'Good Timing' - implementing a STEM careers strategy

'Good Timing' is the final report of a three-year programme of work, commissioned by the Department for Education, and carried out by the Centre for Education and Industry at the University of Warwick (CEI), the International Centre for Guidance Studies at the University of Derby (iCeGS) and Isinglass Consultancy Ltd. The programme sought to explore the potential to embed STEM careers awareness in the early stages of secondary education.

Through its key findings and seven recommendations, this report highlights the mechanisms that secondary schools need to have in place to provide better STEM careers provision. At the time of its publication, the report's recommendations have particular significance in light of changes taking place within schools, especially in relation to the curriculum and careers provision.

Report recommendations

  • The momentum generated in embedding STEM in schools should be maintained. The current economic backdrop means that, more than ever, schools with a robust STEM approach will offer their students better future career opportunities.
  • School senior leaders should offer fully committed and long-term support to STEM careers. This might include appointing a STEM coordinator with appropriate status; providing adequate resource to promote strategic planning across all STEM departments; and strengthening the contribution of careers specialists in curriculum planning.
  • STEM subject teachers should have professional development that builds their knowledge and understanding of careers and the labour market, so that they are better able to support students’ career-related learning.
  • School leaders should carefully consider the impact of scaling down careers support in school, in light of the Education Bill. The temptation to interpret the statutory requirements at a minimum level will be detrimental to students’ futures.
  • The importance of parents and families in influencing students’ career choices is often overlooked. Since many adults are fearful or simply unaware of STEM subjects, Government, schools and other agencies should consider how to increase parents’ awareness and confidence.
  • Informal STEM learning activity, such as clubs and visits, should be more explicitly linked to careers. There should also be more enrichment and enhancement opportunities in mathematics, design and technology, and engineering.
  • Schools should make use of STEM strategic planning tools to help establish an environment in which STEM careers activity can take root and flourish.

The report is available to download below. The project has also developed STEM strategic planning tools for use by schools, which will be available online shortly.



News

Subscribe to our news RSS feed