STEM Careers Awareness Timelines

The importance of science, technology, engineering and maths (STEM) expertise to the UK economy is generally accepted as key to maintaining our international competitiveness. This
importance was noted in the 2002 review by Sir Gareth Roberts, ‘Set for Success: The supply of people with science, technology, engineering and mathematics skills’. This report stemmed from the, ‘Government’s concern that the supply of high-quality scientists and engineers should not
constrain the UK’s future research and development (R&D) and innovation performance.’
(Roberts, 2002, p.1)

‘A shortage of graduates in these disciplines is likely to become increasingly serious since the UK economy – with its large financial services sector, strong science base and increasing focus on high-tech and high value-added manufacturing businesses – is likely to need more
mathematics and physical science graduates, not fewer’ (Roberts, 2002, p. 49).

The report highlighted increasing employer difficulties in the recruitment of suitably qualified scientists and engineers, and corresponding implications for future UK competitiveness. Although recruitment data revealed that employers and universities were not doing enough to attract
candidates by offering competitive conditions of employment, the report highlighted ‘poor experiences of science and engineering education among pupils generally, coupled with a
negative image of, and inadequate information about careers arising from the study of science and engineering.’ Addressing these issues would require, ‘Action in schools and further and higher education’ (Roberts, 2002, p.3).

Recent years have thus seen much emphasis placed on the quality of learning and teaching of STEM subjects in schools, accompanied by adequate IAG provision. However, STEM subjects are being dropped at school by young people in favour of other choices prior to, and following GCSEs, with worrying implications for higher level STEM study, and subsequently careers such as engineering, construction and scientific research. Consequently, the Department for Children,
Schools and Families (DCSF) have developed a suite of 11 Action Programmes within a strategic framework to prioritise STEM issues. Action Programme 8 focussed on careers and seeks to achieve two objectives:

• For all young people to be made aware of the fulfilling and attractive careers open to them
through the continued study of science and mathematics
• To provide the knowledge and skills to enable young people to make informed subject
choices to achieve qualifications to keep their options open for further study and careers in
STEM.