ENJOYMENT TO EMPLOYMENT

2018/19 Report

The Year of Engineering 2018 provided a great opportunity to

celebrate our profession, highlighting what can be achieved when

we all work together to engage the public.

It has given us a great base on which to build a more sustainable,

more diverse and more innovative engineering profession, and I look

forward to seeing what more we can achieve together.

2018/9 has however also raised a number of major challenges, not

least that in the context of a competitive global skills landscape and

the political uncertainty around Brexit, the UK may, at least in the

short term, find it harder to access overseas talent.

Moreover, it simply is not right that the UK engineering workforce

remains nearly 90 per cent male and over 90 per cent white. There is

now an urgent business imperative to make the case for engineering

as a career to all children and young people in the UK, and for the

sector to better represent the rich diversity of our own population.

In addressing this challenge, it is important that we continue to

invest in insight-driven interventions that we know work. We must

focus on well-designed, iterative programmes that can reach deep

into our communities and deliver verifiable results.

Enjoyment to Employment is a fantastic example of exactly this sort

of programme, showing how collaborative efforts, when allied with

imagination and an understanding of children and young people, can

make a measurable difference to attitudes and perceptions.

Foreword from Dr Hayaatun SillemChief Executive, Royal Academy of Engineering

Hayaatun has extensive leadership experience in UK and

international engineering, innovation, and diversity and

inclusion activities. She is a trustee of London Transport

Museum and EngineeringUK, and Chair of Judges for the

St Andrews Prize for the Environment.

Enjoyment to Employment: at a glance

Our strategic aims

• Deliver high quality programming informed by evaluation

which delivers our core outcomes for beneficiaries

• Deliver creative and cutting-edge projects which respond to

the explicit needs of children and young people, their key in-

fluences and the sector

• Develop targeted interventions which increase our engage-

ment with audience groups that are not currently engaging

with arts and culture and the transport sector.

• Reach the youngest audiences in London and their families

with age-appropriate Science, Technology, Engineering, Art

and Maths activities (STEAM), using our collection to close the

STEM skills gap, encourage creativity and interest in transport

• Raise the profile of Enjoyment to Employment, both internally

and externally, with transport and cultural organisations.

• Be at the centre of a transport industry wide approach to the

skills-gap in London

• Offering a bursary scheme for schools to continue to improve

access to STEAM activities in areas of multiple disadvantage

• Working more closely with our industry sponsors to better

understand their needs and deliver joint projects to meet

shared objectives.

Our vision

Our vision is to create a society that perceives transport as

exciting, innovative and essential.

In such a society a career in the transport industry will be an

achievable and desirable ambition for all young Londoners. This will

lead to a world-class transport network with a workforce which

reflects the city they serve with pride.

Our mission

Our mission is to turn childhood enthusiasm for transport into

careers in the transport industry.

Looking forward to 2019-20

In 2019/20 we plan to increase our targeted reach to 64,600 participants and further develop activities to meet our strategic

aims, including:

• Refining our evaluation framework and data collection process

• Providing more targeted work in schools, particularly in areas of

low engagement

Enjoyment to Employment: Delivering change

A clear set of outcomes

Our focus is on delivering change and measuring impact. We have defined a clear set of outcomes which lead to people choosing careers in STEM.

Participants develop

knowledge and understanding of transport, STEM and the world of work

Page 10-13

Participants change

perception of transport and STEM

Page 14-17

Participants learn and develop

employability skills

Page 18-21

Participants develop and

pursue further life

opportunities

Page 22-23

3 4

Overview of achievementsProgramme Outcome Sub Outcomes Example Evidence Status Quality of

Data Collected

Participants develop knowledge and understanding

Gain knowledge about transport

Gained knowledge, shown in pre-post session feedback

Green Amber

Gain knowledge about STEM

Observed telling others what they know about STEM

Green Amber

Gain knowledge about the world of work

Rate their knowledge of engineering careers higher

Green Green

Participants change perception

Change perception of STEM Find science, engineering and technology more interesting after session

