\u2018Core maths\u2019 was introduced in 2014 – but uptake remains low<\/strong><\/p>\n\n\n\nThe current approach to maths GCSE has also been met with criticism. Some say it fails to support those who struggle most. In 2024, around 30 per cent of 16-year-olds did not pass their maths exams. Although these students are required to continue studying maths, only a quarter eventually achieve a passing grade.<\/p>\n\n\n\n
Although uptake of A-level maths post-16 is relatively strong, many STEM university students lack maths qualifications beyond GCSE. In the workforce, 46 per cent of businesses struggle to recruit data skills.<\/p>\n\n\n\n
To improve post-16 engagement, an alternative qualification, \u2018core maths\u2019(equivalent to an AS Level) was introduced in 2014, but uptake remains low. Schools can play a pivotal role by promoting these alternatives to better prepare students for opportunities in higher education, technical training or the jobs market.<\/p>\n\n\n\n
Improving careers education is also vital. POST\u2019s research shows many students are unaware of the wide range of STEM careers or the pathways to reach them, including vocational routes.<\/p>\n\n\n\n
Increasing participation in vocational routes is one way to improve the availability of technical, occupation-specific STEM skills.<\/p>\n\n\n\n
The number of apprentices starting in a science field fell by 16 per cent between 2017\/18 and 2021\/22; and in 2024, the industry body Make UK reported a 42-per cent drop in engineering and manufacturing apprenticeships since 2016\/17.<\/p>\n\n\n\n
Of course, limited funding affects the number of apprentices, but the persistent perception that academic study is the only way into STEM also needs to be challenged. Apprenticeships and other vocational routes can provide technical skills and expertise that are typically harder to develop through academic learning.<\/p>\n\n\n\n
As well as being seen as highly academic, STEM is also perceived by many as a domain for the \u201cbrainy\u201d or for boys. Evidence shows that these stereotypes continue to discourage capable students (especially girls and those from disadvantaged backgrounds) from pursuing STEM, even when they perform well in these subjects. <\/p>\n\n\n\n
Schools must actively challenge these stereotypes and foster inclusive learning environments that reflect the diversity of their students.<\/p>\n\n\n\n
As they prepare to leave school, students also need high-quality, personalised careers guidance that demystifies STEM and expands their sense of what\u2019s possible. It is essential that all students, regardless of gender or background, are encouraged to explore the full range of opportunities available to them.<\/p>\n\n\n\n
By empowering young STEM talent to explore its full potential, we can build a more inclusive and resilient workforce, equipped to meet the challenges of the future.<\/p>\n\n\n\n
Read the full report on the UK STEM skills pipeline from POST here<\/a><\/em><\/strong><\/p>\n\n\n\n<\/p>\n","protected":false},"excerpt":{"rendered":"
A new parliamentary report reveals the persistent educational barriers hampering our efforts to be the science powerhouse the prime minister wants us to be<\/p>\n","protected":false},"author":311124,"featured_media":173533,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[6,3734],"tags":[],"post-theme":[3730],"class_list":["post-231758","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinion","category-the-leader","post-theme-the-research-leader"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t