I started my engineering career as an apprentice car mechanic in the 1990s. Those were the days when every new car that rolled into the garage brought a thrill of excitement – I vividly remember the buzz when a Porsche made its grand entrance. It was during this apprenticeship that I gained my engineering qualification from City and Guilds.
While I started my career working with cars, my real passion for engineering developed from my lifelong fascination with planes, which later led me to the RAF Careers Office in Liverpool. Enrolling as a mechanic with the RAF opened up a world of opportunities. It began with tough basic training and early starts, but the training was invaluable to my future career. I have some of the best memories of camaraderie and unforgettable experiences of working on Hercules planes, including exhilarating low-level flights over the Bristol Channel and Cheddar Gorge.
It was during my time working with the RAF that I became a mentor for new recruits and I first discovered the joy of sharing my skills with the next generation. Ultimately it was this passion for guiding and instructing learners which led me to the world of further education teaching. This made me want to keep teaching, so I started exploring how I could share my skills and experience from industry with people interested in joining the engineering sector. I now teach in the automotive department at Sandwell College, helping to inspire a new wave of engineers to explore the vast world from planes to trains and everything in between.
It was during my time working with the RAF that I became a mentor for new recruits and I first discovered the joy of sharing my skills with the next generation.”
I had the privilege of serving in the Royal Air Force (RAF) as an aircraft airframes mechanic. My journey began with hands-on experience working on Hercules aircraft at RAF Lyneham. After completing my training at RAF Cosford, I transitioned into the role of an engineering technician. My responsibilities extended to working on VC10 aircraft at RAF St. Athan before taking on the challenge of Harrier aircraft.
During my time with Harriers, I underwent upskilling to become a multi-skilled technician, specialising in aircraft electrical and propulsion systems. This diverse skill set prepared me for a rewarding position at the Defence College of Aeronautical Engineering Cosford. There, I played a vital role in training future mechanics and ground crew, an experience that I loved every minute of.
Transitioning into further education was a natural progression sparked by my passion for teaching. While at the RAF’s Defence School of Aeronautical Engineering, the joy of sharing knowledge and skills with students convinced me that teaching was for me. Whether in a traditional classroom setting or a practical workshop, guiding and inspiring the next generation of engineers became the most fulfilling aspect of my career transition. For the past eight years at Sandwell College, I’ve really enjoyed teaching my students about cars.
But more than that, I like showing how the things we learn about cars can be used in different jobs and drawing on examples or stories from my own career. Whether it’s applying engineering principles to aviation, railway systems or various other sectors, I emphasise to my students the adaptability of the knowledge they’re gaining. In essence, it’s the fulfilment of guiding the next generation that inspired my move into further education. I’d strongly encourage other industry professionals who are interested in taking on a new challenge to consider sharing their skills through FE teaching too. It’s a great way to stay connected to your current industry and change lives without changing your career.
Moving from rigid routines within the RAF to the dynamic world of FE teaching brought a new level of fulfilment to my career.”
Industry skills and experience are highly valued in FE; whether you’re an engineer, a mechanic or a manufacturer you already have the skills colleges look for in a great FE teacher. My existing skills really helped me transition into further education teaching, plus I already had good experience from my RAF mentoring role that also helped. For example, I earned my Certificate for Education from the University of Wolverhampton during a fixed-term RAF teaching role. However, you don’t always need a teaching qualification to start teaching in FE – you can complete teacher training on the job so you can begin earning straight away.
Many professionals don’t realise they already possess many of the skills and knowledge they need to teach in FE. For example, my industry experience meant that I was able to connect with students, developed from my own journey from apprentice car mechanic to RAF engineer. Moving from rigid routines within the RAF to the dynamic world of FE teaching brought a new level of fulfilment to my career.
Engaging with students in further education involves blending real-world experiences with interactive methods. I connect by sharing insights from my career journey and utilising engaging activities, for example further education teaching can be really hands on with classes often taking place in workshops. By bridging theory and application, I can show my students the transferability of their automotive skills across industries, helping them envision a broader world within engineering.
Receiving Silver Award in the FE Lecturer of the Year category at the 2022 Pearson National Teaching Awards was a tremendous honour. The award ceremony celebrated educators who go above and beyond, and it was a humbling experience to be acknowledged among such dedicated professionals. I was recognised for my work in merging industry experience into FE teaching and this is something all industry professionals have it within their power to do. The award win solidified my dedication to delivering a vibrant and impactful education for students at Sandwell College.
In my view, engineering FE courses offer a valuable pathway for students wanting to join the sector, providing them with practical skills and a broad perspective on the industry. The hands-on nature of FE courses allows students to directly apply theoretical knowledge, bridging the gap between the classroom and real-world scenarios.
FE courses not only prepare students for the demands of their chosen field but also cultivate a mind-set of adaptability and problem-solving. Exposure to diverse engineering challenges within FE fosters a well-rounded skill set, ensuring students are versatile and ready to navigate the dynamic landscape of the engineering sector. Overall, further education engineering courses play a pivotal role in shaping well-equipped and adaptable professionals for the evolving demands of the industry.
In the automotive department, I connect with students by ensuring that lessons are not only practical but directly relevant to their future careers. I emphasise the real-world application of the automotive skills they are learning to help foster that connection between theory and practice. Hands-on projects and collaborative learning create an immersive and engaging environment. By showcasing the broad applications of automotive knowledge, from traditional cars to aerospace, I can help all students find their calling within the wider industry.
When Rosa was 10, she wanted to know how planes worked. Now she’s sharing her passion for engineering with the next generation.
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IT specialist Christian had a fulfilling career, but struggled to balance work with family life. Teaching in FE offered more flexibility – and the chance to share his skills.