search.noResults

search.searching

saml.title
dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
industryopinion


A revitalised UK tech sector: the importance of STEM education


Nicola Pearce, head of education at BenQ discusses the importance of encouraging STEM skills in schools.


T


he technology industry in the UK has more than two million job vacancies – with recent reports highlighting 12 million workers in the tech sector lack essential digital skills. The


lack of skilled workers within the UK tech landscape has created a knock-on concern for the growth of the UK economy. With news that nearly four in five employers globally report difficulty finding the skilled talent they need in 2023, finding solutions and effective strategies to attract new talent and retain these positions within the tech industry is now more important than ever. The starting point is capturing the attention and imagination of


young people in schools in order to nurture young talent during their early stages of education. Despite initiatives and schemes launched by the government such as ‘Kickstart’ (which has now been withdrawn), replenishing the skill reserves and appealing to young people will require a collaborative effort that goes beyond the government and the tech industry.


How schools can address the tech talent shortage There is a chance for schools in the UK to address the issue at hand, by placing focus on providing young talent with the necessary knowledge and skills, increasing the exposure to career paths available in the technology industry and investing in training programs. An example of this is building knowledge of career options and


providing hands-on experience from a young age through programs in schools and providing work experience to young people to help their understanding. Once interest has peaked, there is then the opportunity to nurture this appeal and encourage children to continue this passion throughout their education journey. Statistics show that even though some students choose STEM subjects at school, many do not go on to pursue a degree in the same field – this is especially true for women. With this in mind, companies have the opportunity to focus their efforts on attracting more diverse and emerging talent to close the skills gap. And, with the understanding that many employers look for some


type of experience, hands-on experience and a degree in relevant topics could be the key to securing an entry-level role and standing out from other applicants. Not only does this encourage talent to work in STEM but it also allows them to follow their paths in the industry, based on their individual talents and interests.


The benefits of using technology to create digestible lessons Given the right tools and resources, schools can make the technology industry more appealing to young people and provide guidance that encourages such topics to be studied in higher education environments.


www.pcr-online.biz Technology can play a very vital role in delivering STEM subjects


and it is therefore advisable that classrooms consider incorporating such technologies to make STEM education more effective and enriching. In particular, interactive displays can aid visual learning with a scalable whiteboard that allows teachers to annotate infographics and diagrams saved in the cloud that can be used when discussing a range of topics such as the human body. Teachers can use whiteboarding software to make notes on documents and easily save teaching sessions to monitor students’ progress. Specific game- based apps can also be used on the displays for traditional maths and science lessons in a quiz-based format. Not only does this allow the students to acquire a deeper understanding of the STEM subjects but it also leads to higher engagement and curiosity that goes beyond the classroom.


How to create student engagement in STEM subjects that goes beyond the classroom To enhance STEM education, it’s crucial to incorporate dynamic representation, collaborative reasoning, and immediate feedback – techniques typically used within a workplace setting. Not only does this allow students to familiarise themselves with the technology used outside of the school gates, but also navigate through trial and error. Such educational experiences have inspired students to embrace


a more interactive and digitally driven approach which enables the embedment of vital skills such as critical thinking, problem-solving and creativity – all of which are redeeming qualities that employers look for. As well as this, a strong foundation in STEM encourages children to build personal and professional skills that are transferable across different industries. This is essential in a rapidly changing industry like technology and highly valued in higher education, as it involves considering different perspectives. To ensure the best outcome from STEM education, it is


important to select the right interactive display for your educational environment and consider factors such as display size, resolution, and compatibility. In most cases, interactive displays can provide a range of benefits including versatility, engagement and involvement so in order to choose the right display, it is best to consider the varying needs of the individual. Ultimately, the utilisation of technology, such as interactive displays,


can provide all students with unique and engaging opportunities to master STEM skills which are both necessary for future careers and personal growth. Placing focus on engaging students within these subjects will increase their likelihood of pursuing a career in these sectors and in return, help replenish the skills shortage that is currently disrupting the technology industry.


November/December 2023 | 17


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