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This report covers the following topics:
• General attitudes to science: „the sciences‟, „scientists‟ and agreement with attitudinal statements.
• Science in schools: favourite subject at school, plans after GCSEs, career plans, science and engineering clubs, and science visitors.
• Science outside of schools: where learners have read or heard about science, places/events they have visited/taken part in.
This research was commissioned by the Department for Business, Innovation & Skills (BIS) and undertaken in 2009 and 2010 to investigate why some STEM graduates do not work in occupations related to their degree. Despite evidence of high demand from employers and an apparent salary premium for many STEM qualified graduates who work in ‘scientific‘ occupations, why is it that a significant proportion of STEM graduates do not enter these occupations? What factors are influencing STEM graduates’ career decisions, especially to move ‘away’ from STEM careers? More knowledge of STEM student and graduate career decisions was felt to be needed to help current efforts to improve the supply of STEM-qualified entrants to the graduate labour market.
Education should not stop when a person leaves school. The opportunities and enjoyment it offers should be available to people throughout their lives in different forms: full-time and part-time; academic and vocational, whatever will help them achieve their goals at that stage of their life. Our education and skills systems must make this possible.
Higher education changes lives. It is enriching and inspiring for students and it is vital to social mobility, future economic growth and our international standing. The Government’s White Paper Higher education: Students at the heart of the system will build on these strong foundations. By putting higher education on a sustainable financial footing, the Government will enable universities and colleges to deliver a better student experience and take more responsibility for social mobility.
This Science Council project investigated the range and type of role models and case studies already available to promote STEM subjects and careers to young people
The objectives of this research were to explore the potential for expanding registration to technician and intermediate levels by developing comprehensive data on the current UK science workforce, understanding the profile of employment across the skills levels and providing a view on the future workforce and where demand is likely to be the highest.
Science and the practice of science are becoming increasingly important across all sectors of the UK economy and society so it is crucial that we understand more about where and how science skills are currently used in the economy as well as how this is likely to change in the future.
In March 2011, the Baker-Dearing Trust in conjunction with Edge asked the Royal Academy of Engineering to identify the technical qualifications in science, technology, engineering and mathematics (STEM) that would be respected by the STEM community: – Alongside a suite of GCSEs as the technical component of the University Technical College (UTC) curriculum at Level 2. – In combinations to form the core of the UTC curriculum at Level 3. – Individually and in combinations in other schools and colleges.
