STEM news

As announced in our 'Higher Ambitions' HE strategy framework we want to see better information for prospective students and on graduate supply/demand mismatches, and funding incentives for universities to develop the higher level skills employers need (especially for future growth sectors such as those identified in New Industries, New Jobs.

However, Higher Education Institutions (HEIs) are independent, autonomous bodies. As such, they are responsible for their own admissions decisions. The Government does not have the power to interfere in university admissions. This means that the Government cannot demand that HEIs require A level mathematics or further mathematics as a condition of entry.

Improving the quality and type of information available to students as they research opportunities in higher education is a high priority. It is crucial for anyone wishing to embark on HE study to be able to access as much information as possible about their course options to enable them to choose a course that best meets their abilities and needs. This maximises the opportunities for students to flourish on the courses they ultimately select.

Entry Profiles (EP) provide one such source of information. Entry Profiles were developed by UCAS and are drawn up by individual institutions to provide entry criteria to individual courses. They provide information on the features of the course alongside required entry qualifications, particular skills, competencies and qualities needed and whether there will be interviews or tests etc. The HE sector is working to improve the coverage and quality of Entry Profiles.

Entry Profiles are now available for over 90 per cent of UCAS listed courses. The Supporting Professionalism in Admissions (SPA) project works with HEIs to improve the HE admissions process. SPA currently is working with individual HEIs to improve both the quality and coverage of EPs.

Many courses and subject areas are very popular and there is strong competition for places. Admission standards are often very high, so even if an applicant is predicted to/has received good A-level grades or exceeds the minimum entry requirements for a particular course, a place is not necessarily guaranteed. Other factors will also play an important part in the selection process including assessment of an applicant's aptitude and potential as well as attainment.

The Forum also commented that on the need for improved information, advice and guidance for students, from an early age. This has formed an important part of the BIS Science and Society Strategy for the UK. The Science for Careers Expert Group, chaired by Diana Garnham of the Science Council, has recently published its action plan for encouraging more students to consider STEM careers. This action plan looks specifically at Awareness, Education, Information, Advice and Guidance (AEIAG), and the employer, HE and schools interface as two of its primary themes. The Science and Learning Expert Group report, chaired by Sir Mark Walport of the Wellcome Trust, also contains a recommendation for pupils to receive guidance on STEM careers from KS2 onwards, in line with DCSF's IAG strategy. Both groups presented their reports to Government at the end of February, and officials in DCSF and BIS are considering their findings in detail, and assessing how best to take them forward.

Although the Forum's discussion was very much focused on A-level entry routes into HE, we expect the next phase of HE expansion will hinge on needs of - and opportunities for - a more diverse range of entrants (apprentices, part-time etc), and the Science for Careers report also includes actions to raise awareness of alternative pathways into STEM careers.