Green Amber

Change perception of careers in STEM

Increased desirability of STEM careers Green Green

Participants learn and develop employability skills

Use skills Improved problem solving, teamwork and communication skills

Green Amber

Positive about their skills Felt more positive about their future aspirations after the programme

Green Amber

apply their skills in real life scenarios

Created a CV and participated in multiple practice interviews

Green Amber

Participants develop and pursue further life opportunities

Know the career opportunities available

Felt more secure about their career direction after the programme

Green Green

Plan progression routes Develop an individual learning plan Green Green

Take action 68.9% positive progression outcome Amber Green

The RAG rating chart above was generated to show the museums current performance sample towards meeting the desired outcomes. We based the ratings on quantity of data and the trends we observed. However, at this stage there is not a large enough data sample collected to make robusrt statistical conclusions.

Green - There is good evidence Amber - There is some evidence

Red - There is no evidence

3 4

White 17%

BAME 83%

Enjoyment to Employment: Diversifying the workforce

Long-term economic growth relies on having a capable, skilled

and diverse workforce. A current study, commissioned by the

Royal Academy of Engineering, highlights the desperate need

for more STEM graduates (approximately 100,000 per year to

maintain current rates). Women and people from ethnic

minorities (BAME) also remain underrepresented. Addressing

the shortfall of graduates and the underrepresentation in STEM

requires a collective effort at every level, from early interest in

school, right up through the career ranks.

Barriers to access are being broken

Enjoyment to Emloyment is dedicated to ensuring all our

programmes promote diversity and are accessible to all. We

use our experience, networks and partnerships to help reach

diverse audiences, with a focus on London’s less advantaged

communities and those who may not otherwise be able to

access non-statutory educational experiences and resources.

As seen in the graphs (right), 30% of families and 83% young

people on our programmes identified as BAME in 2018/19. This

higher than the overall London population as 40.2%. There is

also evidence that Enjoyment to Employment is increasingly

reaching people from areas of multiple disadvantage. For exam-

ple, in 2018/19 over 50% of schools visiting London Transport

Museum provided a high-level of Free School Meals, defined as

30% or more of pupils’ families being in receipt of benefits.

5 6

Ethnicity breakdown for family programme

Percentage of schools with high Free School Meals

Ethnicity breakdown for Route into Work

BAME 83%

White 17%BAME

30%

White 70%

‘We have a responsibility to enable social mobility – but are the first to admit we find it hard to engage certain demographics. London Transport Museum works with a large pool of referral partners, they reach deep into communities and find the diversity of candidates TfL is looking to attract.’

James Lloyd, Resourcing Manager

Skills & Workforce Continuity, Transport for London

5 6

Developing knowledge and understanding of transport, STEM and the world of work 8

‘Every strand of Enjoyment to Employment aims to develop knowledge and understanding of transport, STEM and the world of work. From story telling with under 5s, to inspiring and supporting young people to choose a life-long career in transport. Our programmes offer an interdisciplinary learning approach, bringing schools, community and industry together. Coupling academic concepts with real-world lessons and experiences, we ignite interest and develop STEM literacy, allowing the next generation to apply science, technology, engineering, and maths in contexts that make connections between school, community, work, and global enterprise.’

Elizabeth Poulter, Enjoyment to Employment ManagerLondon Transport Museum

Case study: STEM into STEAM

16 young people took part in a series of three environmentally themed

Saturday workshops at our Acton Depot in February 2019.

The focus was to consider the impact transport has on the environment and

how we can all can make a difference. They learnt how the Mayor and TfL

are tackling key environmental issues and put the A into STEM; by exploring

the Museum’s poster collection and how art and design plays a part in

sharing important messages and influencing behavior. The group also

worked together to create and install two fantastic car tyre eco-gardens,

for families to enjoy during our Museum Open Depot weekends. This fun

exercise developed esential skills for engineering, such as teamwork and

problem solving.

