John Holman, The UK STEM prgramme, PIC meeting, 05/11/09, Brussels
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John Holman, National STEM Director The UK STEM programme
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Transcript of John Holman, The UK STEM prgramme, PIC meeting, 05/11/09, Brussels
John Holman, National STEM Director
The UK STEM programme
What is STEM?
Science, technology, engineering, mathematics
The value of education
The long-term effect of one year’s additional education on economic output in the OECD area ranges between 3 and 6 percent.
Andreas Schleicher, OECD
Employers’ preference for degree subject
CBI Education and Skills survey 2009
Two-thirds of employers who express a preference prefer STEM degrees
No specific preference 42%Science, technology,engineering, maths
40%Business 13%Social sciences 3%Humanities 1%
Gross additional lifetime earnings (wage premiums) by degree subject compared to two or more GCE A-levels
STEM Skills are still in short supply
66% of employers report difficulties recruiting STEM skilled staff, with particular concern at graduate and post-graduate level
STEM graduates can expect to receive amongst the highest salaries of all new recruits
CBI Education and Skills survey 2009
Prediction
Demand for highly numerate & analytical individuals will grow much faster than for those without these skills .
STEM teaching has many supporters
STEM teaching in schools and colleges
Government Foundations Academia Industry
What do all these supporters agree on?
We need good achievement and good engagement:
more young people doing well in STEM subjects and more wanting to continue studying them
Project ROSE (Relevance of Science Education) Svein Sjoberg, University of Oslo
Horizontal axis: Human Development IndexVertical axis: Score on positive attitudes towards science
A Level Science entries
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The STEM education strategy
Priorities (1)
Get the curriculum right
Get the education infrastructure right
The STEM education strategy
Priorities (2)
Get the right teachers
Provide excellent professional development for teachers
Enhance and enrich the STEM curriculum, to provide role models and show what rich careers STEM qualifications can lead to
The National Science Learning Centre, York, UK
Remit House the UK’s largest accessible collection of STEM teaching and learning resources
Provide access to this support when and where teachers need it – via physical and online collections
Sustainable resource collections: across all STEM subjects
Contemporary curriculum materials (e.g. print, multimedia, practical) including research and pedagogy
Archive collection, showcasing several decades of curriculum development
A ‘home’ for STEM resources that might otherwise become lost
A spring board for future developments: helping to reduce duplication focusing effort where there are gaps
in resource provision
Online collections from 2010
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Future priorities: supply side
Future priorities: supply side
Continue the drive to recruit – and retain – specialist science and mathematics teachers [‘Golden Hellos’ etc]
Continue the drive to provide high quality professional development for science and mathematics teachers [ENTHUSE Bursaries]
Complete the development of the National STEM Centre and eLibrary to provide access for all teachers to high-quality teaching resources
Future priorities: demand side
Future priorities: demand side
Work with industry to improve the quality of careers advice and guidance for young people, to show the rich range of careers available to people with STEM qualifications
Make sure that industry and higher education make clear their preference for STEM qualifications, in order to counter perceptions that STEM subjects are difficult.
