STEM Careers Provision And Young People - EngineeringUK
Our careers, our futureSTEM careers provision and young people
Our careers, our futureForewordAt EngineeringUK we work in partnership with the engineering community to inform and inspireyoung people and grow the number and diversity of tomorrow’s engineers. It is our ambition tohelp young people understand what engineering is and what they need to do to be able to accessthe educational and training initiatives that will enable them to move into an engineering career.We work with employers, schools and the wider engineering community to create events andopportunities that allow young people to meet the engineers of today, in the hope of motivatingthem to become the engineers of tomorrow.Engineering, manufacturing and technology providea breadth of exciting careers that will be at the heartof rebuilding the UK economy post Covid-19. Manythousands of engineers will be needed in new jobsin infrastructure, decarbonisation and maintenanceprojects to upgrade our hospitals, schools and roadnetwork, make public buildings greener and help the UKachieve its aspirations of achieving Net Zero by 2050.We have welcomed the focus on careers education,information, advice and guidance across the UK overthe last few years, which we believe is a vital part ofeducation as a whole. Having a clear strategy to improveyoung people’s understanding of what the world of worklooks like, bringing to life subjects such as maths andscience, means that young people will be able to makeinformed decisions about their future.With young people trying to navigate a post-pandemic,post-Brexit education and training landscape, webelieve that now more than ever, they will need supportin building their capabilities and insights into differentcareers. This is why we want governments across theUK reviewing and refreshing their careers strategies toensure that young people have the opportunity to learnabout STEM careers and the variety of educationalpathways into them.This report is intended to provide a starting point fordiscussion about what’s next for careers strategies andin particular careers information, advice and guidancerelated to STEM. It offers insight into how young peoplesee current provision, and the impact it can have, aswell as an overview of what has and has not workedwell in relation to delivering advice and guidance inschools. It raises questions as to what more needs tobe done to ensure that formal STEM careers provisionis made available to all, particularly those from lowersocioeconomic backgrounds, minority ethnic studentsand girls, whom we know are often less likely to accessformal provision or less likely to go into engineering,or both.Engineering is a varied, stimulating and valuable careerand we need to guarantee that it is accessible for today’syoung people – both for their own life chances and tocreate a diverse and insightful workforce that enablesthe UK to thrive. Ensuring that young people across theUK, whatever their gender, ethnicity or socioeconomicbackground, are aware of the opportunities that exist inthis sector is a vital part of this effort.Dr Hilary LeeversChief Executive,EngineeringUK2
STEM careers provision and young peopleExecutive summaryThis briefing provides an overview of young people’s experiences and perspectives on careersprovision, including their access to careers activities since school closures in March 2020, drawingon the most recent results from EngineeringUK’s Engineering Brand Monitor (EBM) and YoungPeople and Covid-19 Survey. It summarises current provision of careers education in schools andcolleges, evidencing gaps in access and quality.In doing so, it highlights the importance of engineering and STEM careers provision in the contextof the pandemic and rapidly changing economic, technical and social environment. Uncertaintyabout their future has already affected young people’s educational and career aspirations and itis ever more important that their opportunities to learn about and pursue educational and careerpathways into engineering are made more accessible and equitable.The importance of careersprovision for engineeringKnowledge of engineering among young people remains limitedand often distorted by negative perceptions and genderedstereotypes of who can be an engineer. These perceptionscan be detrimental for young people, especially thoseunderrepresented in the sector, who do not see engineering asan option that is open to them. For example, girls remain lesslikely to find engineering appealing and less likely to say theywould choose a career in it. 33% of girls age 11 to 19 found engineering appealing,compared to 61% of their male peers. 24% of girls age 11 to 19 said they would be likely to choose acareer in engineering, compared to 44% of their male peers.There is a clear link between knowledge of engineering and theextent to which young people would consider a career in theprofession. Young people who know a lot about engineering arefar more likely to consider it as a possible job, highlighting theimportance of improving engineering careers provision amongyoung people. 