The workshops were delivered in partnership with University of West

London. Targeted at under-represented young people aged 13-16,

including those from low income families (in reciept of Free School Meals).

Of the 16 students involved, 14 were female. The students enjoyed their

time so much that they asked about volunteering with London Transport

Museum. We also found out that:

• 100% of participants felt more confident in at least one employability

skill

• 61% said they had an increased understanding of engineering

• 84% said they had increased understanding of how design influences

behavior

• 69% said they now understand that engineering is for both boys and girls

• 53% felt inspired to consider engineering as a future career

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Developing knowledge and understanding: Evidence

Through our evaluation framework and data collection process, observers gathered indicator based evidence and participant feedback to help us measure and demonstrate our impact. This page summarises our impact in the area of developing knowledge and understanding of Transport, STEM and the world of work.

Families

All of our family sessions, work towards developing knowledge and

understanding of transport, STEM and the world of work. Highlights in

2018/19 include Great Summer of Engineering and Women in Transport

Feb half term activities. Feedback from families included:

‘Excellent age-appropriate participation.’ Oct 2018 Half term

‘We could actually talk about the exhibits rather

than just run round.’

Feb 2019 - Early

Explorer Morning

‘Thank you so much for your early openings. My

child is really exploring your Museum in a way

he hasn’t been able to do before… and we have

been a lot!’

Feb 2019 - Early

Explorer Morning

‘We spend hours here and my son still doesn’t

want to leave. Also he loved the history of the

transport and London.’

Feb 2019 Women

in Transport:

Primary

All our primary school sessions link to transport and STEM

and complement the national curriculum.

Our World’s First Underground session gives children the

chance to step into the shoes of Victorian

engineers and use problem-solving skills to tackle hands-on

transport challenges. The data collected during our session

observations show positive evidence of good knowledge gain

9 10

Secondary

Our Secondary programme gets both students and teachers excited

about STEM and transport. Sessions are full of engaging activities

inspired by London Transport Museum’s historic collection, and

introduce students and teachers to engineers. Through 12 evaluation

observations with 115 students we found out that:

• 100% of students said they tell others what they now know• 100% of students enjoyed what they learnt • 92% of students can summarise what they learnt

Secondary students are asked to rank how much they know about

careers in STEM industries. Based on data collected, there is strong

evidence that participants on our Secondary programme gain

knowledge of the world of work, and that participants gain knowledge

from the programme.

How much would you say you know about people working in the following areas?

Sample size115

Percent of students with positive view

DifferenceBefore After

Science 45% 67% 21%

Technology 48% 69% 21%

Engineering 35% 81% 46%

Route into Work

Our Route into Work programme uses London Transport

Museum’s collection and links to industry to help young

people move into careers in transport. It explores the

people who have made transport in London what it is today

and gives participants the chance to explore the collection,

meet employers and learn about the world of work.

Demonstrations are delivered through group activities and

presentations.

Our observations indicated that all participants could answer questions about the world of work and demonstrate what they had learnt.

The Engineering Brand Monitor baseline report (2015) shows that, among individuals age 11-14• 42% had a positive view of their knowledge of working in Maths• 46% had a positive view of their knowledge of working in Technology• 30% had a positive view of their knowledge of working in Engineering

9 10

Changing perceptions of STEM and the world of work 12

‘We want every young Londoner to consider a career in transport or STEM as something to be proud of, an achievable and desirable ambition, connected to a world-class city with a world-class transport network.

With our iconic collection, filled with rich transport and STEAM heritage, alongside our close ties to industry, the London Transport Museum is uniquely placed to change perceptions and inspire the next generation of transport professionals.’

