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. There are alos STEM annual reports that provide an overview of the key outcomes of the five year STEM Education and Training Strategy.
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 10-14 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.
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.
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.
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.
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.
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.
This book comes from the UK Government’s Department for Business and Innovation Skills. It describes young people’s attitudes, beliefs, motivations and behaviours and how these affect decisions about subject choice and career paths. It adds depth to current understanding of how young people can perceive STEM careers.
This paper comes from Skills Development Scotland and the Centre for Work Based Learning in Scotland. It presents a skills model to enable individuals to excel in the future. It is relevant for consideration and use by policy makers, education and skills providers and bodies, employers and those with an interest in skills development.
Sets out the rationale for working towards big ideas and the implications of this for curriculum content, pedagogy, student assessment and teacher education.
Results from national STEM surveys.
