VIEWS & OPINION
Engaging the generation of tomorrow in STEM
Comment by RICHARD RAWCLIFFE, UK Public Sector VP at Dell EMC
Why closing the word gap matters: The Oxford Language Report
Comment by JANE HARLEY, Strategy Director ED-UK at Oxford University Press
As a result of our increasingly digital environment, we now have a younger generation who are frequently referred to as digital natives. They are adept at understanding and mastering new technology because they’ve grown up immersed in the latest tech developments. Their enthusiasm often extends to teaching older generations how to grasp new technologies too, which I know from personal experience. Yet, this innate interest in technology does not often translate into a desire
for a career in STEM. For many young people, the prospect of a future in the field of science or technology evokes an apathetic response and is viewed as an unglamorous option. My view is that large enterprises have a responsibility to change this, working with the STEM industry we can encourage more children to recognise the field as an enriching career option. Failure to do so, could result in us falling behind in the global race for tech and science innovation.
Evaluating technology in the classroom If we are to help young people link their interest in new gadgets to a rewarding career in science and technology, then we need to assess the position of technology in schools. Recent research suggests that British parents fear that IT learning is being siloed in their children’s lessons. If we are to encourage young people to become involved in STEM, then we must stop treating technology as though it is its own discipline. Only through greater integration of IT learning, can we expect young people to engage in technology and develop the foresight to see how a career in this industry could take shape.
A wider approach However, we must also look beyond the classroom if we are truly to have a positive impact. It’s not about stimulating interest in technology, as this is already there. It’s about introducing alternative ways to show how it can be used to have a very real influence on the world around them. Organisations will find that they can be creative in finding new ways of
engaging young people in the wonders of science and technology. For instance, Dell EMC has a longstanding relationship with the Natural History Museum, and as part of this, we have worked closely with Intel and Microsoft to support the museum’s iconic diplodocus “Dippy” on its three-year tour around the country. Young people will have the opportunity to interact with Dippy and witness how technology can help secure a relationship with the natural world.
Creating opportunity Our industry must recognise that these partnerships create an opportunity to deliver STEM learning in a fun and exciting way, that is palatable to the younger generation. Often, it is these initiatives which can have the biggest impact and provide the evidence of career enrichment which young people want. Dell EMC’s tech sponsorship of Dippy’s tour is just one example, but it demonstrates how enterprises can influence the engagement of young people with careers they may not have previously considered.
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www.education-today.co.uk
A recent report published by Oxford University Press (OUP), Why Closing The Word Gap Matters: Oxford Language Report, finds evidence of a significant word gap in UK schools, a problem which is holding back children’s learning and which teachers believe is getting worse. I’d like to take a moment to explain why closing the word gap matters. Language opens doors. It unlocks the world of reading and the
imagination, the excitement of writing, the capacity to explore new subjects and releases our potential to learn and grow as an individual. In schools, it underpins progress, impacts on attainment throughout primary and secondary years, affects self-esteem and behaviour and plays a huge role in a child’s future life chances. Without enough language – a word gap – a child is seriously limited in their enjoyment of school and success beyond. The Oxford Language Report OUP carried out market research with more than 1,300
teachers. Over half of those surveyed reported that at least 40% of their pupils lacked the vocabulary to access their learning. 69% of primary school teachers and over 60% of secondary school teachers believe the word gap is increasing. While certain pupil groups may be more likely to have a limited
vocabulary, for example those with special educational needs (SEND) or children learning English as an additional language (EAL), in reality the word gap is an issue that affects all pupils. We know from other research that the size of a child’s vocabulary is the best predictor of success on future tests and children with a poor vocabulary at five are four times more likely to struggle with reading in adulthood and three times more likely to have mental health issues. There is a government focus to do something about this in the
Early Years, but what of the primary and secondary school children who are falling ever further behind as they progress through school? How can they best be helped? We invited academics and practitioners to offer their thoughts
and practical suggestions in our first Oxford Language Report. Here are just a few of their ideas: • Bring vocabulary into mainstream teaching. In secondary schools explicitly teach vocabulary in all subjects. Introduce and revisit new words a number of times in a lesson, ideally in different ways.
• Ensure children are reading aloud and being read to. Hearing stories exposes children to a wider vocabulary than they are likely to experience in conversation. In secondary settings, schools successful in closing the word gap encourage pupils to read aloud across all subjects.
• Talk about the ideas and language from a book to enable children to develop their spoken communication.
uVisit
oxford.ly/wordgap to read the full report and for practical tips and support.
May 2018
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