Sam Mullins, DirectorLondon Trasnport Museum

Case study: Pop-up all Museum

To reach disadvantaged children aged under five and their

families we created a mini museum experience that could pop-up

in unlikely community spaces. This was inspired by the design and

learning from our colourful All Aboard galleries in the Museum,

which have been designed especially for families and young

children. In November 2018 we took Pop-up All Aboard to

Croydon, which we had identified as a cold spot for activity.

Of those who filled out our feedback from 59% said they had not heard of the London Transport Museum.

We brought the story of London transport into the Croydon

community by popping up in Whitgift Shopping Centre and

Croydon Library over two consecutive weekends. We offered a

mix of fun experiences that helped children and parents learn

about engineering, STEAM, and the world of work.

‘The activities were varied which appealed to a range of children. We had customers in who hadn’t been to the library or London Transport Museum before which speaks volumes for the appeal of the event.’ – Library staff member

We worked with four new partners organisations and seven

volunteers to deliver Pop-Up All Aboard. 955 people from the

local community visited the pop-up over three days, including

many people who had never visited the Museum in Covent

Garden before.

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Changing perceptions: Evidence

Families

Our family programme tells the story that Transport is for

everyone through fun, engaging and exciting activities. The 2018

Year of Engineering created fantastic opportunities for us to

engage even more families. Between July and August we delivered

the Great Summer of Engineering, a line-up fun and exciting STEAM

themed activities for families.

‘I’m an engineer I’ve never got him excited about Engineering before this!’ - Parent

Other Year of Engineering headlines:

• 381,464 visitors to Museum

• 48,215 children and young people actively engaged in activities

• 232 activities supported by engineers (Ambassadors)

• 11,000 children and accompanying adults supported by

partners Jacobs, Mastercard, Mott MacDonald and telent

Technology Services

‘The Year of Engineering is all about showing young people how they

could shape the world around us as engineers. That’s why I’m

delighted to see London Transport Museum inspiring the next

generation with its Great Summer of Engineering.’ - Stephen Metcal-

fe MP, HMG Government Envoy for the Year of Engineering

Primary

Our Primary School Programme delivers a range of activities

that change perception in STEM and the world of work.

Including facilitated museum sessions which focus on changing

perceptions through different aspects of our collection;

actor-led sessions which change perceptions by bringing

transport history to life; and outreach sessions, which bring

our educators, collection and the excitement of the Museum

right into the classroom. Data collected through our

observations show that there is a relative change in perception. Observers recorded that pupils rated

their interest in STEM subjects before and after as:

World’s First Underground

Are these subjects interesting?

% before % after Difference

Science 82.6% 94.2% 11.60%

Engineering 71.8% 82.1% 10.30%

Career in Engineering 51.9% 67.5% 15.70%

13 14

Secondary

Our accredited Inspire Engineering events give secondary school students

the chance to work with professional engineers at our Museum Depot. By

exploring our historic collection and tackling hands-on engineering

challenges, we change how students think and feel about STEM sub-

jects and careers. We survey how students feel about STEM subjects

before and after these events to understand how their perceptions have

changed. Our data shows that all pupils expressed an increased interest in STEM subjects after taking part in an Inspire Engineering event.

Route into Work

Our Route into Work scheme continues to change

perceptions of careers in engineering once young

people leave secondary school. It also helps recruiting

employers in the transport sector address workforce

diversity by connecting them to talented young people

from across the Capital.

In 2018 for example we worked with the TfL Suppli-

er Skills Team and Capital City College to support 19

young women (98% BAME) to consider a career in

transport. After taking part in our tailored Route into

Work pre-employment course these young women

were supported to apply for roles with Arriva Rail

London, MTR Crossrail and Southeastern. One

participant said:

‘It’s been very exciting, inspirational and fun and the

experience has been very engaging. I left with more

knowledge about transport and I felt it helped my

confidence as I learnt I could help my colleagues with

their ideas and work well in a team.’ We also asked students about their views on careers in engineering. 76%

of students said they felt a career in engineering was desirable after tak-

ing part in an Inspire Engineering day. An increase of 25% from before the

session. This is much greater than the UK average of 53% of pupils that

consider a career engineering as something for them. 69.3% of students

also knew what to do next to become an engineer after the day, which is

43.4% greater than the UK average.

