Reading and research

STEM evaluation reports

We have published two substantial evaluation reports which demonstrate the positive impact of the STEM grant funding provided by Scottish Government, and which identify the factors in successful engagement in STEM learning. Take a look our key findings highlight videos for each report and read the full reports:

STEM grants programme evaluation – Full report

Factors in Successful STEM Learner Engagement

STEM Strategy

The STEM Education and Training Strategy aims to build Scotland’s capacity to deliver excellent STEM learning, and to close equity gaps in participation and attainment in STEM. 

Aspires Study Reports – Young people’s science and career aspirations

The ASPIRES study sought to shed new light on our understanding of how young people’s aspirations develop over the 10-19 age period, exploring in particular what influences the likelihood of a young person aspiring to a science-related career.

Further Research

This framework can be used to stimulate dialogue and action towards a whole setting approach to sciences, technologies, engineering and mathematics (STEM).
The Making Maths Count Group was set up to consider how to encourage greater enthusiasm for maths amongst children and young people, their parents and carers and the wider public. This publication outlines the 10 key recommendations by the group.
The tables included in this document are mentioned in the STEM Evidence Base Report which was published alongside the STEM Education and Training Strategy. The tables detail qualifications, awards, apprenticeship frameworks and subjects in which STEM features strongly.
This link to the National Improvement Hub enables teachers and practitioners to access key information, resources and policies in order to support professional learning and implement DYW in practice. It also provides some examples of interesting practice.
Resources and research for practitioners to help: challenge gender stereotypes; address unconscious bias; improve gender balance in subject uptake and learner pathways; promote whole-establishment approaches to equality.
Developed to support practitioners when planning learning and teaching of the digital literacy and computing science experiences and outcomes.  This exemplar will be useful to practitioners in early years settings and primary schools.
Kings College London and UCL have developed five key messages for policy-makers and funders who want to improve (widen and increase) young people’s engagement with science.  
The Raising Aspirations in Science Education (RAiSE) programme aims to enhance the confidence and skills of primary school practitioners to improve learning and teaching in STEM. The full evaluation report was published in May 2019.
Results from national STEM surveys.