Preparing for the future


STUDENTS, AND THEIR PARENTS, ARE LOOKING AHEAD TO FUTURE EMPLOYMENT AND CAREER OPPORTUNITIES. THERE HAVE BEEN EXCITING DEVELOPMENTS IN THE WORLD OF WORK, PARTICULARLY IN GROWTH SECTORS LIKE SCIENCE, ENGINEERING AND DIGITAL, AND EMPLOYERS ARE KEEN TO ENGAGE WITH POTENTIAL TALENT AT AN EARLY STAGE.


ith science, technology, engineering and mathematics (STEM) subjects of increasing importance in a competitive world, there are lots of initiatives to spark the imagination of the future workforce, whether they are seeking a vocational career path or a more academic one.


W


Employers in a range of sectors are seeking to benefit the economy and young people by offering everything from bursaries and prize money to education and training programmes and meaningful work experience. This approach is very much in line with the government’s agenda. In her speech at business organisation the CBI’s annual conference in November 2016, Prime Minister Theresa May outlined her plans for Britain to be “the global go-to place for scientists, innovators and tech investors”. In his Autumn Statement, Chancellor of the Exchequer Philip Hammond confirmed a spend of £2 billion per year on science and technology.


THE SPACE SECTOR


In the UK, the vibrant space sector is keen to attract young talent. Now worth almost £12 billion a year, it directly supports 37,000 jobs and has grown at an average of nearly


9 per cent since 2000. The UK Space Agency (UKSA) has set out an ambitious target to grow the industry from £9.1 billion in 2010 to £40 billion in 2030.


Key players include well-established giants such as Astrium, the space subsidiary of aerospace and defence company EADS, Inmarsat, the telecommunications and satellite company, and Airbus Defence and Space. These are just the types of organisation that will be keen to employ young people with science and maths qualifications, whatever academic or vocational route they take. Speaking at the CBI conference, Katherine Courtney, chief executive of the UKSA, said that there was no doubt that Tim Peake – the astronaut who spent 186 days working on the International Space Station as part of a collaboration between the UKSA and the European Space Agency (ESA) – had inspired children. She hoped his expedition and subsequent role as a space ambassador would help prompt them to start down a path that could lead them to careers requiring knowledge of STEM subjects. Explained Ms Courtney, “Being able to do those big collaborative missions, which we would not be able to afford on our own, not only gives us the opportunity to do amazing space science and push out the boundaries by participating in


86 | relocateglobal.com | Keep Informed


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172