STEM Ambassadors: Spreading the word

There is no doubt the UK electronics industry faces a crisis – and it's something that needs to be solved sooner, rather than later. The problem is that the average age of an electronics engineers is growing and not enough people are entering the industry. So not only does the industry get 'older', there are also fewer people to go around. Here are some statistics that lay the ground out. The 2007 Labour Force Survey found that 37% of the UK electronics sector's workforce is aged between 45 and 64, compared with 22.3% for the total UK workforce. Meanwhile, only 7% of the UK electronics sector's workforce is aged between 16 and 24, compared with 14.1% for the total UK workforce. It's not much better when you look at the supply of graduates. Although the number of engineering and technology graduates has increased from 18,500 in 2001/2 to 20,400 in 2007/8, this represents a decline when expressed as a percentage of all graduates. One of the solutions involves working with schoolchildren at a much earlier age than is currently the case. In fact, some believe that if you haven't convinced a student to become an engineer by the time they reach 14, you will have lost them. The whole subject area is now referred to using a handy acronym – STEM, standing for Science, Technology, Engineering and Maths. So the electronics industry features a workforce approaching retirement age, with a shortage of replacements. According to Roger Rogowski of the UK Electronics Alliance, this represents a significant opportunity for today's students who are considering, or perhaps who should be considering, a career in the electronics sector. "To address this issue," Rogowski continued, "UK Electronics Alliance members have agreed to support STEMNET by promoting the STEM Ambassador programme to its members. Alliance members will engage in a range of activities, including promoting the STEM Ambassador programme on their websites and in newsletters, distributing promotional material and providing presentation slots at member meetings to help recruit new Ambassadors." STEMNET chief executive Yvonne Baker says UKEA support is important to help inspire the next generation of electronics engineers. "STEMNET is delighted that UKEA is taking the initiative and leading the way for the UK's electronics industry to explore innovative ways to inspire young people and meet future skills needs." So who are STEM Ambassadors? Essentially, they are people from a range of disciplines who volunteer their time to work with students at a local school or college. They provide a refreshing change to regular lessons and activities and open the door to a whole new world for young people, helping them to see STEM subjects and careers with a fresh perspective and engage their interest and imagination in new ways. Jemeela Quraishi is the STEM Ambassador programme manager. Asked why someone should become a STEM Ambassador, she said: "Ambassadors help teachers to bring the curriculum alive. It offers them a chance to enthuse and inspire what we hope will be the next generation of engineers and to make a difference." What do Ambassadors do? There's a range of activities which Ambassadors can help with, ranging from careers evenings to after school clubs and even helping students with mock interviews. Here are a couple of examples of what STEM Ambassadors get up to. Anirban Basak, an electrical engineer with Hoare Lea, became a STEM Ambassador to raise awareness and introduce students to the paths opportunities that science and engineering offer. Basak took part in an event called 'Your Future in Science and Engineering' aimed at GCSE students. He made a short presentation on his career and then took part in a 15 minute hands on activity. "I learnt about presenting a subject in a manner that is easy to understand, about keeping the audience interested and adapting to time constraints," he said. Alan Mountain, a senior electrical engineer at DSSR, was recently involved with setting up and running a workshop at the Barbican in London. During the event, he helped students to make a battery from a potato to power an LED light. "Many of the kids and their parents were fascinated by the workshop and it definitely sparked enthusiasm in the kids," he believed. "Some of them said they were going to do some further research based on workshop." One school working with STEM Ambassadors is Horndean Technology College, located just outside Southampton. The comprehensive school has some 1200 students with a range of abilities and has been a technology college for the last eight years. Matthew Evans is the College's assistant head teacher. "Our exam results are good," he claimed, "with 80% of our students graded at A* to C, including maths. And we have been rated as 'outstanding' by Ofsted." He pointed out the College has a good reputation to technology, particularly its use of, and investment in, IT. "We're good in terms of what used in lessons and the investment. We're replacing technology all the time because it gets worn out and part of the challenge we face is to keep up with the students." Like all teachers, those at Horndean have to compete for the student's attention and Evans says electronic presentation aids have become very important. "But we reinforce classroom lessons with a lot of extra curricular activities," he noted. "We enter competitions and offer chances for all students to take