticeships and Higher Education from our CEMAST campus - in key industry sectors such as Motorvehicle and Motorsport, Electronics and Manufacturing.
/ Control: Acts as the brain of the process, deciding which actions to take and then sending those instructions to the actuators. For industrial or process automation, you need a complex device like a Programmable Logic Controller (PLC).
Our strategy aims to introduce new and advanced specialist sectors such as Artificial Intelligence (AI), The Internet of Things (IoT), Robotics, Marine Autonomous Surface Ships (MASS*), Advanced Manufacturing and Rapid Prototyping, Automation, Seafarer expertise and Software Development over the next few years.
/ Actuators: There are lots of different types such as – pumps, heaters, flow valves, pistons, rotors, robotic arms and so on – and each performs a separate action. Think, outputs from the system.
*defined as a ship that, to a varying degree, can operate independently of human interaction.
MASS The degrees of autonomy are as follows: / Degree one: A ship with automated processes and decision support: Seafarers are on board to operate and control shipboard systems and functions. Some operations may be automated and unsupervised, but with Seafarers on board ready to take control. / Degree two: A remotely controlled ship with Seafarers on board: The ship is operated from another location. Seafarers are available on board to take control and manage the shipboard systems and functions. / Degree three: A remotely controlled ship without Seafarers on board: The ship is controlled and operated from another location. There are no Seafarers on board. / Degree four: Fully autonomous ship: The operating system of the ship can make decisions and determine actions by itself.
/ Measurement: Instruments known as sensors take the measurements, then send the readings to the control. Think, inputs to the system.
Robotics Robotics is an interdisciplinary sector of science and engineering dedicated to the design, construction, and use of mechanical robots. Artificial Intelligence (AI) AI is defined as a branch of computer science that can simulate human intelligence. AI is implemented in machines to perform tasks that require human intelligence and input to work. Machine Learning (ML) is a subset of AI that enables a machine to think independently and make choices without external influence. Aerospace and Aeronautical Engineering Aerospace and Aeronautical Engineering focuses on the design, development, testing, and operation of aircraft and spacecraft. The field encompasses the creation of everything from miniaturised drones to heavy-lift interplanetary rockets. / Aeronautical engineers: Work on aircraft; they design and test vehicles that fly within the earth’s atmosphere. Drones, helicopters, commercial aircraft, fighter jets, and cruise missiles all fall within the skills of an aeronautical engineer. / Aerospace engineers: Deal with designing, developing, and testing vehicles that leave the earth’s atmosphere. This includes a wide range of military, government, and private-sector applications such as rockets, missiles, space vehicles, planetary probes, and satellites.
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With the development of the Institute of Technology (IoT), future ambitions to be the provider of choice will require a huge sector initiative to effectively upskill our existing staff and work closely with employers to ensure that complex knowledge and skills are delivered by industry specialists.
As part of the Local Industrial Strategy the Solent LEP has identified four “grand challenges” which will form part of their strategic plan for the region to contribute to national economic growth over the coming decades:
The IoT is rooted in employer demand for skills across maritime, digital technologies and engineering. This is an extremely strong and important collaboration between: Solent LEP, core employers including The Royal Navy, Portsmouth Port, ABP Southampton, colleges and two universities.
/ Clean growth;
We aim to develop the synergy of interrelating skills that deeply link the Civil Engineering, Engineering and Digital industries. With further integration of simulation, augmented and virtual realities utilised within the Engineering sectors, the future workforce will need to have profounder knowledge of digital and software programmes in order to develop complex engineering concepts. Our curriculum is increasingly shaped by the research within the Solent LEP’s Economic Skills Plans, regional labour market information and feedback received from working collaboratively with employers.
/ Artificial intelligence and data; / Future of mobility; / Ageing society. Fareham College will support the LEP in addressing these grand challenges by developing the skills, knowledge and behaviours required by the Solent business community. The whitepaper proposes: / Putting employers at the heart of the system; / Investing in higher technical qualifications; / Making sure people can access training and learning throughout their lives; / Reforming funding and accountability for providers; / Supporting excellent teaching in further education.
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FURTHER EDUCATION CONTEXT With automation becoming such a key focus in engineering, professionals with skills in this area are highly sought after. There is also a great demand for control systems engineers and people with experience in micro-electronics. The Solent Skills Advisory Panel’s (SAP) identified four priorities: / A need for a strong pipeline of maritime skills / Replacement Demand / Impact of Autonomy / The need for softer skills These priorities underpin CEMAST’s focus on: / Core sectors and competencies - e.g. maritime, logistics, engineering, green tech, autonomy, defence and cross-cutting skills accelerated by COVID-19 / Brokerage - matching supply with demand making effective and comprehensive employer engagement / Awareness and aspirations - raising awareness of skills opportunities and pathways / Skills inclusion - removing barriers to learning opportunities within our most deprived communities Further education will play an essential role in supporting the delivery of national and local economic priorities, including Maritime 2050, the Clean Maritime Plan, the Solent Economic Recovery Plan, the proposed Solent Freeport, and the national shipbuilding strategy. The emerging Solent LEP 2050 Economic Strategy (published in 2021) reflects on the impact of Covid-19. It identifies strategic priorities that focus on world-leading marine and maritime economy, pioneering approaches to climate change adaptation, decarbonisation, and developing a world-class talent base. This will help people build the skills to respond to the new technology drive and build an innovative knowledge-based economy.
