1. Developing Employability Skills Supporting STEM Learner Progression Cerian Ayres

2. Topic Developing Skills – Setting the Scene Aims  This resource sets the context for effective STEM teaching and learning facilitation.  The resource highlights to managers and teachers the emphasis being placed by the Department for Education, OFSTED and key stakeholders on the importance of supporting learners to develop their transferable STEM employability skills.  The resources raises awareness of OFSTED expectations and the criteria against which evaluative judgements are made when HMIs are inspecting FE and Skills Sector provision.  The resource shares research information from OECD surveys and finding by the Head of Vocational Teaching and Learning at the Department of Education. Level Entry Level 1, Level 1, Level 2 & Level 3 Method Teachers are considered to be facilitators of learning. Facilitating learning in terms of subject specialist knowledge and skills to include practical skills, employability skills to include English, Mathematics and ICT, transferring knowledge as a result of effective working partnerships with employers allowing learners to have knowledge of industry growth sectors, skills gaps and possible STEM career progression pathways. Teachers are also required to work with learners to arrange meaningful work experience to further support the development of their employability skills and to provide the necessary pastoral support and information, advice and guidance so that learners are coached to enable them to progress to higher levels of STEM study or employment. The role of the lecturer is summarised by the chart within the presentation. The resource also shares coaching charts entitled’ Small Steps, Big Difference’. When colleagues are working with ‘ learners’ to develop their STEM employability skills the resource ‘ small steps, big difference’, can be used to encourage self-review and reflection to enable effective action planning to take place to allow improvements to be made. Equipment  PowerPoint, Laptop, Projector, Hand-outs, Pens, Pencils and Note Pad Duration >30 Minutes

3. The Changing Role of the Lecturer to a Facilitator of Learning MATHS AND ENGLISH WORK EXPERIENCE ILT COURSE MANAGEMENT OF ILPS CORE AIM TUTORING

5. Top ten sectors 1.Business services 2.Health and care 3.Retail 4.Hospitality and Catering 5.Personal services 6.Construction 7.Computing 8.Education 9.Banking and Finance 10.Transport and Storage Top ten sectors 1.Aerospace 2.Electronics 3.Renewable energy 4.Nuclear energy 5.Plastics 6.Composites 7.Nano technology 8.Robotics &AI 9.Space 10. Biotechnology Services sector Hi-tech industry Where are the Jobs?

6. Progression Through STEM

7. Building Knowledge and Skills Skills focus for the 21 st Century: Creativity Digital Literacy Communication Numeracy Interpersonal Intrapersonal Independent

8. Bloom’s Taxonomy Creating Evaluation Analysing Applying Understanding Remembering

9. Communication The skill to research, write clear analytical reports, apply standard English and give confident presentations

10. OECD Survey of Adult Skills Household survey in collaboration with participating countries 25 countries participated in first round (fieldwork 2012) Target population was adults aged 16-65 years old Compared the level, distribution, use and extent of key skills across countries Assessment of literacy, numeracy and ‘problem solving in a technology rich environment’ Background questionnaire: gender, age, ethnicity, qualifications, employment status, use of skills, perception of how skills match to work requirements In England around 5,000 adults were surveyed Designed to offer comparison against previous surveys, including International Adult Literacy Survey (IALS, 1994-98), in which UK participated

11. Skills to complete in the Global Race Total productivity Other countries are investing heavily. We can’t afford to lag behind. Skilled workers more likely to work, innovate and engage in society. Higher skills responsible for a fifth of growth and improved productivity.

12. The Human Side Those with poor skills are more likely to be in prison be in debt be unemployed be unwell and have mental health problems have a child who can’t read at 9 be involved with or have to be supported by the State And less likely to vote own their own homes take up a community role such as school governor hear their child read earn more than £14,000 0%20%40%60%80%100% Degree or Eq. HE A Level or Eq. GCSE Other quals No quals EmploymentUnemploymentInactivity 1993 2008 1993 2008 1993 2008 1993 2008 1993 2008 1993 2008 Those with no qualifications are on average 37ppt less likely to be in employment than those with HE

13. OECD Headline Findings Almost one-quarter of all adults in England scored at or below the lowest skills level in numeracy (compared to an OECD average of almost one-fifth) Our 16-18 year olds are ranked 18 th (bottom) and 17 th (behind only Spain) amongst participating countries with 16-18 age-breakdowns whereas adults in England aged 55+ are ranked amongst the top-performers. Despite a considerable amount of Government spend on increasing adult skills, we continue to perform at, or below, average in international comparisons. Although 10% of adults literacy levels were in England better than they needed to be for the job they did 30% thought of those surveyed considered themselves to be overqualified.

14. Age Profile Poor performing young adults and relatively higher performing older people in England Similar overall score, but different age profile in Korea – young adults strongly outperform older people, suggesting educational improvement Similar profile for England in numeracy Young people internationally performed better than older people in problem solving

15. What’s the problem? Some students were being denied broad academic knowledge and skills which are fundamental to employment and education prospects. Vocational qualifications were of poor quality, lacked robust assessment or did not provide progression to further education, training or employment. Skills shortages holding back competitiveness and growth - 39% of employers struggle to recruit workers with the advanced, technical and STEM skills - and acute concerns in manufacturing, construction and engineering (CBI, 2013). Employers say school and college leavers lack basic literacy and numeracy (32% and 31% respectively) and the right work experience (55%) (CBI, 2013). Many vocational qualifications do not prepare a young person for a specific job: only 7% of students take vocational qualifications at level 3 which prepare them for a specific job, most take more ‘general’ vocational qualifications (DfE analysis, 2012).

16. STEM Skills – Leaky Pipeline

17. STEM Skills What are the issues? A study, commissioned by the Royal Academy of Engineering, found that British industry will need 100,000 new graduates STEM subjects every year until 2020 just to maintain current employment numbers. The UK currently produces only 90,000 STEM graduates a year — including international students who cannot presently obtain work visas — and a significant proportion of engineering students choose jobs in other sectors. A CBI survey of 294 firms, employing 1.24 million workers shows that: 39% are struggling to recruit workers with the advanced, technical STEM skills they need – with 41% saying shortages will persist for the next three years. CBI June 2013. A CBI survey of 294 firms, employing 1.24 million workers shows that: 39% are struggling to recruit workers with the advanced, technical STEM skills they need – with 41% saying shortages will persist for the next three years. CBI June 2013. STEM skills leaky pipeline phenomenon.

18. Key Considerations in settling in period process Learners build up a partnership approach to STEM learning STEM Learners actively explore what their programme involves and how they will learn(What and How?) STEM Learners investigate career pathways and where their learning might take them. STEM Learners build up a clear picture of their strengths and areas for development(vocational literacy, language, numeracy, personal learning and thinking skills) Learner develops personal and social skills and expert STEM learner characteristics

19. Small Steps, Big Difference!

20. Thinking about my ability to present Small Steps Big Difference!

21. For further information please contact The STEM Alliance enquiries@STEMalliance.uk or visit www.STEMalliance.uk