There needs to be a seismic shift in culture towards positive, gender-neutral perceptions of Science, Technology, Engineering and Maths (STEM), says a National Assembly for Wales committee.
The Enterprise and Business Committee carried out an inquiry into the provision of STEM subjects in schools and colleges in Wales.
The Committee found that many young people were still not engaged in STEM subjects because of underlying problems created by negative stereotypes about STEM disciplines.
Members have called for the Welsh Government to prioritise its investment in early interventions that can enthuse children in STEM and equip them for the modern knowledge-based economy.
"Science, Technology, Engineering and Mathematics skills underpin the knowledge-based economy, and digital skills are becoming increasingly relevant to our everyday lives," said Committee Chair, William Graham AM.
"The STEM agenda is therefore vitally important for Wales, and will become even more so in future.
"Wales, therefore, needs to strive for excellence in STEM right through the pipeline – from the curriculum and qualifications offered in primary and secondary schools and in colleges and universities, through careers advice and work experience, and into meaningful and sustainable employment.
"Many of the underlying problems are a result of the fact that popular perceptions of the STEM disciplines are still quite poor. Cultural stereotypes of "geeky" scientists and "subjects for boys" are alive and well, and regrettably they are embedded from an early age.
"Fundamentally, we see the need for a seismic shift in culture towards positive, gender-neutral perceptions of STEM. This requires the right culture in schools but also within families and society as a whole.
"The media will have a major role in that, but the Welsh Government too has a key part to play."
The Committee has made 14 recommendations to the Welsh Government, including calling for it to:
The Enterprise and Business Committee carried out an inquiry into the provision of STEM subjects in schools and colleges in Wales.
The Committee found that many young people were still not engaged in STEM subjects because of underlying problems created by negative stereotypes about STEM disciplines.
Members have called for the Welsh Government to prioritise its investment in early interventions that can enthuse children in STEM and equip them for the modern knowledge-based economy.
"Science, Technology, Engineering and Mathematics skills underpin the knowledge-based economy, and digital skills are becoming increasingly relevant to our everyday lives," said Committee Chair, William Graham AM.
"The STEM agenda is therefore vitally important for Wales, and will become even more so in future.
"Wales, therefore, needs to strive for excellence in STEM right through the pipeline – from the curriculum and qualifications offered in primary and secondary schools and in colleges and universities, through careers advice and work experience, and into meaningful and sustainable employment.
"Many of the underlying problems are a result of the fact that popular perceptions of the STEM disciplines are still quite poor. Cultural stereotypes of "geeky" scientists and "subjects for boys" are alive and well, and regrettably they are embedded from an early age.
"Fundamentally, we see the need for a seismic shift in culture towards positive, gender-neutral perceptions of STEM. This requires the right culture in schools but also within families and society as a whole.
"The media will have a major role in that, but the Welsh Government too has a key part to play."
The Committee has made 14 recommendations to the Welsh Government, including calling for it to:
- Continue to develop a coherent plan for the promotion, monitoring and evaluation of STEM enrichment projects undertaken through the National Science Academy hubs, and involve both the Department for Education and the Department for Economy, Science and Transport in that process;
- Prioritise its investment in early interventions that can enthuse children in STEM and inspire them throughout their entire education, but ensure those interventions are long-term and pan-Wales;
- Respond swiftly to the ICT review report’s recommendation to change computing in the curriculum so that Wales can produce the technologists needed by the computing industry in the future;
- Target interventions from Year 7 onwards, so that students receive accurate and impartial careers advice before they have to make crucial subject choices, and ensure that advice is provided in person as well as online through a significantly improved Careers Wales website;
- Develop a clear expectation of what the Welsh Government expects the higher education sector to be delivering for the STEM agenda;
- Based on proven good practice, target more interventions at an early age to encourage girls to achieve their full potential in STEM but sustain those interventions over the long term until there is a gender balance in those subjects.