part. It's not just students of STEM subjects that get involved, it's also students from other areas of the school." Horndean has a long association with STEM Ambassadors. In fact, the first such group started as long ago as 1994, when the approach was known as Neighbourhood Engineers. Evans said this heritage was one of the reasons why Horndean applied for Technical College status. The Neighbourhood Engineers group was succeeded by SEAS, which has in turn been rebranded STEM Ambassadors. Evans says it's not easy getting his Ambassadors to attend regularly. "They have work commitments," he acknowledged, "but projects will, in general, have someone keen to be involved." But what Evans is at pains to point out is that the Ambassadors are committed. "What they do well is to commit themselves to working with us at particular times of the year, when they do a 'bit above'. An example is technology week in July. It's a big deal for Ambassadors and students alike and we spend the whole year preparing for it." Horndean runs an engineering club on a weekly basis. "It doesn't always have a STEM Ambassador, but they come when they can," Evans explained. The engineering club allows the college to build on the curriculum. "Students are particularly motivated," Evans continued, "and this allows us to do some 'above and beyond' work, which we call enrichment and extension." The college offers a BTEC Engineering qualification as an option and the engineering club is mainly attended by those on that course. "But students don't have to be in the club to do BTEC or vice versa." Currently, there are around 20 students following the BTEC Engineering course and about half of those are club regulars. "These are the students that will become engineers," Evans observed, "and the club is a great way of keeping them interested." One of the STEM Ambassadors at Horndean is Mike Ashton. "We got together in 1994," he recalled, "and there are still three of the original members involved. The Neighbourhood Engineering initiative was launched by the then Engineering Council and the idea was to set up groups in all secondary schools. "Potential members were pulled from the register of Chartered Engineers," Ashton recalled. "But it was a struggle," he continued. "It was difficult to get over the value of the approach and few companies were prepared to let their staff get involved. However, things have changed." Ashton's first involvement was in design and technology A levels. "The head of the department was concerned that students weren't doing their coursework. We got involved with them and the result was that A level marks went up." He says he tries to make himself involved with core activities. "That's been reasonably successful," he reflected. "I've been an engineer all my working life and this is an opportunity to put something back; making children aware of engineering as a possible career." STEMNET, which is the body running the STEM Ambassador programme, is looking to grow the numbers of engineers involved. Quraishi said there are currently 19,000 Ambassadors, but the target is to grow this number to 27,000 by March 2011. Registrations have seen a boost of late, following the ability to sign up online. Quraishi says that 68% of the 11,000 new recruits are aged 35 or younger. But electronics remains a problem area for the organisation. Just 341 of the Ambassadors admit to using electronics in some aspect of their job, while 510 says they are electrical/electronic engineers. Why should you sign up as an Ambassador? Quraishi lists a number of benefits: • Ambassadors can help teachers to bring the curriculum alive, act as role models and helping to debunk popular myths about nerdy scientists and grimy engineers • Provide yourself with a new challenge • Get a chance to give something back • Enthuse and inspire young people and make a difference • Get professional and personal development opportunities. How can you get involved? The first step is to go to www.stemnet.org.uk and fill in the online registration form. Once you've done that, you'll need to attend an Ambassador induction session, which lasts for about two hours. After the obligatory criminal record check, you're ready to work in schools. Ambassadors are required to keep STEMNET up to date with their activities, but what you take part in and how often is up to you. According to Harry Tee, chairman of the Electronics Leadership Council: "The economic health of our country will become increasingly technology dependent in the 21st Century, which some have named the 'Digital Century'. To believe that our nation can compete and grow with a diminishing cadre of designers and engineers would be foolish in the extreme. We simply must encourage our brightest and best to consider a career in the engineering and technology sectors and the STEM Ambassadors programme is a vital link in achieving this." Benefits of STEM Ambassadors For students: * Ambassadors make STEM topics relevant to their everyday lives and experiences * Ambassadors can be great motivators, inspiring confidence and improving key skills * Ambassadors enhance students; understanding of STEM career opportunities and routes into careers For teachers: * Ambassadors can help teachers to update their knowledge of contemporary science, technology and research * Ambassadors can be a 'new face' in the classroom * Ambassadors provide skilled and enthusiastic support for STEM lessons and clubs