Engineering news
Only 7% of teachers have not experienced barriers to putting on activities, according to School Report: How teachers engage with STEM outreach, published today (26 February) by education-focused organisation EngineeringUK.
The survey of 800 STEM teachers found a lack of funding was the main barrier, reported by more than half (52%) of respondents. A lack of time was the second most significant, picked by 49%, while just over a fifth (22%) said support staff constraints were a challenge.
The research, which included schools from across the UK, also highlighted the additional costs of hiring travel or cover teachers as another issue.
Almost two-fifths (38%) of teachers said they were unable to find suitable outreach, and struggled to find activities or organisations to work with. The pressure of delivering the national curriculum was also cited as a barrier.
“Engineering is not very visible in the curriculum, so STEM outreach is an important avenue for young people to gain subject or career knowledge… We know outreach plays a vital role in sparking interest and passion, so we need industry to support teachers and students in STEM outreach,” said EngineeringUK head of research Becca Gooch.
“Engineering and technology employs over 6 million people, and between now and 2030 it is expected to grow faster than other sectors, yet it has a huge skills and labour shortage. We need more young people to be aware of the opportunities open to them.”
Closer links between school career hubs and engineering and technology employers could help bridge that gap, said EngineeringUK, which is supported by IMechE members and fellows.
The institution provides a variety of support for STEM outreach, including with its STEM Ambassador programme, which promotes the value of engineering and problem-solving. It also provides STEM activity resources and free education outreach training for members. An ongoing partnership with Primary Engineer also promotes mechanical engineering to school pupils.
The EngineeringUK research found that teachers mainly find STEM activities online, directly from providers, and through their own professional networks.
Report recommendations for providers and funders included “reaching teachers where they are” through social media and websites, using teacher ambassadors, and providing bursaries to ensure schools with tight budgets do not miss out. It also called for inclusion of underrepresented groups.
The next publication in the School Report series will explore practical work, teacher awareness of routes into engineering and technology, and teacher recruitment and retention.
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Content published by Professional Engineering does not necessarily represent the views of the Institution of Mechanical Engineers.