82% of young people aged 11 to 19 who said they knew quitea lot or a lot about engineering would consider a career inthe sector (compared to just 40% of 11 to 19 year olds whoreported not knowing a lot about engineering).STEM careers activities play an important role in improvingknowledge of engineering, with participation in such initiativesfound to increase the chances of considering a career in thesector. After controlling for gender and enjoyment of STEM subjects,young people aged 11 to 19 who attended a STEM careersactivity in the past 12 months were 3.5 times more likelyto know ‘quite a lot’ or ‘a lot’ about what engineers do and3.4 times more likely to consider a career in engineering(compared to those who had not attended a STEM careeractivity).Current provisionRenewed effort to improve STEM outreach is especiallyimportant given the context of current careers provision. Whileprogress has been made in this area, gaps remain in terms of theaccess to and quality of the information, advice and guidancethat young people receive in schools and colleges. In addition,careers provision overall continues to be underfunded. Researchby ASPIRES 2 suggests that that careers provision in England is‘patterned’ around social inequalities, as students who are mostin need are least likely to receive careers education. 15 to 16 year old boys in Year 11 were 1.3 times more likely toreceive careers guidance than girls. Compared to Year 11 students (aged 15 to 16) from mostdisadvantaged social backgrounds, those from mostadvantaged social backgrounds were 1.5 times more likely toreceive careers education.Further, findings from Youth Employment UK suggest theinformation, advice and guidance that young people receiveabout educational and career options varies depending on theirgender, race, eligibility for free school meals or additional needs.These findings are critical to consider in reviewing careersprovision, raising questions on the availability of relevant andsufficient funding for schools and of the right support, trainingand resources for career leaders to implement an equitablecareer plan for their students. For STEM specifically, it isnecessary to understand the support teachers and careerleaders could receive to address narrow perceptions andgendered stereotypes of STEM.3
Our careers, our futureCareers provision in thecontext of the pandemicSuggestedimprovementsConcerningly, since school closures in March 2020, overthree quarters of 11 to 19 year olds have not accessed formalcareers activities. Young people who did not participate incareers related activities have turned instead to parents andonline resources for support – yet we know from our researchthat parents, especially those with lower socioeconomicbackgrounds, have limited knowledge and confidence in givingcareers advice on engineering. This suggests that young peoplemay be missing out on impartial and high-quality careersinformation, advice and guidance.When asked what could help them to better understand thecareers they were interested in pursuing, the 11 to 19 year oldstaking part in our Young People and Covid-19 Survey indicatedthey would benefit from more employer encounters and greaterinformation on what career options were available to them andwhat subjects and qualifications these required. 76% of young people had not taken part in any formal careersactivity, such as a careers guidance session or an online workexperience since March 2020. 37% of 11 to 19 year olds stated they ‘discussed my careeroptions with my parents’ and 23% ‘searched for careersinformation online’. Among parents from lower socioeconomic backgrounds,23% knew what engineers do and 27% felt confident ingiving engineering careers advice (compared to 43% and46% respectively among parents from higher socioeconomicbackgrounds).It is critical that we address these challenges in access relatedto the pandemic. While teachers, employers and STEM outreachproviders have adapted and developed innovative solutions tocontinue engaging young people, these have often relied ondigital resources and virtual experiences. However, with over afifth of the UK population affected by digital exclusion (22%),it is possible such delivery can exacerbate inequalities alreadypresent.Yet while the pandemic has brought with it many challenges,it also represents an opportunity for the engineering sectorto engage and attract more young people to the engineeringtalent pool. Our findings show that the pandemic has affectedthe factors young people consider in making career choices,elevating the importance of security and availability of jobs, aswell the extent to which a particular profession would enablethem to make a positive societal contribution. When considering career choices, ‘having a job that you can becertain you can keep’ (44%), ‘availability of jobs’ (41%), ‘having apositive impact on society’ (36%) and ‘helping people with thework you do’ (34%) have become more important among 11 to19 year olds since the pandemic.It is important that the engineering community renews its effortsto provide information on the variety of careers within the sector,the transferability of skills and the security of engineering roles –highlighting also the benefits that engineering can contribute tomaking a difference in society.4 They were interested in learning about opportunities andengaging with employers directly to gain ‘real experiences’of what their career of interest looked like (19%), for examplethrough work experiences, job fairs or visits to businesses. They wanted clarity on different pathways into variousprofessions (15%) and more support in understanding thequalifications and exams that would enable them to pursuetheir career of interest (4%).Considering young people’s perspectives and experiences ofcareers provision, alongside wider research, it is clear thatthere is much work to do in order to ensure all young people,regardless of their background, have accurate and compellingengineering careers information, advice and guidance. Inparticular, our research highlights the need for government,educational institutions and the broader STEM community to: Leverage employer encounters and experiences with theworld of STEM work, actively challenging narrow perceptionsof the field and gendered stereotypes Tailor careers information, advice and guidance for differentage groups, linking this to the current educational stages ofstudents and facilitating access to careers education, includingengaging with STEM employers, from an earlier age Provide training and support for parents, carers and teachers,who have an important role to play in influencing the careertrajectories of young people, but all too often possess limitedpersonal connection with science and limited knowledge orskewed perceptions of engineering Provide information on the variety of pathways intoengineering and next steps for students to make sure everyyoung person, regardless of background, is aware of the manyopportunities to pursue a career in the profession and is able tosee them as possibilities Given the pandemic, government, educational institutions andthe STEM community must consider what additional resourceswill be made available to improve access to careers education,and how to reach young people from disadvantagedbackgrounds who may be less able to access digitalcareers provision.
STEM careers provision and young peopleIntroductionThe critical need to address the UK’s STEM skills gap and lackof diversity in associated industries has long been recognisedas a priority.1 Only 8% of the engineering workforce is froma minority ethnic background (compared to 13% of thepopulation); 24% are from low socioeconomic backgrounds2 andonly 12% are women.3 These inequalities are not only presentbut often worsen as careers progress. For example, in STEMbased careers, just 13% of roles at a managerial level are heldby women.4 Further, women, ethnic minorities and those fromdisadvantaged backgrounds are significantly underrepresentedat senior levels within STEM sectors.5Increasing the number and diversity of young people pursuingSTEM is seen as a key way not only to fill the STEM skills gap6but also to foster greater innovation and creativity7 – and, indoing so, tackle the societal and environmental challenges thatwe face and realise the government’s ‘levelling up’ agenda andvision of becoming a scientific superpower.Since 2015, careers strategies across the UK have committedto provide better careers education. However, relativeimplementation has been criticised for being patchy andinconsistent.8 To lessen inequalities as well as to develop thenecessary talent pool for STEM careers, there have been calls todo more to ensure both equality and equity9 in accessing qualitycareers education.10With current careers strategies in all constituent nations of theUK with the exception of Scotland coming to an end in 2020,this is a key moment to reflect on the experiences and views ofyoung people in terms of careers provision and identify whereimprovements can be made going forward. This is especiallyimportant in the context of significant change and uncertainty– with the Covid-19 pandemic in particular, together with theUK’s exit from the European Union and the rapid technologicaldevelopment which is shifting the economic, political andsocietal landscape. Now more than ever, young people needaccess to high quality careers provision, including via STEMoutreach activities, to help them navigate this complexlandscape and make informed educational and career decisionsfor their future; decisions which will also be vital for theeconomic recovery of this country.8%24%12%of the engineeringworkforce is froma minority ethnicbackgroundof the engineeringworkforce are fromlow socioeconomicbackgroundsof the engineeringworkforce arewomen1 National Audit Office. ‘Delivering STEM (science, technology, engineering & mathematics) skills for the economy’, 2018.2 Source: Warwick Institute for Employment Research and Cambridge Econometrics. ‘Working Futures 2014 – 2024’, 2016.3 EngineeringUK. ‘Gender disparity in engineering’, 2018.4 Sundorph, E. ‘Missing elements: why ‘STEMinism’ matters in the classroom and beyond’, 2020.5 APPG on Diversity and Inclusion in STEM. ‘Inquiry on equity in STEM education’, 2020.6 EngineeringUK. ‘Social mobility in engineering’, 2018.7 Ibid.8 EngineeringUK. ‘Educational pathways into engineering’, 2020.9 Equality and equity are two concepts linked to ‘fairness’ that are often thought to mean the same thing and used interchangeably but the two terms have importantdistinctions. Equality is about ensuring that everyone has the same opportunities and receives the same treatment and support regardless of personal characteristicsor circumstances. Equity is about ensuring that everyone can achieve the same outcomes regardless of personal characteristics or circumstances. It requires takinginto consideration historical and current differences in dynamics related to power, access, opportunities and treatment for underrepresented or disadvantaged groups.Achieving equity requires deliberate measures, such as the creation of opportunities, removal of barriers and redistribution of resources, in order to reduce outcome gapsfor those underrepresented or disadvantaged groups.10 APPG on Diversity and Inclusion in STEM. ‘Inquiry on equity in STEM education’, 2020.5
Our careers, our futureAbout the dataTerminologyThe findings presented in this briefing are derivedfrom two main sources of data:There are important distinctions to keep inmind between ‘careers education’ and ‘careersinformation, advice and guidance’. This briefinguses the following definitions:EngineeringUK Young People and Covid-19Survey, 2020: In June 2020, EngineeringUKcommissioned Ipsos MORI to carry out an onlinepanel survey of over 1,100 young people aged 11to 19 across the UK. The aim of the survey was tofind out about their attitudes towards STEM andthe degree to which their educational and careeraspirations have been affected by the pandemic.Fieldwork took place between 30 June and 9 July2020. Data in this survey has been weighted bygender (male and female), age groups (11 – 13;14 – 16; 17 – 19), and region. With regard togender and age, responses have been given equalweight (50% for each gender and 33.3% for eachage group), preventing data being skewed towardsresponses from one gender or age category. Toweight the survey responses by region, eachregion was assigned a target weight that is equalto regional population in the UK. For example,we know that 4% of the UK population lives in theNorth East, so the data in the survey reflects this,and, after weighting has been applied, responsesfrom young people from the North East make up4% of total responses.EngineeringUK Engineering Brand Monitor (EBM),2019: The EBM is a repeated cross-sectionalonline panel survey. The annual survey asks youngpeople aged 7 to 19, members of the generalpublic and STEM secondary school teachers abouttheir perceptions, understanding and knowledgeof STEM and engineering. Fieldwork for the 2019survey took place between January and March,with a total sample of over 5,000 across the UK,of which around 1,900 were young people aged11 to 19. Post-hoc weighting based on knowncharacteristics of the population drawn fromOffice for National Statistics estimates was usedto make the pupil and public surveys nationallyrepresentative.Careers education refers to the delivery ofcurriculum-based programmes aimed at helpingyoung people develop knowledge about careersand professional skills in order for them to makeinformed decisions about their future,11 both in theshort term (subject choice) or long term (careerchoice). Careers education is also closely relatedto opportunities to engage with employers andtake part in experiences to learn directly from theworld of work.12Careers information, advice and guidanceare often grouped together in discussions oncareers. However, it is important to also notethe differences among each element.13 Careersinformation is the provision of resources andinformation regarding various occupations andcareer paths. Whereas, advice and guidance referto more in-depth support, respectively furtherexplanation of how to access and use careersinformation and counselling on career options thatare best for an individual based on their interestsand skills.Careers provision or STEM careers provisionwill be used throughout the report as a broaderterm encompassing initiatives, activities andprogrammes aimed at supporting young peopleto learn about career opportunities and pathwaysto reach them. This broadly includes careerseducation, information, advice and guidance aswell as STEM outreach activities that are aimed atsupporting young people in their career choices.11 CEC. ‘The Careers & Enterprise Company toolkit’ [online], accessed 03/09/2020.12 Business, Innovation and Skills and Education Committees. ‘Careers education, information, advice and guidance’, 2016.13 Ibid.6
STEM careers provision and young peopleThe importance of careersprovision for engineeringThere is a lack of knowledge about what engineering as asubject or job role encompasses. For example, among 11 to19 year olds, almost half (47%) say they know little or almostnothing about what engineers do.16Not only is knowledge limited, it is often distorted by negativeperceptions of engineering, already formed at a young age,17 aswell as gendered stereotypes of who is (or can be) an engineer.STEM subjects are often considered as exclusively for cleverpeople and as being ‘more for boys and men’.18 Engineeringin particular tends to be viewed as being dirty, difficult orcomplicated.19 These perceptions are particularly deterring forgirls, who tend to have less confidence than their male peers intheir own academic capabilities.Findings from our Young People and Covid-19 Survey highlightthat there continues to be a gender difference in the appeal(Figure 1) and likelihood (Figure 2) of girls pursuing a career inSTEM, particularly in technology or engineering.Figure 1% appealingThere are multiple, complex factors that enable or limit thepathways for young people into STEM, including, for example,limited knowledge or perceptions of engineering, subject choicesand academic attainment, science capital14 and key influencers(such as parents and teachers).15 These factors broadly relateto young people’s own capabilities, the opportunities theyhave access to and knowledge of, as well as their individualmotivations. ppeal of careers among 11 to 19 year olds byAgender (2020) – ale38%54%Healthcare63%55%ScienceFemaleSource: Young People and Covid-19 Survey, 2020Q. ‘How appealing, if at all, would working in the following areas be to you?’ Percentagesrepresent the proportions reporting ‘3 – fairly appealing’ or ‘4 – very appealing’ on a 4-pointLikert scale, with 1 representing ‘not at all appealing’ and 4 representing ‘very appealing’. Thisfigure includes confidence intervals, meaning the range of values that are believed to contain,with 95% probability, the true value.Base: n 1,13147% of young people age 11 to 19reported knowing little or almostnothing about what engineers do.14 The concept of ‘science capital’ was developed by Professor Louise Archer and colleagues from the ASPIRES (now ASPIRES 2) project in order to understand theunderrepresentation of certain social groups in post-16 science and their perception of science being ‘for me’. Science capital refers to the science-related knowledge,attitudes, experiences and resources one acquires in life.15 EngineeringUK. ‘Educational pathways into engineering’, 2020.16 EngineeringUK. ‘Engineering Brand Monitor’, 2019.17 APPG on Diversity and Inclusion in STEM. ‘Inquiry on Equity in STEM education’, 2020.18 EngineeringUK. ‘Educational pathways into engineering’, 2020.19 EngineeringUK. ‘Engineering Brand Monitor’, 2019.7
Our careers, our futureGender differences in the responses of young people betweenthe age of 11 to 19 in the UK were significant across all thecareer options in Figure 1 (engineering, business, technology,healthcare and science). As far as the least appealing careeroption, among girls it was engineering (which only 33% foundappealing); whereas for boys it was healthcare (38%).Similar gender differences were apparent when young peoplewere asked how likely they would be to choose a career inthese fields. Girls between the ages of 11 to 19 were less likelythan their male peers to choose a career in almost all optionsin Figure 2. The only exception was for healthcare, as 43% ofgirls (compared to only 28% of boys) responded that they werelikely to choose a career in this field. The biggest difference withregard to gender is in technology, with boys (65%) significantlymore likely than girls (37%) to say they would opt for a techrelated career. Girls were also far less likely to choose a careerin engineering compared to their male peers (24% and 44%respectively). Interestingly, as noted by the overlap in confidenceintervals, the gender difference for science was not significant.Figure 2Knowledge of engineering has an important role in theconsideration of it as a potential career.20 Students who saidthey knew a lot about engineering were far more likely to view itas desirable and consider it as a possible career option(Figure 3). In fact, 82% of those who said they knew quite a lot ora lot about engineering would consider a career in engineering,compared with just 40% of those who did not report this level ofknowledge. This finding does not necessarily indicate with anycertainty that these students will pursue engineering as a career.Rather it highlights that knowledge about the sector allows themto consider it as a career option.Figure 3 D esirability of engineering and consideration of acareer in engineering by knowledge of engineeringamong 11 to 19 year olds (2019) – UK40%28%Views engineeringas desirable% likely65%46%44%24%Engineering35%Business37%47% 42%TechnologyScience28%82%80% Likelihood of career choices among 11 to 19year olds by