HOOLEY ROOM
The importance
The importance of STEM Education
Mal Cowgill
Principal of Central College
WWW.CENTRALNOTTINGHAM.AC.UK
NORTH OF ENGLAND EDUCATION CONFERENCE
THE IMPORTANCE OF STEM EDUCATION
16 JANUARY 2014
Agenda
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Define STEM
•
Statistics – gaps, geeks and girls…..
•
The Role of Further Education
•
Summary
Definition
•
Science, Technology, Engineering, Maths - STEM is
everywhere
•
Every sector – health & sport science as well as traditional
•
It is at every level
•
Importance to individuals, to industry and to society
•
It is really interesting – so why do we make it so boring
•
There is a place for everyone
Gaps, Geeks & Girls
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The skill gaps and recruitment constraints are significant
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Three fifths of companies struggling in Engineering, Science & Maths
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Majority of staff in 40s and 50s – retrain middle managers or go abroad
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Low carbon and technology – significant training needs – eg smart meters
•
Fab and Welding requires 20,000 new technicians
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550,000 technicians according to CEO Cisco UK
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Its for Geeks????
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Girls – WISE - only 13% STEM occupations women
•
Majority in Health
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Study to GCSE then fall off at A level
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Apprenticeships – even ICT less than 20%
Further Education Contribution
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Central has achieved the STEM Assured Kite-mark
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As a General FE college we have almost 60% courses STEM related
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Our local growth areas are Science, Engineering and Automotive
•
Plan to invest in people, equipment and facilities to support STEM
Further Challenges and Opportunities
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Careers guidance – proper independent advice and guidance
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Target funding to providers and individuals
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Top employer partnerships will shift the views of young people
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Develop valuable work placement opportunities
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Greater industry involvement in designing the courses
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Develop next generation through incubator units
Summary
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It is hugely important to individuals and society
•
It is everywhere and everything
•
Target funding - government and industry
•
Make it fun………..
HOOLEY ROOM
The importance
of STEM Education
The importance of STEM Education
Professor Louise Archer
King’s College, London
North of England Education Conference, 16th January 2014
ASPIRES (Children’s science and career
aspirations, age 10-14)
Professor Louise Archer, King’s College,
London
Methodology
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•
•
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5 year, longitudinal ESRC funded project, part of TISME
Mixed methods
3 tracking phases
Phase 1: Y6 (age 10/11)
• Survey of 9,319 Y6 students, 279 primary schools, England
• 170 interviews (92 children, 78 parents)
• Phase 2: Y8 (age 12/13),
• Survey of 5,634 Y8 students (69 secondary schools)
• Follow-up interviews with 85 children
• Phase 3: Y9 (age 13/14)
• Survey of 4,600 Y9 students
• Follow up interviews with 83 students and 65 parents
• Intervention
Students like science ... But not science careers
Comparison of survey responses from Y6, Y8 and Y9 students (% strongly/
agreeing)
90
80
70
60
50
40
30
20
10
0
Age 10/11
Age 12/13
Age 13/14
Learn
Parents think Scientists do
interesting important learn valuable work
things in science
science
Aspire be
scientist
What careers do Y9 students aspire to?
% Y9 students agreeing would like this job
70
60
50
40
30
20
10
0
What shapes likelihood of developing
science aspirations?
1. Attitudes to school science
2. Family and ‘Science Capital’ (Science-related
qualifications, knowledge, interest, literacy
and contacts)
3. Popular perceptions of science as ‘brainy’
4. Gender
– E.g. 47% of Y8 students with a family member who
works in a science-related job vs. 29% of the whole
cohort say that they would like to work in a sciencerelated job.
– Most students and families unaware of transferable
nature of science qualifications
“I think it’s different because English and Maths are used
more widely but Science is like a thing that you … like
unless you want to be a scientist, isn’t as relevant to you”
(Pamela, Y9).
– Effect of science capital increases with age
• www.kcl.ac.uk/aspires
• tisme-scienceandmaths.org
• Follow our research on Twitter:
@TISMESciMaths
#scienceaspirations
The importance
of STEM Education
The importance of STEM Education
Michael McKeever
Head Teacher, Trinity School
The Trinity Catholic School.

