Neil Bainbridge

It’s about making sure the strategic direction for our curriculum meets the skills needs of both today and tomorrow. We will be genuinely cutting-edge and recognised as a world-class provider of technical education, so we’re always looking ahead at where industry is going.

That means developing courses that reflect emerging sectors, such as our engineering qualifications linked to the space industry, where there’s a growing number of companies across the UK designing and manufacturing specialist equipment.

I’m responsible for a broad range of curriculum areas, including automotive, fabrication and welding, manufacturing, mechanical and electrical engineering, electrical installation, plumbing, brickwork, carpentry, plastering, and painting and decorating.

It’s a hugely varied role, but what ties it all together is making sure every learner develops the skills employers genuinely need.

As a kid, I was always getting into trouble for taking things apart because I wanted to understand how they worked! I’ve always been fascinated by engineering and problem-solving.

When I left school, I actually wanted to become a joiner, but I ended up securing an engineering apprenticeship instead. It just goes to show you don’t always end up where you originally planned, and I absolutely loved it.

I started out reconditioning textile machines, which gave me a strong grounding in mechanical systems. I worked as a mechanical fitter before my employer recognised my interest in electrical engineering and sent me back to college to develop those skills as well. From there, I moved into engineering maintenance, spending a lot of time working with automation and new technologies.

I spent 15 years in industry post apprenticeship and, even today, I still describe myself as an engineer – I just happen to be an engineer working in a college!

In 2003, one of my former lecturers called to ask whether I’d ever considered teaching. My own teachers had such a positive influence on me that it felt like the right opportunity. They inspired me, and I wanted to do the same for the next generation.

You have to stay current, so you know what the industry expectations are and how practices are changing.

The change of pace today is the fastest change ever. Without that core knowledge, and the ability to make sure you stay up to speed, you fall behind.

Conferences are helpful and useful, I’m also part of the Institute of Engineering Technologies (IET), which is absolutely fantastic.

I also following 300-400 leading organisations, and I read extensively. I like to build meaningful relationships with local and national employers in order to hear from the horse’s mouth exactly what skills are needed.

The key things is, that everything they learn with us will be entirely relevant when they move into industry.

Some organisations won’t be where we are, and won’t be striving to be where we are. As a result, their students won’t manage as well because when they go into a job interview, they’ll be talking about equipment that’s 10 or 20 years old. Ours will be talking about current technology, as well as what’s coming next.

Industry 4.0 is now being predicated by industry 5.0, which is about the interaction between humans and technology.

If you don’t have those modern, cutting-edge skills, there won’t be work for you. It’s a competitive world.

We can’t develop a curriculum in isolation. If we’re serious about preparing people for industry, industry has to help shape what we do.

We already work closely with employers through forums, partnerships and the relationships our teaching teams have built over many years. But we’re always looking to strengthen that, which is why one of our next priorities is creating dedicated curriculum steering groups that bring employers even closer to the process.

Technology is moving so quickly that what employers needed two or three years ago isn’t necessarily what they need today. AI is a perfect example. It’s changing the way organisations work, analyse data and make decisions, so we have to make sure our learners understand those developments.

Employers need tell us what they’re struggling to recruit for. If there are skills gaps, we want to know about them.

Every curriculum plan we produce is rigorously challenged to make sure it’s relevant and future-focused. That’s part of the culture we have at Hull College.

I’ve always cared deeply about the world, the people on it, and the finite resources we’ve got.

What excites me now is that the industry is moving into an environment where we can set up a long-term sustainable future for the planet.

That really puts fire in my belly. If you can’t get excited about that, I don’t know what you can get excited about.

The best moments are when you see former students years later and they tell you about the career they’ve built, the opportunities they’ve had and how their lives have changed.

You realise you’ve played a small part in helping someone find their direction.

There’s no better feeling than that.

Come to Hull College and join the journey – because I’m absolutely certain it will be a fantastic one.