Chapters 3&4

Chapters 3 & 4 of a resource pack for careers education and information, advice and guidance practitioners.

Chapter 3

Learning Routes and Pathways: Keeping future options open by choosing a STEM learning route

Exciting opportunities are opening up for young people to develop their STEM skills and unlock talent through different routes:

  • The Apprenticeship route is being expanded and strengthened by the Government’s Skills Pledge to help meet a skills shortage in processing & technician roles in the STEM sector.
  • The Diploma route combines classroom learning with practical hands-on experience covering a broad employment sector.
  • The A Levels routes are being updated and strengthened to ensure they maintain their high standards and meet current needs. Some career options specify particular subjects as entry requirements, for example, to be a forensic scientist you need biology or chemistry, and physics is an ideal option for sound engineering.


Chapter 4

Equality and Diversity: Promoting STEM learning routes and careers in a positive way to encourage under-represented groups to see the benefits of STEM options

The STEM workforce is not yet truly representative, with a significant gender imbalance in many areas, and a variable representation from ethnic minorities.

Occupational segregation is a major contributing factor to the gender pay gap: 75% of females are found in just 5 occupational groups, which are the lowest paid. The CEIAG pack presents some of the statistics which emphasise the message of overall better pay in the STEM area which, combined with the exciting opportunities that are available, may encourage more girls to break this cycle. The pack includes a ladder of progression in tackling limited and stereotypical views and practical ways of improving awareness of STEM options.

The Ethnicity section (chapter 4.11) helps to identify the take-up of STEM subjects and careers within the differing ethnic groups. The section highlights the importance of providing careers information that challenges stereotypes, and provides examples of positive role models and mentors. Signposting within the section pinpoints projects and support programmes which help to encourage greater ethnic minority representation in STEM.