STEM subjects not taught widely enough in Primary
schools.

Serious skills mismatch looming in Science and
Engineering based industries.

Not enough female Physicists in the UK.

Technology entries declining at G.C.S.E.
Insufficient FULLY QUALIFIED Mathematics teachers
teaching in Secondary schools.
 In sufficient general interest/uptake in STEM subjects in
many schools.

We need a 20-30% increase in STEM graduates
by 2016 to meet projected need.
 STEM employment grew 3 times faster than non
STEM employment between 2010-2012.
 For every STEM graduate who works in a STEM
field, three do not.
 There is an urgent need to import STEM talent in
the short term to meet need.
 9 out of 10 businesses employ people with STEM
skills but 2/3rds report difficulties recruiting such
employees.

Stem degrees as a proportion of all degrees.
How does the UK compare?

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STEM boosts innovation.
Investment in STEM gives broad, proven
economic returns over the short and long
term.
Every STEM worker is estimated to create 2.6
jobs for non STEM employees.
Countries with strong STEM sectors are
outperforming those with little or no
strategy.
The UK is losing talent to other nations now.

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Crowded primary curriculum.
Health and safety concerns militate against
practical science.
Lack of confidence to teach practical Science
among primary staff.
Lack of equipment/facilities to teach practical
Science.
Extension/outreach work in primary schools not
always sustainable.
Science teaching in Primary schools very
‘patchy’.
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Insufficient properly qualified staff especially in
Mathematics and Physics. Nearly half of all state
schools have no girls studying A2 Physics.
STEM subjects being delivered by non specialists in
some schools and its impact consequently reduced.
STEM subjects perceived by some as ‘too hard’.
Insufficient weekly curriculum offer in STEM areas.
Lack of laboratory space.
Growth in Social Science H.E. courses over past 25
years; competition.
STEM subject teaching costly and potentially
‘vulnerable’.
The Ogden Trust; ‘three pronged approach’.
Primary schools;
*teachers-upskilling courses, esp. in Physics and Physical
processes., £250 free resources, ‘Phizz’ laboratories,
laboratory coats!, H&S training.
*pupils-links with Birmingham University/Drayton
Manor/Birmingham Airport and others to engage and
stimulate interest; ‘Scientist of the Year’ awards for year 6;
guest speakers; tailored resources.
*parents-newsletters; invitations to events; information
evenings; awards evenings; recruiting from related industries.
*other-6th form ‘teacher training’; sixth formers go to primary
schools and deliver post school Science; often their own old
school.


The Ogden Trust
Secondary schools;
*sponsored ‘outreach’ work in primary schools using secondary
staff/students.
*Physics ‘hubs’ developing collaborative work across groups of
schools.
*Stimulating activities including visits to Cern and visiting specialist
speakers to schools.
*Masterclasses in specific areas for ‘high flyers’.
*Special events involving parents/employers and students such as
dinners and guest speakers.
*Ogden ‘interns’ stimulating work and interest in shortage areas.
*Competitions/presentations about frontier Physics. ’The Big Rocket
Challenge’, The ‘Physics Olympics’, The ‘Trent University Music
Challenge’.
*’Saving the Universe’ challenge for Year 9.

*All STEM subjects taught by STEM specialists.
*Minimum 3 hours per week for Science in KS3, 6 in KS4 & 5+
in KS5.
*Investment in Laboratories.
*Overstaffing Science and Mathematics departments.
*Triple Science offered to widest possible cohort.
*Technology for all up to Year 11.
*Small groups in Key Stage 5.
*Range of visiting speakers using close links with local
employers/universities/hospitals.
*Celebrating good practice publicly.
*Stressing the ‘human face’ of STEM work.
*6th formers studying STEM subjects mentor younger pupils.
*Revision and extension classes available from September.
The importance
of STEM Education
The importance of STEM Education
Anne-Marie Imafidon
Founder of the Stemettes
The importance
of STEM Education
The importance
of STEM Education