With a push to increase the numbers of entrants to Higher Education, the career pathways to science and vocational learning have become distinct and separate, with broader career advice for many at age 14 an above adding to this disparity.

Those learners with an aspiration to study science have been directed down a more academic qualifications pathway, usually described as the science GCSEs, followed by A-levels in science and mathematics, followed by science courses at undergraduate level. This has led to an increased number of graduates entering the science based industries at this entry level, where may new recruits demand and expect graduate training packages and higher salaries. In addition, with greater numbers of students taking this pathway, the resources to support increased numbers has not followed, reducing the sustainable practical hands on teaching in expensive laboratory environments. In terms of alternative pathways through education and training, there are only apprenticeship or in-company training schemes that allow progression at the GCSE or A-level entry point.

Although there are a number of apprenticeship frameworks available to individuals at age 16 within the life science sector, they are seen as very specific pathways that suit a particular role. There is little flexibility in the framework and in the supporting vocational qualifications associated with them. In addition, the vocational route into industry has also suffered as it is perceived as the poor relative to academic study.

The true value of practical hands on skills training, supported by relevant education has suffered, with professional recognition of technician roles becoming vague and sparse. However, these roles within industry and higher education do exist, and the few willing to progress do so through a number of mechanisms. Increased clarity, visibility and attractiveness is now sought to determine appropriate entry mechanisms into these highly skilled professions to those able and enthusiastic.