13 14

EBM Inspire: Positive view of fields

Learning and developing employability skills 16

‘Young people’s career paths are formed early, with aspirations and skills development often guided by stereotypes and miss-conceptions. By connecting the worlds of learning and work collaborating with industry and the community, Enjoyment to Employment aims to better prepare children and young people for future work and life.

Our programmes all develop key employability skills, from our youngest visitors role-playing transport jobs, through to supporting young Londoners into their first career in the transport industry.’

Sam Mullins, DirectorLondon Trasnport Museum

Case study: Young Volunteers

Every year we host a Skills Late at the Museum to give young

people the chance to meet a mix of transport businesses and find

out about employment opportunities. In 2018 we recruited a team

of six young volunteers to co-design activities for our next event.

Over the course of five-days, they worked as a team to

conduct research, share ideas and come up with ways to better

support young people into jobs through the Skills Late.

Throughout this process the Young Volunteers learned key

employability skills, including solving problems and presenting

the solutions to a ‘client’. They also gained valuable experience of

working in a professional environment.

At the end of the project, the Young Volunteers supported the

delivery of the Skills Late. On-going support was then offered to

these Young Volunteers through our Route into Work programme,

which is designed to help young people further develop their skills

and progress into training or work.

‘This project has given me great satisfaction and a sense of accomplishment. I have successfully worked as part of a team to deliver a well thought out idea / activity forthe Skills Late. This project has also sparked an interest in the transport industry, as my skills are highly suited to a job in transport planning and management.. I would highlyrecommend this programme to other young people.’ Luis, Young Volunteer

16

Primary

Our Primary School Programme helps pupils to develop key

skills needed in the transport industry, from problem solving

to good communication and team work, from solving transport

puzzles, to investigate historical vehicles and presenting back

information through performance and spoken word.

In our primary school sessions, observers evaluate students’

ability to use these key life and employability skills. Below is a

chart illustrating what was observed:

Developing employability: Evidence

Families

Our family activities have been designed with experts in early

childhood development. They focus on encouraging strong

communication between children and their parents or guardian.

These help to lay the foundation for the development of future

employability skills, such as a teamwork.

Our Great Summer of Engineering incorporated a team of STEM

Ambassadors from Transport for London. The Ambassadors

shared their professional experience as part of a six-week line-up

of fun-packed STEAM themed activities, offering families the

chance to meet real engineers and learn new skills.

Storytelling, demonstrations and facilitated STEAM challenges

offered practical tasks, problem solving and creativity skills in

abundance. Each week explored a different engineering theme,

from engineering on the Underground, to the future of design.

During the Great Summer of Engineering:

• 82% said their families learned that engineers use creativity, science and maths to solve problems

• 71% agreed they can solve problems and be creative as a family.

17 18

Primary School Programme Life and employability skills observations

Route into Work

Our Route into Work scheme bridges the gap between education

and employment. It supports young people to make great career

choices and progress into employment into the transport and in-

frastructure industries. Young people taking part are given real-life

scenarios to explore which relate to their own career interests.

They then learn how to promote themselves and their skills

concisely and professionally before meeting recruiting employers.

Our direct observations showed evidence that young people are developing employability skills and have increased confidence in finding work as a result of their participation in Route into Work.

Secondary

Our Secondary School Programme helps students to develop

strong teamwork, problem and communication skills and connects

these to different jobs in the transport industry. Over a series six

observations, 100% of the pupils observed were using these skills.

In addition, as part the the CREST Award, we asked students

questions to assess what skills they felt they had achieved.

Responses showed:

• 83% achieved teamwork skills• 66% achieved communication skills• 66% achieved problem solving skills

Based on the information collected through these observations,

there is strong positive evidence that participants develop key life

and employability skills.

