This report by the Education Policy Institute uses a range of quantitative and qualitative methods to examine why some groups of students, in particular those from disadvantaged backgrounds, by gender, and different ethnicities are less likely to pursue Science Technology Engineering and Maths (STEM) subjects post-16.
Skills in STEM fields are vital for innovation and growth. Yet there is a major shortage in the supply of STEM skills and there are systematic differences in the representation of different characteristic groups in the STEM labour market.
These differences in representation are often driven by much earlier decisions around which pathways pupils take during formal education. This report focuses on a pivotal juncture in the pipeline for building careers in STEM – the progression from the end of secondary school to post-16 study. Importantly this is when STEM subjects such as science and maths are no longer compulsory.
Schools, particularly at secondary, are well-placed to kindle an interest and aspiration in pursuing STEM education and careers. Specialist teachers, teacher retention, careers advice, quality of curricular and extra-curricular provision can all impact on pupils’ positive feeling towards STEM subjects.
Schools are also best placed to mediate some of the other known factors which can influence a young person’s pathway and subject choices. They support pupils through pre-16 qualification choices and help them to achieve and progress in their learning, helping pupils meet selection criteria required to enrol on many post-16 STEM courses.
However, secondary schools are only part of the picture. The likelihood that a young person will obtain post-16 qualifications in STEM subjects beyond GCSE are partially determined long before the age of 16.