STEM IS NOT ACHIEVING ITS POTENTIAL
Yes admittedly, I am a grizzled old engineer, but I remain shocked (but no longer surprised), at the naivety of many people I know and on TV Shows when it comes to their grasp of how things work. Generally, they are not even curious until things go wrong. There is not that much we can do about this shortcoming with mature adults, but we can look to change it for future generations.
This is why STEM is so undeniably important to the country’s long-term prosperity. Currently, though a G7 economic power, the UK is still being outperformed by other nations when it comes to producing engineering professionals. Currently, we are not even in the Top 10 (as compiled by UNESCO). Not just behind (as might be expected) the likes of Russia and the USA, but also Iran, Japan, South Korea, Indonesia, Ukraine, Mexico, France, etc. This is despite the fact that current government figures show that we have a serious skills shortage (with at least another 100,000 engineers being needed).
The value of STEM
STEM subjects are any that can be classified under the disciplines of science, technology, engineering, or mathematics. Fundamentally, it teaches children the importance of keeping an open-mind and taking an inquisitive approach - while also understanding how to conduct their research and experimentation, as well as having the ability to analyse and critically evaluate information. Children are encouraged to ask questions, so as to gain a better understanding of something, and this helps them to develop a growth mindset. STEM education focuses on practical learning, in order to develop these skills, a necessity to make pupils/students prepared for the rapidly developing real world.
What counts as being STEM?
Though some source list many different disciplines that STEM encompasses, often these can seem to be a bit of a stretch. The UK’s industry needs many more engineers and technicians, but not more psychologists and economists. For a discipline to count as a STEM subject it is suggested that it needs to meet the following essential criteria, namely:
- · The subject should have a significant impact on society
- · There should be significant applied technology in the subjecy
In addition, it should not be overlooked that creativity can be an important part of STEM activities. Consequently, there should be opportunities for this to be incorporated into the learning process - giving children projects to do that test their ingenuity but also feed their imagination. Nowhere in the material from Government and professional bodies is there any bias between the sexes. But since females are vastly under-represented in technical employment perhaps more encouragement is needed to attract young girls to STEM subjects.
The national press endorses this in the many column inches on the subject. What shines through is that they are overwhelmingly positive. They cite more in going for younger children and the vital importance of teachers able to lead and inspire in this arena. It is claimed that exposure to STEM topics at the earliest age, makes it more likely that they will follow the subject on to higher learning.
The most important outcomes are to ensure that the student can analyse a statement to be true or false on the evidence available. In achieving this they will be drawn into looking at the similarities and differences between two situations.
Teachers have no shortage of pre-prepared lessons, most for free, but some incur a charge. If they look they may difficulty will be wading through the huge choice. But they may need more inducement to look, but all their unions are supportive with initiatives with a relevant professional body for discounted membership and access to their STEM material.
What is the Government doing?
The UK Government is committed to supporting STEM. Some support looks good giving bursaries to teachers to acquire the skills needed. But supporting Post Graduate students seems to be outside the main focus. As are R&D and Space topics. Nowhere in their policy statement do they say how much money is behind their support. But they do catalogue the many diverse bodies who are prepared to give grants. The main Government website on the topic was published a year ago and relates to the previous year, 2023 but has a vision of the needs to 2035. Government sites are directed at professional educators and not the potential students. There is guidance on Apprenticeships, but no publicity directed at the average schoolchild.
Many apprenticeship schemes will be STEM, and they are encouraged, by Government, although recent take-up has been disappointing. And the dropout rate around is 50%. So, it seems employers could do more to make the work interesting and responding more to the individual needs. And publicity of late has been to train 60,000 construction workers to build the much-needed homes. But this is not in general a highly technical area of work.
Lots of young people are attracted by being seen as “creative.” They have to be convinced that they can be creative in engineering and technology. Also, that does not stop them being creative outside their employment, as well. People will not afford to purchase creative output of say the Universal Theme Park unless creative engineering produces Societies wealth.
And The Engineering Profession?
The leading professional body for engineering, Engineering UK has a wealth of inspirational material for educators, including detailed lesson plans. They organise an annual “The Big Bang Fair” in June every year, attended thousands of young people who can take part in hands-on activities, sit in on careers panels and see incredible live shows. The professional body most likely to cover electronics, The Institution of Engineering and Technology, has a staggering 27 ready-made videos to create stimulating interest. Whereas control features in many examples, there is no experiment which is specifically electronic.
The exclusive Royal Academy of Engineering, where membership is by invitation for the most senior of engineers concentrates on encouraging researchers who by definition already have a first degree and so have already fulfilled the first objective of STEM.
What are the thoughts of the Schoolchildren?
I do not pretend that my survey of children between 10 and 16 years of age was exhaustive. But I was happy to find that all of them had heard of the subjects and could repeat the definition. As to taking the subject it was 50/50! And naturally, those taking STEM subjects was because they were at their best at those subjects. I am relieved to say that those nearest to university age and not taking STEM topics but did not exhibit my pre-conception that they wanted to go to Uni for “freedom” and fun.
One of the Mums told me that a teacher at her child’s school was voluntarily running out of hours Chemistry classes to stimulate the desire to explore the subject in kids in their early teens.