Why a STEM Ambassadors programme? “The UK’s economic future lies in high value, innovative and knowledge-intensive activities. To pursue this course, a highly skilled science, technology, engineering and mathematics workforce is essential.” UK Commission for Employment and Skills (2015) “The government is committed to ensuring the UK remains at the leading edge of science, research and innovation. The STEM Ambassadors programme is an important part of our efforts to increase the supply of people with STEM skills in the economy.” BEIS, 2016 STEM Learning operates the STEM Ambassador Hubs, the National STEM Learning Centre and Network, alongside other projects supporting STEM education www.stem.org.uk

Young people need help in seeing the relevance of what they learn at school “One of the top methods of engaging students is through business involvement to give practical understanding of how STEM can be used in the wider world. Many CBI members already work hard at engaging with schools, but more must be done if we want tackle the widening skills gap, particularly for those with an interest in STEM subjects.” CBI/Pearson Education & Skills Survey 2016 STEM Learning operates the STEM Ambassador Hubs, the National STEM Learning Centre and Network, alongside other projects supporting STEM education www.stem.org.uk

And yet, for example… Girls Girls Girls Girls 72% 54% 37% 19% Boys I learn interesting things in science Age 10-11 (Year 6) I want to work in science or be an inventor, engineer or doctor Age 12-13 (Year 8) I intend to continue studying science at A level (> two STEM A levels) Age 15-16 (Year 11) Actual A level participation (> two STEM A levels) Age 18 (Year 13)* Girls Girls Girls Girls 72% 54% 37% 19% Boys Boys Boys Boys 75% 71% 48% 33% Notes: STEM is science, technology, engineering and mathematics. * Percentage is based on pupils entered for at least one A level. Sources: ASPIRES ! and 2 studies, King’s College London, UPMAP study, UCL Institute of Education. STEM Learning operates the STEM Ambassador Hubs, the National STEM Learning Centre and Network, alongside other projects supporting STEM education www.stem.org.uk

Those working with young people also need support STEM Learning operates the STEM Ambassador Hubs, the National STEM Learning Centre and Network, alongside other projects supporting STEM education www.stem.org.uk

We have a serious STEM skills shortage in the UK 5

Good news But …..

Good news …. The trends are very positive, with more women working in core STEM than ever before. 61,430 more women work in core STEM* in 2017 than in 2016. The number of men in core STEM fell by 45,980 in the same period. WISE – Women in STEM Workforce 2017

Diversity …. 25.5 per cent of engineering and technology first degrees are awarded to people from black and minority ethnic backgrounds. EngineeringUK 2016

Will Britain ever have a black prime minister Will Britain ever have a black prime minister? David Harewood – BBC documentary Nov 2016 Dr Faiza Shaheen, Director of the Centre for Labour and Social Studies 45 % of black children are born in to poverty compared to 25% of white children. Black children are twice as likely to be born into poverty compared to a white child and white children are 4 times as likely to be born into very wealthy families. To get to the Top University you need top grades. Only 4% of Black pupils achieve 3 As at A level compared to 10% of white pupils. Pupils from private schools (statistically mostly white) have 28% of getting 3xAs at A level. Black young people are statistically more likely to be excluded from school than achieve this.

But when Black and Ethnic minorities get top grades they don’t necessarily get into top universities. Admissions data shows that in 2009 only 1.5% of admissions were to black and other ethnic groups this has risen to 2.5% in 2015 but still not the 4% needed to be representative of the UK. This data shows even when they do apply they are less likely than their white counterparts to get in even with the same grades.

The Race Disparity Audit’s – Ethnicity facts and figures website launched Oct 2017 3 x A grades or better at A level was achieved by 24% of Chinese students, 11% of Mixed students, 11% of White students, 11% of Other ethnic group students, 10% of Asian students and 5% of Black students Chinese students were consistently most likely to achieve 3 A grades or better at A level and Traveller of Irish Heritage students and Gypsy/Roma students were least likely to Black Caribbean students were most likely to have no sustained education or employment after finishing key stage 5 (11%), followed by Mixed White and Black Caribbean (11%) and Mixed White and Black African students (10%) in 2016, a larger percentage of the Black/Black British and Other ethnic groups worked in the lowest-skilled occupations (elementary occupations) than White people did

Primary science has a low profile Primary school teachers face barriers in teaching science, with only 1 hour 24 minutes a week typically being devoted to the subject, says a new report from CFE Research for Wellcome. 8 in 10 teachers think that maths (84%) and English (83%) are ‘very important’ to the senior leadership team of their school, but this number falls to just three in ten (30%) when it comes to science, suggesting that the subject isn’t seen as a priority for primary teaching. ‘State of the nation’ report of UK primary Science Sept 2017

Schools facing tougher GCSE exams, taken for the first time this summer by about 700,000 pupils, are threatening children’s chances of getting a “broad and balanced education”, the chief inspector of schools warns today. Amanda Spielman said she was concerned that schools were drilling pupils too narrowly for GCSEs and were already extending courses from two years to three years to try to ensure good results. Spielman said this meant subjects such as art, music, sport, humanities and drama were being squeezed as children were forced to decide which subjects to study or drop aged just 13.

Good news …..

We must try and aim efforts at those with low science capital if we are to make a difference