17 18

Pursuing further life opportunities 20

‘Ultimately we want to see young people live happy and fulfilling lives, reaching their potential and adding value to their society.

We want to create a society in which a career in transport is achievable and desirable for all young Londoners. Our aim is to create a workforce which reflects the city they serve.’

Elizabeth Poulter, Enjoyment to Employment ManagerLondon Transport Museum

Route into Work

Our Route into Work scheme is growing from strength to

strength. We are now offering young people much longer-term,

individualised support through our new Progression Routes

scheme.

‘The ongoing support London Transport Museum’s Route into Work programme offers TfL is really valuable. We provide all our apprentices with support and mentoring, but having a partner who is not the employer to turn to can be really helpful, especially for young people who might not have additional support at home. The Route into Work scheme also continues to support young people who do not make it onto our schemes, helping them into other employment or to apply again next time around.’ - James Lloyd, Resourcing Manager, Skills & Workforce Continuity at Transport for London

40 out of 58 participants made a positive progression, yielding a 68.9% positive progression rate in 2018-19

20

Case study: Route into Work - Fast Track

Our Fast Track courses include:

• Four intensive days of training, desinged to support young

people onto TfL’s Professional Services, Engineering and

Technology apprenticeship streams

• Key application and employment skills, including decision

making, presenting, debating, communicating and goal

setting, as well as TfL specific guidance, for example

preparation for TfL’s Assessment Centre and insight into

specific job requirements

• Individualised support and help with soft skills, including

building confidence and resilience

Thanks to our link to Transport for London, participants also get

to meet TfL Level 3 apprentices. This is proving invaluable to the

young people as they gain real insight from other young people

into the opportunities and challenges they might face.

Two young people showed great potential but did not have the necessary skills to meet TfL’s entry requirements. However, through our new Fast Track scheme, the Museum has been able to support them into further education so they will be ready to apply in August 2019.

We know that the transport and infrastructure industry is keen

to address the underrepresentation of women and people from

BAME communities. In early 2019 we began working even more

closely with Transport for London, working together to devel-

op a new initiative to improve access to career opportunities.

Our joint aim is to increase the profile of its lesser-known or

under-subscribed apprenticeships, and promote these to young

people who might not have previously considered a career in

transport.

To engage candidates for TfL’s next apprenticship scheme, we

partnered with a range of referral partners and hosted five

recruitment fairs, reaching over 350 young people. We then ran a

series of application support days at London Transport Museum

with 49 young people. Following this, 33 young people took park

in one of four intensive ‘Fast Track’ courses hosted by Transport

for London.

We receive around 10,000 applicants onto our apprenticeship

schemes, so streamlining is crutial. However, streamlining can also

result in the young people we are desperately trying to target

slipping though our net. We are constantly looking to remove bar-

riers and make our recruitment processes as accessible as possible

to all young Londoners. Working with the Route into Work team to

create Fast Track offers us a great solution - James Lloyd,

Resourcing Manager, Skills & Workforce Continuity at TfL.

21 22

Fast Track: from a young person’s perspective

London, this city I adore is very much a living thing.And TFL is the most vital part of this living city, Its blood and veins.

With out its trains the economy of asphyxiatestarved of its work force.

I want to see this living city growTo make sure its people flow

the number of trains on the linesmust rise with time to match to population

The cars on the streets abovechoking and congesting.

Let them be pruned so the city can grow healthierOne tube could remove upwards of 870 carsThis network of ours could save the world.

For my part I want to maintain the fleetto keep the rolling stock rolling.

the part that people see and feel.It is their experience on the network.

Trains have always fascinated mea want to see how they work

from the 1972 of Bakerloo to the S8 and beyondLondon’s History and its future

As I move from depot to depotI will need to be adaptable.

Building effecting working relationships with new teams as I go.I’ll bring eye for detail to find and fix damages.

