Whilst Science, Technology, Engineering and Mathematics (STEM) subjects remain popular amongst students, there is a noticeable loss of interest in applying skills learned from subjects to the making of career choice.
From a previous survey conducted by MathWorks, it was found that a wide range of students who show an interest in STEM subjects in the classroom are less likely to use that interest towards making STEM-related career choices.
In an interview with CBR, Chris Hayhurst, Consulting Manager, MathWorks said: “Between ages 16 to 18 there is a noticeable concern in loss of interest. Many already remove themselves from opportunities of further study and job/ careers so it is about trying to get back to that and enable them to make the right choices so that after university, people are able to come out with technical degrees.
“This then leads to the question of making the jobs more attractive and rather than draw for people being more appealed to city jobs and non-technical careers.
“It’s certainly not a problem of there not being jobs available but there does seem to be quite a drop-off, even with going all the way through a degree level course to then not choose an engineering or so discipline after that. That’s one of the things we need to try and help fix.”
STEM professionals were surveyed to identify why the UK national curriculum is not attracting students to STEM subjects and careers, 55 percent of teachers argued that during Key Stage three is when students are likely to begin taking an interest in career choices, making this the best time for students to develop a strong interest in STEM.
With 50 percent of STEM professionals all agreeing that students should be more encouraged to begin pursuing a career in STEM while in primary school, MathWorks decided to partner with both primary and secondary schools to help in making this change.
Hayhurst said: “It has been identified that one of the biggest constraints in STEM is finding the right people so we’re trying to find ways to get people into the industry, not just within the industry but also going back to academia so primary and secondary schools.
“We started off looking at academia then pushed into the industry. Now we are very much coming down through primary and secondary schools, so we’re partnering with a number of them to enrich their maths curriculum and then even back down to primary schools trying to build simple illustrations of how maths is interesting and exciting.”