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The UK STEM Education Landscape

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The UK STEM Education Landscape Royal Academy of Engineering Identity guidelines Introduction Version 1.0 > The logo The key elements Applying the elements The logo 02 Colour variants Our logo is available in a series of The logo must only appear in the colour different colour versions to enable combinations shown on this page. Never flexibility and creativity in application. attempt to recreate the logo and always They are to be used freely and not to use the master artwork supplied. categorise communications. Special use logo varient The silver version of our logo can be created in CMYK or a metallic can be used. This logo is restricted for use by the President and CEO for their personal communications such as business cards, letter heads and invitations. The UK STEM Education Landscape May 2016 The UK STEM Education Landscape A report for the Lloyd’s Register Foundation from the Royal Academy of Engineering Education and Skills Committee May 2016 © Royal Academy of Engineering 2016 Available to download from: www.raeng.org.uk/stemlandscape ISBN: 978-1-909327-25-2 Cover photo: Royal Academy of Engineering Authors Dr Rhys Morgan and Chris Kirby with additional research undertaken by Ms Aleksandra Stamenkovic For further information, please contact: [email protected] Acknowledgements The Royal Academy of Engineering is indebted to the Lloyd’s Register Foundation for its generous support that has enabled this study to be carried out. The Academy is also grateful to the many organisations and individuals listed at the back of this report who provided guidance and feedback with the development of the data gathering for this study. With particular thanks to Yvonne Baker, Chief Executive of STEM Learning. 2 Royal Academy of Engineering Executive summary 4 1 Introduction 10 Historical perspective 11 STEM in the economy 12 The UK engineering workforce 12 Projected demand for STEM skills 13 2 STEM education attainment and progression 14 GCSEs 15 A levels 16 Scottish education system 17 Apprenticeships and other vocational pathways 18 University degree programmes 20 Employment destinations of graduates 21 3 Key issues affecting engineering skills supply 24 Public perceptions and attitudes towards engineering 25 Teachers and teaching 25 Under-representation 30 Careers guidance, curriculum enhancement, employer engagement 32 Curricula, qualifications and accountability 33 Pathways to progression 36 4 Mapping the engineering education landscape 38 Data fields within the STEM Mapping Database 40 STEM enhancement and enrichment activities 42 How is STEM E&E provided? 42 Who provides STEM enrichments activity? 43 What STEM enrichment is on offer? 43 Where are E&E providers active? 46 How is STEM enrichment activity organised? 48 How is quality of provision assessed? 49 5 Gap analysis 52 6 Conclusion 56 Future work 57 Appendices 58 Annex A: Organisations consulted in developing the database 58 Annex B: STEM landscape database fields 59 The UK STEM Education Landscape 3 Executive summary The UK is facing a well- However, the supply of individuals into engineering occupations is documented engineering skills not keeping pace with demand. crisis. An ageing workforce means This is due to compound factors; from poor perceptions and lack of that hundreds of thousands of interest in engineering jobs, low skilled technician and professional attainment and progression in science, technology, engineering engineering roles will need and mathematics (STEM) subjects at replacing over the next ten years. school, further and higher education, to young people making career choices outside of engineering (and more broadly STEM) occupations. Engineering also suffers from significant under-representation, notably with women and people from minority ethnic groups. To improve the number of young people with the qualifications and interest to consider progressing into engineering occupations, the engineering (and more broadly STEM) communities have been working very hard for many years to encourage young people to pursue STEM subjects at school, college and university. In addition, various organisations have been working to improve the quality of teaching and learning across STEM subjects, while others have been working to influence government policy to increase participation and attainment in STEM. 4 Royal Academy of Engineering Executive summary Image courtesy of the University of Birmingham of the University of Image courtesy The sheer number and diversity of the many organisations To better understand the STEM landscape, the Royal involved has created a highly complex landscape, which few Academy of Engineering has undertaken this research, with people properly understand (see table 1 on the following generous support