A mind for problem solving.And proficiency with electrical and mechanical engineering.

From the depots of this fleet apprenticeshipI shall one day reach the heights of the moon and stars

After two years of being unemployed, Sarah experienced

intense anxiety which left her battling self-doubt and panic

at the very thought of applying for work.

She joined Route into Work: Fast Track through a referral

partner. Her goal was to get onto a Level 3 London Under-

ground Fleet apprenticeship with TfL.

Through Fast Track, Sarah was provided 1-1 application and

customer service training away from group pressures, as well

as participation on the group course.

‘Now I know what to expect from both the appren-ticeship and the assessment. There’s so much shame and embarrassment around being unemployed and I feel like how I’m more equipped for life. My mental Health has improved. I had big insecurities around freezing up at interviews. My self-esteem has grown. The other students were kind and welcoming, its been such a positive experience. For the first time in my life, I know that I can do this.’ - Sarah

Sarah is currently waiting on the results of her interview, and

has set herself a long-term engineering career goal which she

hopes will one day take her to space.

To the right is a poem Sarah wrote as part of her Motivational

Presentation for her apprenticeship:

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Working together with our partners

Our supporters come together twice a year to review the

performance of Enjoyment to Employment, discuss common issues

related to skills gaps and advise on the future direction of the

programme.

Supporters are represented at HR Director or equivalent level, with

responsibilities for mitigating the impact of the skills gap on their

organisations. Collectively they offer a deep understanding of the

challenges and opportunities facing London’s transport industry,

alongside a mandate to effect change.

Our Steering Group has agreed that together:

• The collective focus should be towards career guidance and

defining a collective message

• We would aim to work together to avoid duplication and where

possible pass on and add value to relationships with schools

• We would lobby umbrella bodies to make the apprenticeship

process more effective

• We would work to make their application process as open as

possible and share successes

Research and networking with experts has told us

• Work to increase STEM skills is focused on short-term

activities which are evaluated on outputs rather than

outcomes [Inspiring STEM]

• The largest variations in knowledge of engineering and

interest in careers in engineering are on gender lines

rather than socio-economic status or ethnicity [Engi-

neering UK via TIEP]

• The Institute of Civil Engineers estimate that up to 30%

of the major projects workforce are non-UK EU

nationals [ICE via Department for Transport]

We used this information to help shape our programming to make it more responsive and reflective of the needs of the sector:

• Engaging more young women by running activities

with women only groups and developing content that

shows the varied nature of engineering and its impact

on society

• Introducing an outcome-based evaluation framework

for all of our programming to ensure activities are

making an impact on participants

• Working closely with local families, schools and

communities to help foster homegrown talent

23 24

Interview with partner - James Lloyd, TfLWhere did your partnership with the Museum start?

I’ve been working with London Transport Museum for about six years now, building on the foundations of TfL and the Museum’s existing work with schools and young people. My initial focus was on the development and success of the Inspire Engineering and Engineering Ambassadors programmes, this then evolved into working across Enjoyment to Employment, from engagement with schools, to supporting young Londoners into careers.

How does E-to-E link to your own objectives?

The Mayor has clear objectives for TfL, both within the Transport Strategy and more widely for London. These include ensuring that we effectively support our young Londoners, encourage and promote STEM and transport careers, and ensure that we reflect the diversity of London in our business.

Enjoyment to Employment supports us to bring these Mayoral objectives to life. Mirroring our message, while being rooted in the rich heritage of the organisation.

We also value Enjoyment to Employment for its collaborative na-ture and the way it meaningfully engages our industry partners. This again mirrors TfL’s own message that we cannot work alone. Our success and ability to serve London is very much down to the work that is happening across our supply chain and with our partners.

‘The quality, flexibility and track record is there, it sells itself.’

James Lloyd, Resourcing Manager Skills & Workforce Continuity at Transport for London

Is your partnership having an impact?

