Chapter 3: Create fair employment and work for all

The college is seeing growing interest from females in its automotive courses and 16 year old Bobbie Cartmell is part of the college's highest-ever intake of full-time female students. The course gives her the opportunity to get her hands dirty under bonnets whilst also understanding the intricacies of vehicle service and repair. Bobbie's passion for cars came from watching Formula One with her Dad and then finding a job at a local garage: "During school, I was so sure I wanted to be an archaeologist, even though cars had been a large part of my life. We went to a classic car show every year, and my dad would always be watching Formula One. When I knew some of my friends had signed up to come to the college, I had a look at the courses too, and I came across the automotive one. I said straight away, 'that's what I want to do'. I'd love to go into rallying, or into Formula One as a pit crew member.

Katy Malia is the college's automotive curriculum leader and a former Gateshead College student herself. Katy discovered the automotive sector in her late 20s and combined her studies with part time work at a garage: "I remember constantly complaining about my car and feeling ripped off. So, my tutor suggested I do an automotive qualification. At first, I said 'girls can't do that' but she said 'yes they can, my daughter's just completed a mechanical course at Gateshead College' and that was the start of things for me." 

She now guides students through level one to level three diploma qualifications across light motor vehicle service and repair, and motor vehicle body repair and paint refinishing. We have really good numbers, and they are complemented by the automotive sector becoming more inclusive and welcoming. Not too long ago, garages and employers were still asking, 'do you have any lads?'. But now, it's, 'do you have any students?'- and that change in terminology is great because we have increasing numbers of students that identify as LGBTQ+ too."

Katy is thrilled to be helping learners secure careers they may have perceived as being out of reach - having once felt that way herself. "We've got a great platform for learning; many students arrive quite self-conscious and unsure, but by the end of the year, their confidence and can-do attitude have increased so much," adds Katy, who regularly visits schools - many at primary age level - to introduce children to science, technology, engineering and maths (STEM).

The college works with many partners to provide students with what the college calls 'education with employment edge', a combination of the highest standards of education with the real-world skills so sought after by employers, which means learners leave with both qualifications and confidence.