Memorandum 46
Submission from STEMNET (Science, Technology,
Engineering and Maths Network)
EXECUTIVE SUMMARY
The Government (DIUS) funds the operation of
the Science and Engineering Ambassadors Programme. This is known
to be successful and to be very popular with schools and colleges.
STEMNET believes that there is scope to further expand the range
and influence of the Programme to encourage more young people
to consider careers in Engineering but that greater strategic
focus, from all stakeholders, is required.
DETAIL
1. STEMNET is pleased to submit evidence
to this enquiry. Working with a broad range of partners STEMNET
plays a key co-ordinating role in ensuring that young people (5-19)
and their teachers, are able to experience a wide- range of activities
and schemes which enhance and enrich the school curriculum. These
activities and schemes cover the broad range of Science, Technology,
Engineering and Maths (STEM) and are designed to increase STEM
awareness and literacy as well as encourage more young people
to pursue post-16 STEM qualifications and associated careers.
A major component of STEMNET's work is the co-ordination, for
the Department of Innovation, Universities and Skills of the Science
and Engineering Ambassadors (SEAs) Programme.
2. STEMNET's evidence addresses the third
and fifth bullet points ie:
- the state of the engineering skills base
in the UK, including the supply of engineers and issues of diversity
(for example, gender and age profile); and
- the roles of industry, universities, professional
bodies, Government, unions and others in promoting engineering
skills and the formation and development of careers in engineering.
3. In June 2007, The Centre for Education
and Industry at Warwick University published a report entitled
Careers from Science-An investigation for the Science Education
Forum. In that report they stated:
"People, their lives and the work they
do, are the richest and most respected resource for learning about
careers. Whilst a proportion of young people are attracted to
science and technology for itself, many are interested first in
the people (role models etc)."
STEMNET views engineering as the appliance of
science, design, technology and maths and agrees that appropriate
role-models from these disciplines can act as a powerful encouragement
for young people to explore the wide variety of engineering-based
careers. This is backed by the findings of a short study undertaken
for STEMNET by the Association for Science Education in 2007 in
which teachers confirmed that Science and Engineering Ambassadors
were a valuable resource for them, but that they would welcome
more opportunities to use the time and experience of the volunteer
SEAs in career talks or in other ways of illustrating how people
use the taught subjects in real-world environments such as the
various engineering disciplines.
4. Studies into public attitudes towards
Engineering by, for example the Royal Academy of Engineering and
the Engineering and Technology Board, demonstrate clearly that
many unhelpful stereotypes and misconceptions are still widespread.
The effective and co-ordinated use of appropriate role models
is a fundamental way to challenge such views and generate renewed
enthusiasm for engineering careers. For example, one of STEMNET's
Science and Engineering Ambassadors recently wrote:
"Explaining my job to the children reminded
me why I chose this career and why I love my job-details which
can occasionally get lost when I spend too many days stuck in
the office! When one boy said his dad was an engineer and he repaired
cars, it definitely inspired me to tell as many young people as
possible what engineering is really about!"
Kate Burt, Rail Vehicle Project Engineer, Network
Rail
5. There are currently around 18,000 registered
Science and Engineering Ambassadors covering a wide range of STEM
backgrounds. Some 1500 employer organisations are known to employ
people who volunteer as SEAs. Many of these are Engineering companies
and STEMNET believes that around 65% of its SEAs are in Engineering-based
careers. STEMNET very much welcomes the ongoing support from DIUS
for the Programme. There is anecdotal evidence to show that the
SEAs Programme operates most effectively and consistently where
it has been adopted or recognised as part of a broader organisational
programme, for example located in an organisational Corporate
Social Responsibility or Staff Development Programme and we recommend
that whenever there are opportunities to do so, Government Departments
and professional bodies should draw the attention of employer
organisations, who need and require STEM skills, to the SEAs Programme
and encourage their participation as part of their operational
framework.
6. Since the inception of the SEAs Programme
there have been continuous positive trends in recruiting a broader
range of SEAs than existed at the outset. Increasingly there is
a cohort of younger (below 35) SEAs, 40% of whom are female and
around 10% are from BME backgrounds. STEMNET's sub-regional contracts
to manage the SEAs Programme are being re-tendered during April
2008. STEMNET is making it very clear to all prospective bidders
that it is vital to recruit and retain SEAs who come from very
diverse backgrounds and who can represent the society they serve.
This includes a focus on gender, age, ethnicity and economic background.
Over the period of the contracts (August 2008 to March 2011) STEMNET
expects to see an upward trend in the percentage of registered
SEAs who are from "under-represented" groups.
7. STEMNET welcomed the award in 2007 of
2 contracts addressing the issue of perceived gaps in the provision
of STEM Careers Information, Advice and Guidance. It is working
closely with the organisations holding those contracts and intends
that Science and Engineering Ambassadors should play a strong
role in demonstrating the excitement and sheer range of careers
in Engineering as part of the new service being made available
to schools and colleges.
8. However, if this is to have a proper
strategic focus and real momentum the goodwill and co-operation
of industry, universities, professional bodies, Government and
unions, especially in the engineering arena, will be absolutely
vital. Young people will often be influenced by career role-models
who are most like them eg closer in age, gender and ethnicity.
If the UK is to reverse the trend in the number of young people
opting for Engineering careers then all stakeholders need to consider
the tools and levers at their disposal to give the right people
the time to act as role-models in schools and colleges. The Government
funds the SEAs programme to achieve this end and STEMNET looks
forward to working even more effectively with its partners and
other stakeholders over the next funding period to ensure that
there is a sustainable supply of engineers.
March 2008
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