The 22,000-square-foot HiVE facility in Ebbw Vale, Wales, is the result of a £12m investment by the UK and Welsh governments to turn a redundant factory into a state-of-the art training and education establishment.
Kitted out with various technologies, robotics and manufacturing equipment, the HiVE will to be used by both post-16 students and businesses, as well as by local primary and secondary schools, to help expand students’ STEM knowledge and skills.
Alexis Dabee-Saltmarsh, lecturer in motorsports, aeronautical and composite engineering at nearby higher education college Coleg Gwent, has been involved in the project since its inception.
Q How do you feel about the project coming to fruition?
As we prepare to welcome our first cohort of students in 2025, I am thrilled to be part of an initiative that addresses the growing need for STEM knowledge and skills in the local area. HiVE will immerse students in an environment filled with innovation and technology reflective of industry, and I am eager to contribute to shaping the workforce of the future.
Q How will HiVE go about teaching these students?
Students will be educated in advanced engineering disciplines such as robotics, cyber security, autonomous manufacturing, simulation and augmented reality.
One of HiVE’s distinctive features is the seamless integration of its facilities, particularly the additive manufacturing and composite facilities. This synergy enables students in our motorsports and aerospace courses to design and manufacture components for aeroplanes and vehicles, promoting creativity and providing hands-on experience with industry-relevant materials.
Our engineering team will design and lead the curriculum, supported by industry experts, and will include a balance of theoretical knowledge with practical experience.
Q You didn’t start off in education. Following a degree in product design at Cardiff Metropolitan University you then moved into teaching. What was the driving force?
My inspiration to pursue a career in teaching stems from a long-standing passion for design and technology and engineering, ignited by a passionate and supportive teacher.
Following my degree, I realised that while I enjoyed designing I wanted to pursue a profession where I could help others. I took a gap year and worked in a pupil referral unit. Witnessing these students achieve GCSEs gave me a profound sense of job satisfaction and led me to consider a career that merged my product design background with teaching.
Q Teaching or lecturing is sometimes not always given the credit it is due – it’s hard work inspiring young people and encouraging them to learn.
I completely agree. While motivating students to complete their work can be challenging, my experience at the college has been incredibly rewarding.
A significant part of my daily activities involves supporting students in identifying their strengths across various course modules, whether in maths, practical applications or computer-aided design. It is particularly gratifying to see students from challenging backgrounds or with additional learning needs develop advanced skills through our engineering courses and overcome adversity.
Q What is your ‘teaching style’ that led to you winning a silver award for Further Education Lecturer of the Year in the Pearson National Teaching Awards?
My teaching style is rooted in honesty and openness with my students. They appreciate the open dialogue and discussions we have regarding their academic progression and wellbeing, which creates a mutual sense of trust and transparency. I strive to combine a commitment to honesty, inclusivity and personalised support.
Q How do you think we go about plugging the skills gap in the engineering sector?
In my experience within secondary education, mechanical engineering courses in schools typically rely on traditional equipment. While this is essential, it represents only a fraction of the diverse fields within engineering.
It’s crucial to broaden the scope of engineering education to encompass specialisations such as aerospace, robotics, biomedical and civil engineering. Many students are unaware of the extensive career opportunities available in these areas, largely because their exposure to advanced technologies is limited by funding and resource constraints.
As part of the HiVE collaboration, and through Tech Valleys funding, we are working with CREATE Education and Blaenau Gwent County Borough Council to introduce 3D-printing technologies in primary schools within the local education authority to raise awareness of engineering for a younger age, inspiring them to consider progression routes to HiVE.
Enhancing the integration of STEM subjects could significantly improve students’ understanding and awareness of the diverse opportunities within engineering. Currently, the hours dedicated to design and technology and engineering in schools are limited, which restricts students’ ability to explore these fields in depth. By increasing the time and resources allocated to these subjects, we can provide students with a more comprehensive education that highlights the numerous pathways available to them.
The government and educational establishments can play an important role in bridging this skills gap. Increased investment in school facilities and resources is essential. This could include providing access to modern equipment and technologies, facilitating industry partnerships, and offering specialised training for teachers to stay up to date with advancements in engineering.
Q How do we ensure that engineering is more diverse and inclusive?
While diversity and inclusion in engineering are improving, initiatives to support girls and young women often start too late within educational settings. Research indicates that students have already chosen their career paths by the time they select their GCSE subjects.
It is therefore crucial to begin outreach programmes as early as possible. Students often develop interests in subjects from as young as eight years old, so providing access to the latest engineering technologies in primary schools is essential.
At Coleg Gwent, we have implemented numerous outreach programmes, including inviting secondary students to tour our STEM facilities, attending school assemblies, and participating in Year 9 open evenings at feeder schools. These efforts aim to inform students about our facilities and the career pathways available through our engineering courses, encouraging more girls and young women to pursue STEM careers, and making engineering more diverse and inclusive.
