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Stoned? Some thoughts on industry’s support to STEM secondary education

Stoned? Some thoughts on industry’s support to STEM secondary education. Dr Martin Thomas Director of STEM Outreach QinetiQ. Cell regeneration – you’re not half the person you used to be!. Company regeneration – we’re not half the company we used to be!.

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Stoned? Some thoughts on industry’s support to STEM secondary education

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  1. Stoned? Some thoughts on industry’s support to STEM secondary education Dr Martin Thomas Director of STEM Outreach QinetiQ

  2. Cell regeneration – you’re not half the person you used to be!

  3. Company regeneration – we’re not half the company we used to be! • Companies’ public persona persists despite continual internal change Q

  4. What is QinetiQ ? Never heard of it ! • Commercial company formed from the MoD’s R&D and T&E establishments • Direct heritage to defence research establishments of the 1940s • Ultimate provenance to 1265 and the office of the “Master General of the Ordnance”

  5. What Does QinetiQ Do?

  6. Marine surface environment

  7. Land environment

  8. Air environment

  9. Space: TopSat imaging satellite

  10. Space: Astronaut training

  11. Why is UK STEM education important to QinetiQ ? • PR tool • Outstanding young recruits • Restricted UK recruitment pool • Staff development for Chartership • Technically literate society

  12. Why should industry be important to UK STEM education ? STEM CAREERS Customer Support R&D T&E H&S Quality Production OECD and OST data published in the Roberts Review of 2002

  13. What skills does QinetiQ want ? • Subject matter knowledge • Cross-cutting skills • Logical scientific analytical progression • Data collection, analysis, interpretation • Communication skills (written and oral) • Teamwork • Flexibility in technical focus • Innovation/Entrepreneurship • Collaboration

  14. What skills does QinetiQ want ? • Competition vs. Collaboration

  15. Where to strategically apply limited resources ? • ‘Outreach’ activities • Perceived career prospects • School-based curriculum (including standard of facilities) • Teachers • Media portrayal including ‘heroes’ • Friends & family

  16. Should industry move up the value chain ? • Excite and enthuse pupils • Support those who influence the learning experience in the classroom

  17. How to support the ‘influencers’? • Top-level, national fora ? • Financial sponsorship vs. hands-on support vs. internet ? • Collaborative or independent ? • In-depth or widespread ? • Unclear route to teacher CPD: Charities vs. LEAs vs. SLCs

  18. The beginnings of a QinetiQ strategy ? • In response to feedback from ‘influencers’ themselves • Direct to teachers, careers advisors and schools advisors & inspectors • Collaborative • Nationally renowned schemes • Spread across UK • Hands-on support + appropriate sponsorship

  19. (QinetiQ) way forward ? • Data set case studies

  20. (QinetiQ) way forward ? • Distributed collaborative projects

  21. (QinetiQ) way forward ?- Regional fora • Regional fora/events aimed at: • Addressing specific needs of ‘influencers’ • Communicating requirements of industry • Collaborative events • Relationship to SLCs and Strategic Fora ? • Free facilities at QinetiQ sites, expert speakers, links to universities and industry

  22. Conclusions • Education and Industry both gain by ‘higher value’ collaboration • Industry “could do better” • Barriers to greater participation (situation with regard to teacher CPD) • Success needs collaboration and dialogue

  23. Feel free to throw stones ! education@qinetiq.com

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