STEM Background

The work of STEM organisations builds on government's ongoing strategies for developing a strong supply of scientists, engineers, technologists and mathematicians.

This ambition is shared by all who work to improve the quality of STEM education. A number of reports that have influenced current policy are referenced below, and can be downloaded at the bottom of the page:

The supply of people with science, technology, engineering and mathematics skills

This Review was commissioned at the time of Budget 2001 as part of government's strategy for improving the UK's productivity and innovation performance. It stemmed from the government's concern that the supply of high quality scientists and engineers should not constrain the UK's future research and development (R&D) and innovation performance.

The Review included consideration of the supply of science and engineering skills in the UK and the difficulties employers face in recruiting highly skilled scientists and engineers. A number of problems were identified in the development of science and engineering skills in school, further and higher education, and the Review made a number of specific recommendations to government and the education sector to address these problems, including the establishment of what would become the National Science Learning Centre.

Alongside the 2004 Spending Review the government published a ten-year investment framework for science and innovation, which set out ambitions for UK science and innovation over the next decade, in particular their contribution to economic growth and public services, and the attributes and funding arrangements of a research system capable of delivering this.

The proposals recognised the fundamental importance of improving the flow of people into the economy who are educated in STEM subjects. A central part of the Framework included actions to achieve a step change in: the quality of science teachers and lecturers in every school, college and university; the results for students studying science at GCSE level; the numbers choosing STEM subjects in post-16 education and in higher education; and the proportion of better qualified students pursuing R&D careers.

In 2007 Lord Sainsbury reviewed the UK science and innovation system. The Review examined the role of science and innovation in ensuring the UK remains competitive in an increasingly globalised economy.

The Review acknowledged the UK's extraordinary record of scientific discovery and a rapidly growing share of high-technology manufacturing and knowledge-intensive services in the UK's GDP. It identified opportunities to build on the successful policies that have been introduced in recent years and key recommendations included a major campaign to enhance the teaching of science and technology including raising the number of qualified STEM teachers, increasing the number of young people studying triple science, improving careers advice, establishing a National Science Competition, and rationalising the many schemes to inspire our young people to take up careers in science and engineering.

The Science and Innovation Investment Framework 2004 -2014 set out a long-term strategy to secure and sustain a supply of scientists, engineers, technologists and mathematicians (STEM) to support the science base. As part of this Framework, the STEM Programme, jointly managed by DfES and DTI (now DCSF and BIS), was set up to examine the range of initiatives that currently support this agenda and to look for ways to enhance the effectiveness of government funding in two areas:

The Programme identified the need to improve the delivery of STEM initiatives - particularly those which fall into the categories of professional development for staff and enhancement activities for learners so that the STEM system could be made more coherent; with better signposting and advice to learning providers; and giving every learning provider access to some STEM help.
This report focused on:

STEM Cohesion was seen as an important part of the STEM Programme Report with the report acknowledging the fact that although STEM education in the UK is fortunate in the support received from government, business and industry, academia and charitable organisations, there was a strong need for closer collaboration between these organisations, in order to improve the effectiveness of STEM education support offered to schools and colleges:

'There is a need for greater co-ordination and joining up of the many providers of professional development and enhancement activities to achieve more coherent delivery, but without sacrificing diversity of choice.'
(STEM Programme Report, 2006)

The STEM Programme was led by Sir John Holman, working with a team at the National STEM Centre. Eleven areas of work (Action Programmes) were identified focusing on teacher recruitment, continuing professional development, enhancement and enrichment activity, curriculum development, and infrastructure. Each area of work was driven forward by a specialist Lead Organisation, working collaboratively with the National STEM Centre.

Action Programmes:

(i) Getting the right people to be teachers and lecturers

(ii) Providing the right continuing professional development (CPD)

(iii) Bringing real world context and applications of STEM into schools and colleges

(iv) Showing young people the rich range of career opportunities that STEM study opens up

(v) Getting the STEM curriculum and infrastructure right