Young people’s perceptions of engineering are strongly associated with their parents’ opinion of engineering, according to EngineeringUK’s latest Engineering Brand Monitor. For the first time, the Engineering Brand Monitor (EBM) has linked the responses from over 4,000 young people and their parents. It highlights:
It also suggests knowledge of what an engineer does and how you become an engineer as well as perceptions and interest in the profession, varies by not only by gender, but also socio-economic background, ethnicity and region. The report found:
The engineering sector currently draws its skills from a very narrow section of society: only 16.5% of the engineering workforce are women compared to 47.7% of the entire national workforce and 11.4% are from minority ethnic backgrounds compared to 13.4% of the overall workforce.
Dr Hilary Leevers, Chief Executive of EngineeringUK, said: “As the world emerges from the disruption caused by the Covid-19 pandemic, the need for engineering talent is intensifying. Ambitions to ‘level up’ the country and make the UK a science superpower and an innovation nation will be hugely dependent on our engineering and tech workforce, as will achieving net zero by 2050.
“Our research continues to highlight the need for more to be done to ensure engineering is, and is seen as, an inclusive career for all.
“Showing parents and young people first-hand the breadth of exciting engineering careers available will be paramount if we want to encourage more young people from all backgrounds to join the engineering workforce to meet the challenges of the 21st century.”
The report findings show there is a strong association between engagement in STEM activities and an interest in a future career in engineering, but access to such activities varies between schools, with those with higher numbers of pupils eligible for free school meals less likely to run STEM activities. In particular, 1 in 5 young people had not taken part in any careers activities in the past 12 months.
Evidence shows that young people who know more about what engineers do are more likely to perceive the profession in a positive way and to consider a career in engineering. It also shows that STEM outreach and education activities are critical in this context. Students who had attended any (one or more) STEM careers activity were 3.5 times more likely to know about what people working in engineering did than those who hadn’t attended any. They were also 3.4 times more likely than those who hadn’t attended a STEM careers activity to consider a career in engineering.
Other factors highlighted in the EBM include:
The Engineering Brand Monitor is an annual survey of the knowledge, perceptions and understanding of engineering of young people, their parents, and teachers. For the first time responses from parents and young people aged 7 to 19 were linked together and the association between them examined. The survey was completed by 4,317 child-parent pairs between April and May 2021.
A separate report on the responses of teachers can be found on the EngineeringUK website.
BP today announced the launch of its annual competition – the Ultimate STEM Challenge – for the third consecutive year in partnership with STEM Learning and the Science Museum. The competition invites young people aged 11 to 14 across the UK to put their Science, Technology, Engineering and Maths (STEM) skills to the test by tackling real-world challenges. To enter the Ultimate STEM Challenge, teams will need to create a short film or presentation showcasing their project.
As part of their Art curriculum, Furzedown Primary School in south west London has been running workshops on architectural design. This is to help the children’s knowledge and understanding of materials, structure, colour and aesthetics, and how they can be applied physically into built assemblies. Architectural design is not a subject normally taught in schools before college, but it is a subject that is very relevant to everyone. We all live in the built environment which is heavily managed with lots of design interventions. Individually and collectively these affect us directly, so why not bring architectural design into the classroom?
Robotics are fun and interesting, but how can a school go about implementing them into their school? Restech’s Zan Nadeem gives her top tips on the topic.
The changes to the curriculum, although daunting in some ways, are hugely exciting. Most people, kids and adults, have a love for making things. The power to create/ and the joy from finishing a self conceived model, drawing, cake, knitted jumper etc, is indescribable. To be able to understand how to make the devices, devices that we use everyday, and how they are programmed is incredible and hugely appealing for many students. This is why robotics projects for students, and robots for schools, are proving to be so popular.
A lot of pupils are going to be enthused by STEM (science, technology, engineering and mathematics) subjects, and plenty of teachers like to run clubs around them. STEMNET’s Lisa Thompson gives her top tips on how to get a great STEM club running.
Many teachers would love to run an after school club with a handful of enthusiastic students where they get to explore all the fun things they just don’t have time for in the curriculum. The problem is many teachers just don’t know where to start. There is a dizzying array of enrichment opportunities with relatively low uptake from schools because many teachers are just too busy to engage with them, or never even hear about them in the first place! So here are my top tips for setting up a club and maintaining it throughout the year: