Views & Opinion
Collaboration critical to inspire next generation of STEM students
T
he skills shortage in the UK’s science, technology, engineering and mathematic- based industries (STEM) is well documented. Late last year, MathWorks worked with polling expert YouGov to look into the extent of the UK skills gap and approaches to closing it. Our report revealed that more than 60% of business leaders and academics believe there is a skills gap in the UK and estimate that it will take more than ten years to close.
These findings supported those from an OECD study, which warned that England’s 16 to 24 year olds are falling behind their Asian and European counterparts in numeracy, a core skill for continuing education and pursuing careers in STEM. Of the Russell Group Academics surveyed in the report, the majority felt this shortfall could increase without further industry investment in STEM subjects and more collaboration between industry and academia.
There are many examples of collaboration between industry and academia at university level, but the STEM Skills Gap Report shows that investment is also required at an earlier age. Inspiring younger students and opening their eyes to the capabilities of STEM subjects can help fill the pipeline of students studying these subjects at university and therefore support the quota needed by the UK economy.
Giving teachers a hand Primary and secondary school teachers are critical to our children’s learning and as a 2012 study by the Tong High School in Yorkshire showed, they are also highly influential in their choice of career path.
In the UK we are fortunate to have an education system rich with teachers that are personally passionate and actively interested in their subjects. However, more must be done to empower teachers with the resources and
opportunities to show students the real applications of STEM.
By sponsoring real-life projects where school students can get their hands dirty in the nuts and bolts of STEM subjects, industry can help teachers to inspire student enthusiasm and cultivate an ability for STEM – reigniting the fire behind STEM subjects in new generations.
Embrace the practical
Project-based learning, which invites students to investigate science and real-world engineering problems ‘hands-on’ is a great way to increase engagement. 74% of industry respondents in MathWorks STEM Skills Gap Report said they saw the value of project-based learning at secondary school. This approach not only encourages students to ask ‘Why?’, ‘How?’ and ‘What if…?’, but also helps develop transferrable skills such as critical thinking and problem solving, which are essential for future careers.
BLOODHOUND SSC is an excellent example of a project designed to inspire the next generation of scientists and engineers. By sharing all information about the design, build and testing of the supersonic car, and making available resources and hands-on activities for all educators, The BLOODHOUND Project is encouraging people of all ages to explore the science, mathematics and technology behind this exciting feat of engineering. Industry partners have added their own expertise to the project and more than 4000 schools have registered to participate in associated activities. Local STEM clubs, maker communities and initiatives such as as STEMettes, which aims to inspire the next generation of females into STEM, also serve as excellent examples of opportunities for students to experience STEM in the real world and are often supported by industry, for example through guest presentations and workshops or
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www.education-today.co.uk
Comment by
Dr. Coorous Mohtadi, Academic Technical Specialist, MathWorks
through sponsorship. The Cambridge Science Centre is doing great work in this field, bringing together both industry and academia to develop workshops and exhibitions targeting younger students. Rosy Ansell, Education Manager at Cambridge Science Centre commented: “Our objective is to give children a platform to discover, to create and to learn. By enabling them to get hands-on with science we’re helping to inspire innovation across STEM in years to come. “ The explosion in low-cost hardware availability, such as Arduino and Raspberry Pi, is opening up access and enabling young people to get hands- on with technology at school, at home, and at family-friendly events. This is key to inspiring the next generation of engineers and scientists as they experience the excitement of not just using, but creating technology, while developing key skills such as problem solving.
There are already some valuable opportunities to help teachers bridge the theory-practical divide in schools. And it is vital that these continue to grow – a responsibility that should be shared by senior decision-makers in education and industry, not just teachers.
Joining forces
For years we have been trying to close the STEM skills gap. The future of the UK economy depends on fostering talent at grass roots and this is the responsibility of both industry and the education system. Project-based learning using real-world applications is a critical driver in creating both excitement and key skills in our future STEM graduates.
If ever there was a time to drive collaboration between industry and academia, it’s now. Let’s join forces, help produce the engineers and scientists of tomorrow, and benefit industry, academia and the UK in the process – reaping the rewards of collaboration today and into the future.
October 2014
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