Naomie Djate and Manasi Rajan

Science and mathematics provide a universal language that transcends cultural and geographic boundaries. The UK government’s focus on becoming a global science and technology superpower by 2030 indicates a long-term commitment to advancing the UK’s capabilities in key technological domains. Therefore, the plan outlined by the Prime Minister and the Technology Secretary is to grow the UK economy, create high-paid jobs, enhance security, and improve lives through science, innovation, and technology (Department for Science, Innovation and Technology 2023).

STEM Education in the UK: A rising demand

Rishi Sunak highlighted the importance of numeracy in the modern job market, stating that basic numeracy skills can increase earnings by £1,600 a year. To improve the math standard in the UK, he launched the ‘Maths to 18’ plan, which includes an advisory group, expansion of Maths Hubs across England, and improved professional certifications for primary school math teachers (Crerar 2023).

The focus areas include curriculum, teacher training, career advice, enrichment activities, and funding. All students in England from five to 16 study science, technology, engineering, and mathematics separately. Initiatives aim to improve teacher quality, increase awareness of diverse STEM careers, support extracurricular activities, and allocate resources for STEM education initiatives.

Under the UK’s STEM education strategy, science, technology, engineering, and mathematics (STEM) disciplines are required for pupils in grades 5 through 16. The curriculum promotes scientific thinking and creativity by emphasising application and inquiry. Additionally, it supports interdisciplinary learning by connecting STEM fields with other academic fields, including languages, the arts, and the humanities. Redesigned teacher preparation programmes aim to give educators more advanced topic knowledge and technological proficiency. Funding for continuing professional development (CPD) is offered to solve the teacher shortage and raise standards of instruction. Career education is incorporated into the curriculum to increase knowledge of various STEM vocations. Partnerships between the school and the industry are encouraged for internships and experiences. Funding initiatives such as clubs, contests, outreach programmes, and museum visits are also offered to encourage interest and involvement in STEM.

Specific initiatives aim to remove obstacles standing in the way of girls, members of underrepresented minorities, and kids from low-income families engaging in STEM activities and eventually pursuing STEM jobs. There is ongoing discussion over the best ways to evaluate students’ learning in STEM topics and the best ways to organise and balance the curriculum (Government Science & Engineering Profession 2023).

Challenges that STEM Education brings to UK School Systems

To successfully implement STEM education, specialist teachers in secondary schools play a crucial role in providing a deeper understanding of STEM subjects. The enthusiasm and confidence of a specialist teacher can significantly impact students’ interest and engagement. The Department for Education will face a key challenge in the noticeable teacher shortage already under way in England. The hardest to attract are maths and physics teachers, with 12% of maths lessons currently taught by a teacher who has a postgraduate degree (McLean, Worth, and Faulkner-Ellis 2023). One could stipulate that this directly results from non-competitive pay for teachers. In 2021/22, secondary teacher salaries dropped by12% compared to 2010/11. Moreover, compared to similar graduates, the actual growth difference in teachers’ earnings is 11%. Whilst some may point out that maths recruitment has improved when looking at the target, this is because of a lowering of the target.

A study by Hansen et al. in 2004 exemplified that the gap between teacher pay and other professions drives changes in recruitment and retention. Offering STEM secondary teachers competitive pay will strongly incentivise new STEM graduates to go into teaching. Another study produced in 2001 demonstrated that whilst teachers viewed their salary as adequate, they did not believe that it reflected their level of analysis (Barnes, Lyonette, Atfield, and Owen 2016). This rings true even today with the sharp drop in annual earnings since 2010 as noted earlier. Regional data shows a strong correlation between supply difficulties and adjusted pay gaps (Fullard and Zuccollo 2021). There is the highest difference between non-teacher and teacher pay in the areas bordering London. This suggests that current pay regions have evolved since the last revision in 2012.

The DfE’s proposed plans to reform the British Education system include a tax-free bonus plan of up to £30,000 for career teachers in the shortage subjects (Prime Minister’s Office 2023). It is still unclear how this bonus will be attributed to teachers. If it is to be attributed on a performance basis, this has already been shown to be very unpopular (Marsden 2015). Moreover, whilst this could prove effective for Early Careers Teachers, it ignores experienced teachers. Their pay growth has been almost halved since 2017 and the government’s plan will do little to remedy this (McLean, Worth, and Faulkner-Ellis 2023). The National Education Union has recently accepted a pay rise of 6.5%, but other unions have claimed it is not inflation-proof (Adams 2023).

The UK has a relatively high proportion of young teachers compared to the OECD average (STEM Learning 2022). The number of graduates with specialised qualifications in STEM subjects, including engineering, may not be sufficient to meet the demand for teachers. Graduates with STEM qualifications often have lucrative opportunities in industry, which may be more financially rewarding than teaching positions. The allure of higher salaries and diverse career paths can divert potential STEM educators away from the teaching profession. The government recognises this challenge and has introduced bursaries to incentivise graduates to pursue teaching in STEM to target the lack of teaching-learning skills. It has also committed to recruiting 17,500 more math and physics teachers (Morgan and Kirby 2016).

Programmes like Teach First, which aim to attract high-achieving graduates to teach in disadvantaged schools, are commendable for addressing educational disparities. However, the persistent shortages of teachers in STEM subjects, especially in critical areas like maths, physics, design and technology (D&T), and computing, indicate that ore comprehensive strategies may be needed (Morgan and Kirby 2016).

Recommendations

To improve recruitment and retention of STEM teachers to achieve the “Maths to 18” plan, local pay levels must be explicitly revised to ensure that all areas offer teachers competitive pay for their qualifications. Moreover, the government must commit to a long-term agreement that guarantees above-inflation pay, both current and forecasted.

The importance of continuous professional development (CPD) for teachers, including those in STEM subjects, cannot be overstated. Engaging in career long CPD is essential for educators to stay current with the latest advancements in their field, refine teaching practices, and adapt to evolving educational methodologies. Leveraging the teacher training offered by The National Science Learning Network, notably the National STEM Learning Centre in York, can provide STEM-specific professional development for teachers and support staff in schools across the UK.

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