I
n the year in which Tim Peake broke through the Earth’s atmosphere to begin his mission on the International Space Station, the five millionth Raspberry Pi computer was rolling off the production lines in a technology park on the outskirts of Cardiff. Meanwhile, the British Council was reporting that the UK remained a top destination for undergraduate study in the subjects of science, technology, engineering and maths, otherwise known as STEM.
A CENTRE OF STEM EXCELLENCE As an internationally recognised world leader in science and engineering, according to non-profit organisation the Campaign for Science and Engineering (CaSE), the UK’s academic research base has provided 16 per cent of the world’s most significant academic papers, and the UK has more Nobel Prizes than any other country, with the exception of America. In its report Keeping the UK at the Heart of Global Science
and Engineering, CaSE goes on to cite further evidence of the UK’s position as a centre of STEM excellence. For example, the UK is responsible for the development of an eighth of the world’s most popular medicines.
Britain has also led from the front in the creation of smartphone technology. It is responsible for the technology involved in 80 per cent of digital cameras, and 35 per cent of all electronic devices were developed in the UK. “The UK’s strength in science and engineering helps us live healthier and happier lives,” says the report. “It provides high-value jobs. It makes our society more resilient to global challenges. And it is a major driver of economic growth.”
Left: St Lawrence College Above: Mayfield School
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ATTRACTING INTERNATIONAL STUDENTS It is hard to deny the UK’s superior STEM credentials and attractive research base for academic study. Indeed, according to the British Council, the UK has become especially appealing to international students seeking to further their studies, and ultimately their careers, in STEM subjects. In a 2015 British Council survey, which analysed the reasons behind international STEM students’ choice of course and country of study, undergraduate respondents chose the UK overwhelmingly because of its reputation for high-quality education and excellent career prospects. “It’s great to see that the UK’s excellence in teaching and research in these areas is recognised by STEM students around the world,” said Gordon Slaven, the British Council’s head of higher education. “The fact that the UK continues to attract large numbers of STEM students means that the UK education experience is contributing to the development of countries around the world, and creating long-term connections for the UK in the future. Creating a young workforce with transferable, in-demand skills is what will drive the global economy forward.” Interestingly, the British Council research found that
the more globally mobile the STEM skills on offer in each individual country and institution were, the more attractive the prospect was to international students.
“Perhaps the most compelling finding,” said Zainab Malik, director of research at Education Intelligence, “is that international STEM students are keen to master the globally transferable skills learned in their courses, and, as a
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