The strong link that Enjoyment to Employment has to London’s transport heritage and its methods of engagement can only enhance our own efforts. Here are a few examples:

Partnering with London Transport Museum is helping us to support and enrich the experiences of our staff. Our industry volunteers, taking part in the STEM Ambassador programme, get a unique experience across education, transport and heritage. They also get to make a difference by sharing their own skills with the next generation.

We learn a lot from the Museum’s Route into Work programme and in turn they learn from us. There are plenty of other organ-isations out there that we could subcontract our employability work to, but the Museum’s offer is so unique, it is also rooted in the needs of the young people and the heritage of London transport.

Our experience is that schools are time poor and employers either bombard them with offers or don’t offer enough. Work-ing in partnership with the Museum, and their long track record and network of schools, helps us to understand this landscape, increase our own impact.

Is it worth the investment?

Transport for London sees the value of supporting young peo-ple and developing their interest in transport and STEM sub-jects. It is in our DNA. Enjoyment to Employment helps us put these values into practice. It would be a challenge to recreate a programme in-house that has the same impact.

23 24

London has a unique transport heritage. This heritage shapes the

lives of Londoners and those who love this city, but which is often

hidden in plain sight. Design firsts are obscured through familiarity,

engineering marvels are made invisible by daily use and the complex

interactions that keep the city moving are only noticed where the

web frays.

For adult visitors London Transport Museum decodes the Capital.

It reveals the history of the dreaming, planning and fixing that sits

behind every aspect of every journey in this great city.

For our youngest visitors the wonder and thrill of transport is very

clear. Yet this excitement is easily discouraged — particularly in girls —

and once lost is almost never rekindled.

Our Enjoyment to Employment programme captures this enthusiasm

from an early age and nurtures it through to careers in transport.

Showing children and young people that transport is exciting,

innovative and essential.

This report has shown how these activities are changing attitudes

and behaviuors: from developing knowledge and understanding

about London’s transport past, present and future, to increasing

interest in STEM careers and creating routes into employment.

None of this would have been possible without the coalition of part-

ners who support the Museum and our Enjoyment to Employment

programme. I would like to thank them all for both their financial

investment and the generosity of their staff who dedicate their time

and expertise to bring careers in transport for life so vividly.

Thank youfrom Sam MullinsLondon Transport Museum Director

Director of the London Transport Museum since 1994,

Sam led the development of the world’s premier

museum of urban transport and place to understand the

story of London’s journey.

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Programme performance and targets: 2018 - 2020

71,313

Programme 2018/19 target 2018/19 achieved 2019/20 target

Families 27,000 children and adults 37,980 children and adults (IOP) 32,000 children and adults

Primary 21,250 pupils 20,950 pupils (IOP) 20,650 pupils

1,000 teachers 1,820 teachers (IOP) 1,750 teachers

Secondary 7,350 pupils 9,990 pupils (IOP) 9,400 pupils

500 teachers 415 teachers 500 teachers

500 STEM Ambassadors 372 STEM Ambassadors 500 Ambassadors

Route into Work (RiW) 80 RiW candidates 54 RiW candidates 100 RiW candidates

200 Young People (YP) Skills Late

91 YP Skills Late 69 gate keepers

100 YP Skills Late 50 adult supporters

50 YP Progression Routes 50 YP Progression Routes 50 YP Progression Routes

70% progression rate 68.9% progression rate 70% progression rate

Total delivery: 53,085 participants 71,313 participants 64,600 participants

Participants took part in E-to-E in 2018/19:

IOP = Instances of participation

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With thanks to our Enjoyment to Employment coalition partners:

Enjoyment to Employment is a collective response, led by London Transport Museum, looking beyond the short-term to secure the future of the transport industry and we are very grateful to our partners for their support. We are actively looking to grow the Enjoyment to Employment coalition and to grow our impact.

If you are interested in getting involved in the Enjoyment to Employment initiative as an industry partner please, contact development@ltmuseum.co.uk