Jenifer BurdenDirector, National STEM Centre

Senior Leader ConferenceSiemens: 26 June, 2011

Why STEM?

The engineering sector makes up 20% of the UK economy.

Manufacturing turned over £502.7 billion in 2008 – the UK is the world’s 6th largest manufacturer.

With 1% of the world’s population we generate 10% of scientific output.

The economic argument

STEM skills are in short supply

• Around 58 per cent of net new jobs predicted to appear in the economy between 2007 and 2017 will require employees with STEM skills, equal to 29 per cent of total new and replacement jobs

UK Commission for Employment and Skills 2010

• 43% of employers report difficulties recruiting STEM skilled staff, with 52% anticipating greater difficulty.

CBI Education and Skills survey 2011, 566 employers

No silver bullet

• Only 27% of businesses say they have no need for foreign language skills amongst their employees.

• 70% of employers want to see the development of employability skills among young people at school and college made a top priority – this does not require a new qualification, but rather embedding the skills in the curriculum

CBI Education and Skills survey 2011, 566 employers

Employers’ preference for degrees

No specific preference 41%Science, technology, engineering, maths 41%Business 14%Arts 2%Social sciences 1%Languages 1%

CBI Education and Skills Survey 2011

CBI Education and Skills Survey 2010, 694 employers

Supply and demand in the process industries by 2022

Employee group Forecast demand Forecast supply Balance

Higher level workers(Manager and professionals)

55,000 68,000 Over supply +13,000

Core workers (Technicians and operators)

72,000 31,600 Short fall -40,400

Cogent 2008

Skills requirements

• Skill shortages are not generic – UKCES identifies shortages in STEM-related areas & geographic variation.

• The UK workforce is as a whole over-qualified for current occupations.

• Ensuring that:– young people are making informed decisions about their

14-19 education and training;– courses of study have real and clear progression routes.

FE STEM data project

• 2008-09: 3.2 million enrolments on STEM qualifications in the FE and Skills sector in England

• 76% of these were at or below Level 2

FE STEM data project

Broader than qualifications

• Work experience is highly valued – but very difficult to source in STEM fields – ‘Advanced Apprenticeships’ are well over-subscribed

Broader than qualifications

“Apprenticeships at heart of the system”

“ We will reshape Apprenticeships so that technician Level 3 becomes the level to which learners and employers aspire. There will be clear progression routes from Level 3 Apprenticeships to higher level skills, including Level 4 Apprenticeships or higher education.” (BIS, 2010)

Forecast numbers for young people’s apprenticeships: 191,000 (09/10), 218,000 (10/11), 230,000 (11/12)*

“Apprenticeships at heart of system”

*Young People’s Learning Agency Funding Settlement 2010

Siemens electron microscope (1973)

Strategic embedding of STEM

1 Through the curriculum

2 Through CPD for teachers and lecturers

3 Through enhancement and enrichment opportunities

4 Through access to well-informed careers information, advice, and guidance