gender (2020) – UKWould consider acareer in engineeringDoes not know a lot about engineering43%Knows a lot about engineeringHealthcareSource: EBM, 2019MaleFemaleSource: Young People and Covid-19 Survey, 2020Q. ‘Thinking about your future, how likely or unlikely are you to choose a career in each of thefollowing areas? Percentages represent the proportions reporting ‘4 – fairly likely’ or ‘5 – verylikely’ on a 5-point Likert scale, with 1 representing ‘certain not to’ and 5 representing ‘verylikely’. This figure includes confidence intervals, meaning the range of values that are believedto contain, with 95% probability, the true value.Base: n 1,13120 EngineeringUK. ‘Engineering Brand Monitor’, 2019.8Q: Desirability: ‘How desirable do you believe a career in engineering to be?’ Proportionspresented represent the proportions reporting ‘4 – quite desirable’ or ‘5 – very desirable’ on a5-point Likert scale, with 1 representing ‘not at all desirable’ and 5 representing ‘very desirable’.Consideration of a career: ‘Do you think you would ever consider a career in engineering?’Proportions presented represent the proportions reporting ‘yes’, with the options being ‘yes’or ‘no’.Knowledge of engineering: ‘How much do you know about what people working in engineeringdo?’ Young people ‘know a lot’ about engineering if they answered ‘4 – know quite a lot’ or‘5 – know a lot’ on a 5-point Likert scale, with 1 representing ‘know almost nothing’ and 5representing ‘know a lot’.Base: n 1,912
STEM careers provision and young peopleEncouragingly, taking part in STEM related careers activitieshas the potential to impact young people’s knowledge, views,desirability and capability of pursuing engineering as a career.Findings from the EBM showed that young people participatedin these kinds of activities had a greater claimed knowledge andconsideration of a career in engineering.21 Controlling for genderand enjoyment of science, technology and maths at schools,students who did attend a STEM careers activity in the past 12months were 3.5 times more likely to say they knew ‘quite a lot’or ‘a lot’ about what engineers do and 3.4 times more likely toconsider a career in engineering (compared to those who hadnot attended a similar activity) (Figure 4).Figure 4 Associations between attending STEM careersactivity and knowledge of engineering, andconsideration of a career in engineering among11 to 19 year olds (2019) – UKKnowledge (1)3.5Did not attendactivity in past12 monthsAttended activityin past 12 monthsKnowledge (2)3Did not attendactivity in past12 monthsImproving knowledge of engineering through STEM careersactivities can be a first step in developing capabilities, inspiringmotivation and broadening the career opportunities youngpeople consider in their decisions about the future. Earlycareers provision can be critical in supporting students insubject choices and decisions about future careers, especiallyconsidering the early specialisation of subjects in Englishschools.22, 23 Since engineering is not included in the nationalcurriculum, early specialisation can be particularly detrimentalfor this subject.24 Therefore, it is crucial that, alongsideeducation, young people receive quality careers information,advice and guidance.Not only is it important for young people to know aboutengineering opportunities for their future, they should also beinformed and advised about the various pathways into a careerin engineering. Further, the potential for longer-term impact cancome from improved coordination throughout the engineeringcommunity to align STEM outreach and offer sustainedengagement as part of broader careers provision.8Attended oneactivity in past12 monthsAttended morethan one activityin past 12 monthsConsideration3.4Did not attendactivity in past12 monthsNo single STEM outreach activity is likely to change the attitudesof young people, encouraging them to consider more seriouslya career in engineering. However, EBM findings show thatthe number of activities young people took part in also madea difference in their knowledge of engineering. For example,after controlling for gender and enjoyment of STEM subjects,students who attended two or more activities were 8 times morelikely than those not attending any activities to know ‘quite a lot’or ‘a lot’ about engineering.Young people who know a lotabout engineering are far morelikely to consider a career inthe sector.Attended activityin past 12 monthsSource: EBM, 2019This figure illustrates the outputs from logistic regressions to determine the association between attending a STEM careers activity. In all cases, we controlled for gender and enjoymentof science subjects at school
careers provision overall continues to be underfunded. Research by ASPIRES 2 suggests that that careers provision in England is 'patterned' around social inequalities, as students who are most in need are least likely to receive careers education. 15 to 16 year old boys in Year 11 were 1.3 times more likely to
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