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FAREHAM COLLEGE STRATEGIC PRIORITIES
Respond to policy change and economic drivers to ensure financial resilience for future growth and investment;
Deliver innovative and flexible teaching, learning and assessment making best use of technology and blended learning;
Financial resilience will have to remain our greatest focus. We will need to concentrate on securing greater market share, identifying new revenue opportunities and operating more efficiently. It is likely we will continue to face financial pressures in some aspect of the business over the period of this strategic plan. Partnership and collaboration will be key in to strengthening our financial resilience. Partnership and collaboration, in line with recommendations from the FE Whitepaper, ‘Skills for Jobs: Lifelong Learning for Opportunity and Growth’, will become an increasingly important strategy to strengthen our financial resilience.
Over the lockdown period we have seen the capability of online and blended learning. We should now build this in to everyday teaching, learning and assessment to further enhance and extend the excellent teaching we already have in place. Our short-term strategy must include the flexibility to continue to deliver all or part of some programmes via online learning in cases of further or recurrent lockdown measures.
Provide excellent customer service and support which adds real value to our future-focussed students, apprentices and employers;
Set and maintain high expectations for students’ progress and employers’ future success.
Covid-19 has sent a shockwave through the economy and has massively interrupted the learning of a generation. Our services and support to all our customers must focus on preparing them to navigate whatever the future holds. Many workers made redundant may be looking to change careers and our services should support them in the advice we offer and the training we supply.
Our success is determined by our reputation; setting and maintaining high expectations of the success of our students and apprentices secures our reputation as the professional and technical education provider of choice in the region.
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CEMAST STRATEGIC PRIORITIES
KEY FOCUS AREAS
We will provide online support and accelerated digital, rich and innovative learning opportunities in partnership with employers and professional bodies. The ability to deliver provision remotely at scale has significantly changed pedagogy, shifting the focus towards interactive digital learning and the full-scale utilisation of simulation.
Automation Robotics
Digital Software/ Electronics Key STEM focus areas
Sustainability
Marine Autonomous Surface Ships (MASS)
Artificial Intelligence
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CEMAST will continue to champion women in engineering by raising awareness around STEM careers for women. We will achieve this through targeted school outreach events and support enhancing digital technologies in the Engineering industry.
The priority for the centre is to develop the Level 3 provision and above, including specialist pathways in the Marine and Defence sectors that lead onto Higher Education or Higher Apprenticeships, combining interdisciplinary modules that interlink with technologies in autonomy, robotics, Artificial Intelligence and Cyber Security. Technical Qualifications (Level 4) provisions will include pathways in: / Advanced Manufacturing / Aerospace and Aviation / Electrical / Marine / Mechanical / Mechatronics / Motorsport / Robotics
We want to reinvigorate the industry's image, invest in our staff, facilities and equipment to ensure that we remain the provider of choice for all engineering sectors. CEMAST aims to prepare our learners for whatever the future may be. We will: 1: Provide industry-specific training to our partners. This will be achieved through: / Understanding our customers' needs to build and maintain an outstanding provision / Employ people with relevant industry knowledge and experience whilst continuing to upskill our existing workforce that meets the changing landscape of the industry
4: Maximise the financial contribution of CEMAST through efficient use of funding. This will be achieved through: / Successfully meeting our financial targets and increasing the market share to ensure CEMAST is the provider of choice. / Seeking feedback from employers to ensure we meet the demands of current and future training needs / Developing efficient training models that combine traditional and online delivery methods 5: Develop an inclusive culture that promotes key agendas such as health and safety, safeguarding and equality and diversity and opportunities.
2: Develop strong engagement and business links between schools and employers, particularly STEM subjects. This will be achieved through: / Engaging and developing collaboration groups that target teachers and parents / Effective promoting of the Engineering industry through our employer groups and successful Apprentices 3: Deliver an outstanding provision that meets the needs of the Engineering industry both locally and nationally through the services, delivery, training and support we provide. This will be achieved through: / Identifying skills gaps and future industry requirements / Development of Higher Level programmes, especially in Artificial Intelligence, Robotics, Marine Autonomous Surface Ships, Aeronautical/Engineering and Automation and the Internet of Things / Recognising employer training against our programmes, using the resources available and identifying training needs effectively / Influencing innovation through technology and advanced equipment such as simulation, Virtual Reality and Augmented Reality. / Engaging with key engineering organisations, especially related to the five key focus areas in Aeronautical, Marine, Manufacturing and Automotive sectors
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OPENING UP THE TALENT POOL
We will continue our recruitment drive to attract and retain relevant industry skills and provide opportunities for our existing staff to upskill and refresh their knowledge/skills.
Training in the Engineering industry 1. Recognising the challenges in Further Education 2. Develop a robust Engineering and Digital Skills Infrastructure 3. Focus on Higher Level training and skills.
Role of employers in developing the workforce of the future 1. Aligning skills availability 2. Provide access to experienced employees and equipment 3. Skills gaps and meeting the needs of the future workforce.
Attracting and retaining Talent 1. Work Ready Skills 2. Support a diverse workforce 3. Promotion of the sector (includes advice and guidance, Gatsby benchmarks) 4. Environmental factors that contribute to retention issues 5. Secondment opportunities for our staff and industry specialists to maintain relevant delivery to the future workforce.
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BISHOPSFIELD ROAD CAMPUS Bishopsfield Road Fareham Hampshire PO14 1NH
fareham.ac.uk
CEMAST CAMPUS 1 Meteor Way Broom Way Lee-on-the-Solent Hampshire PO13 9FU
CETC CAMPUS 3 Meteor Way Broom Way Lee-on-the-Solent Hampshire PO13 9FU
01329 815 200
info@fareham.ac.uk