Response 46805746

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Questions

1. Do you agree with the definition provided of STEM for the purposes of this Strategy?

Please select one item
Ticked Yes
No

2. Do you think the aims of this Strategy and the four priority themes are the right ones to address the challenges identified?

Please select one item
Yes
Ticked No
Do you think the aims of this Strategy and the four priority themes are the right ones to address the challenges identified?
The strategy is too vague.

3. Are these success criteria right?

Please select one item
Yes
Ticked No
If not, tell us what criteria we should use instead.
Actually yes, but we should commit to what we will measure for each. For example instead of "experience relevant and engaging STEM learning" we should record the number of applications on stem courses or other opportunities. Instead of saying "improved gender balance" we should give measurements (such as female uptake for National 5 in S4 or Higher in S5 for STEM subjects). We should then commit to improving these measures.

4. Do you think the scope of the Strategy is right? Tell us if you think it should exclude something or include anything else. For example, should it include training and development that employers provide for their workforce?

Do you think the scope of the Strategy is right? Tell us if you think it should exclude something or include anything else. For example, should it include training and development that employers provide for their workforce?
Lets keep the strategy focused on what we can control, so not what employers choose to do.

6. Tell us about activity currently ongoing – either included in this document or not – that you think could be adapted or stopped and why.

Tell us about activity currently ongoing – either included in this document or not – that you think could be adapted or stopped and why.
I would make one strong recommendation. You are already aware that "early and primary years are particularly crucial for STEM". The best thing we could do for STEM education is encourage primary schools to do one hour of numeracy every day. This should not include cross-curricular activities where numeracy is not the only focus. With the increase in other curriculum areas, such as citizenship etc, in Primary the basics have deteriorated alarmingly. Many Primarys spend only a small fractions of the time they used to on numeracy and this results in many high school pupils not being confident with their times tables. This is the main worry for STEM education. Another large problem is a lack of Physics and Maths teachers. I have been told only have the maths teacher training positions were filled last year. If true this will be a concern in the near future.

12. What could professional organisations and bodies and third sector organisations do to support the areas for action? This includes, in particular, the General Teaching Council for Scotland, the CLD Standards Council, the teaching unions and representatives and the Learned Societies.

What could professional organisations and bodies and third sector organisations do to support the areas for action? This includes, in particular, the General Teaching Council for Scotland, the CLD Standards Council, the teaching unions and representatives and the Learned Societies
GTCS and teaching colleges need to clarify what they will accept in terms of Lifeskills Maths Qualifications.

13. What more could science centres and festivals do to complement and enhance STEM formal education, to inspire scientists of the future, and to ensure their activities support those of the Scottish Government and its agencies?

What more could science centres and festivals do to complement and enhance STEM formal education, to inspire scientists of the future, and to ensure their activities support those of the Scottish Government and its agencies?
These may make good press releases but consistent action is what is required.