STEM
“We need engineers and technologists
who can work with the power of AI
and automation to create outcomes
that enhance lives”
Inspiring teachers
develop the next generation of talent.
But our imperative is broader than that
– to be seen and recognised as such
by young people around the world.
To do so, we continually need to
address the twin questions of how we
attract and develop diverse and
inclusive leaders who are fluent in our
application of STEM, and scientists,
engineers and technologists who are
both emotionally intelligent and
commercially adept.
Never has this been more important.
The world has its own dual challenge
– producing sufficient energy to meet
the growing demand as countries’
economies grow and increase
prosperity for their citizens, while
simultaneously reducing carbon
emissions to protect our shared planet.
Access to energy has the potential
to bring unparalleled benefits
to societ y, par ticularly when
planned inclusively.
Collectively, we need some of the
world’s most talented minds to
continue to develop solutions that
tackle the dual challenge, and for that
we need a rich diversity of talent –
As we transition to a lower-carbon
future, the STEM skills essential for our
future sustainability are in scarce supply.
Our engagement with schools,
communities, families and teachers has
an important role to play in helping to
maintain and grow the talent needed
for our shared future. We know from
research that this engagement needs
to start from primary school and be
sustained over many years.
First, we want young people to
value and choose STEM subjects at
each transition point (particularly at age
14, 16 and 18), enabling them to access
rewarding, well-paid and sustainable
careers beyond school.
Second, we want to empower and
enthuse teachers, enabling them to
make broad and informed choices in
terms of the approaches they take to
educating their pupils around careers
options, with thoughtful regard to
diversity and inclusion.
Third, we want society to value the
contribution of business in general, so
we ensure that our education work is
open, transparent and trustworthy.
Cultural fluency and empathy
Although the STEM skills gap is
well documented, it is really an
engineering skills gap in terms of
absolute numbers of roles to be filled
each year, and the shockingly wide
gender and ethnic gaps entering the
engineering profession.
However, we know from studies and
experience that when engineering is
presented as having a global dimension,
and particularly with a human purpose
that addresses real societal need, those
gaps simply drop away. But this is where
the pernicious stereotypes around
engineering do not help.
We are tackling those directly with
young people through partnerships
such as This is Engineering (a campaign
to bring engineering to life, led by the
Royal Academy of Engineering in
collaboration with Engineering UK and
a range of business partners, including
BP) and the government’s Year of
Engineering 2018 campaign, providing
them with the opportunity to see
modern engineering first-hand.
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diverse by gender, ethnicity, physical
and mental abilities – and to value that
diversity and what it brings to society.
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• Some students
struggle to
see STEM as
relevant to their
lives and as
something that
is for them.
• Showcasing engineering’s global
dimension and human purpose,
addressing real societal needs, can help
inspire young people around STEM.
• To help more, and more diverse,
students engage with science, the
Science Capital Teaching Approach
builds on good teaching and involves
making small tweaks to existing
practice, to re-orientate science lessons
in ways that can better connect with
the reality of students’ lives
and experiences.
FUTURE TALENT // 51