from the Lloyd’s Register Foundation, page). The complexity has also led to inefficiencies and to provide stakeholders with a detailed picture of the has been arguably ineffective in delivering the necessary engineering and STEM education landscape; the issues that change. Despite ten years of intense activity, there has been need to be addressed, the organisations involved and an limited growth in the key subjects leading to engineering. analysis of gaps in provision. The work is intended to inform Because of the vast number of initiatives, there is limited the wider community to make strategic decisions on where understanding of where or how the greatest impact can to focus its support for more effective impact on addressing actually be achieved and also where there are certain issues, the impending engineering skills shortage. or indeed groups of people, which are not currently being properly addressed or catered for. The UK STEM Education Landscape 5 6 Royal Academy of Engineering of Academy Royal STEM education landscape Diversity Mathematics Museums / Zoos STEM teacher Government and Charitable trusts Science organisations community Discovery Ctrs support and supply agencies & foundation community WISE JMC Science Museum Design and Dept for Salters Institute Royal Society Technology Assoc Education NESTA Athena Forum LMS Techniquest (DATA) Dept Business, Royal Soc Chemistry Gatsby Foundation Inter Engineering RSS Nat Space Centre STEM Learning Innovation and Skills Wellcome Trust Royal Soc Biology National Careers AFBE- UK IMA Winchester Assoc of Science Service Nuffield Foundation Sci Centre Educators (ASE) Inst of Physics WES 20+ additional National Lloyd’s Register @ Bristol Computing at School Your Life Apprenticeship Ogden Trust Royal Institution Computing Service 50+ additional NAACE (ICT 10+ additional support subject assoc) Comino Fnd Science Council HEFCE / HEFCW Raspberry Pi / NCETM Sutton Trust STEM activities / Engineering Royal Society Code club ETF ERA Foundation of Edinburgh providers bodies London Apps for Good Royal Academy of Knowledge Lab OFQUAL 1851 Commission Royal Astronomical Big Bang Fair Society Coderdojo Engineering Maths Hubs Reece Foundation Tomorrows Engineers OFSTED Geological Society Engineering Council Edu Endowment Stemettes Teach First of London EDT NCTL fund Young rewired state Engineering UK British Science Teaching Leaders Livery Companies Smallpeice Trust Careers and Association Inst Mech Eng Brilliant Club Enterprise Co. Young Engineers Education STEM Learned Society providers The IET UKCES policy bodies of Wales Primary Engineer Awarding Schools Inst Civil Eng bodies ACME 70+ additional Arkwright Trust Employers and learned societies FE colleges Inst Chem Eng AQA SCORE STEM in schools bodies Education for 6th form colleges Inst Struct Eng STEMNET Pearson EMPLOYERS Engineering Table 1: UTCs CIBSE Industrial Cadets OCR Sector Skills CASE An illustration of the Councils National Colleges UK forum for complex STEM education Imagineering IOM3 WJEC ILPs / GTAs / ATAs Sector Computing Edu landscape that highlights IMarEST EAL partnerships EESW NCUB just a fraction of the National skills organisations engaged in 300+ additional academies 30+ additional City and Guilds CBI, EEF, BCC… EPC / CPHC various types of activity. Executive summary Key issues in engineering Engineering education education landscape The issues that are preventing increasing numbers of young The Academy has undertaken a detailed mapping of the people taking up subjects leading to engineering careers STEM education landscape and has identified over 600 are varied and numerous. The Academy has grouped these organisations that are in some way involved in supporting issues into seven distinct areas that, if properly addressed, engineering education. The mapping has been undertaken would likely result in meaningful increases in the number of through consultation with a wide range of stakeholders, young people pursuing engineering as a career. They are: using existing databases and web searches. The majority of organisations are specialist education enrichment providers, • Perceptions of young people, their parents/carers and but the list also includes learned societies and professional other influencers, and attitudes towards engineering. bodies, science discovery centres, field study centres, • Teachers and teaching. subject associations and teacher support organisations. • Under-representation of specific groups. Many of these organisations will undertake a range of activity; from direct interactions with school students and • Careers advice and guidance, curriculum teacher continual professional development programmes enhancement and employer engagement. to providing policy advice and guidance to government and • Curricula, qualifications, assessment and other
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