A new report from EngineeringUK says “significant improvement” is needed for more young people to be inspired by science and engineering careers

It says hundreds of thousands more people need to choose to work in STEM - science, technology, engineering and mathematics - over the coming years if the UK is to reach its net zero targets and achieve sustainable growth.

The report, Advancing STEM careers provision in England, highlights the importance of structured work experience and adequate teacher support to ensure students are prepared for future careers in STEM.

The findings identify challenges in funding, staff time and access to quality work experience opportunities.

The report calls on government to publish a new long-term careers strategy for England, with a work experience strategy to run alongside it. 

EngineeringUK surveyed 188 teachers and others in schools about the barriers they face in delivering effective STEM careers guidance.

The report also found only 61% of respondents said students of work experience age at their school take part in STEM work experience each year.

More than a third (36%) who highlighted funding as a barrier to delivering STEM careers provision said the lack of funding means they are unable to support STEM work experience in their school.

And a third cite a lack of capacity within schools to engaging more with STEM employers.

The Science Education Tracker, published by EngineeringUK and the Royal Society earlier in the year, found just 15% of students had taken part in STEM related work experience but a further 26% of students had wanted to, but had been unable to do so.

The Advancing STEM careers provision in England report has made a series of recommendations to government including publishing a new long-term careers strategy for England with sufficient funding attached to enable schools and colleges to bring it to life.

EngineeringUK chief executive, Hilary Leevers, said: “Our report arrives at a pivotal moment when the demand for STEM skills is growing, and the new government is developing its approach to meet these needs.

“It offers insights and recommendations to enhance STEM careers provision in schools and colleges in England and provide students with a solid understanding of STEM careers.

“The new government has conveyed its intention to pursue sustainable and green growth by investing in industry, skills and new technologies, but it is abundantly clear we need a larger and more diverse stream of skilled individuals to give businesses the confidence to invest.

“The government must take a more strategic approach to STEM education and skills. This includes greater investment in the careers system to realise the full potential of the billions of pounds invested in education and training.

“Young people need to be able to make the connection between their studies and their future careers.”

The report has come during a week when the government has put skills and apprenticeships in the spotlight at the Labour Party Conference in Liverpool.

A report from Skills England has set out its initial findings on the skills needs of the economy, and how it will support the government’s missions for growth.

As well as analysing current and future skills needs the report - Skills England report: driving growth and widening opportunities - also looked at occupations which are high in demand.

Reforms to the apprenticeship system in England have also been announced.

A new growth and skills levy was announced, which will replace the existing apprenticeship levy and include new foundation apprenticeships.

Prime Minister Keir Starmer called for the “rebalance” of apprenticeships, by restricting public funding for Level 7 (master’s degree equivalent) Apprenticeships, and creating shorter apprenticeships (under one year in duration).

The training eligible for funding under the new levy will develop over time, informed by Skills England’s assessment of priority skills needs.

The Department for Education will set out further details on the scope of the offer and how it will be accessed in due course.