Tobias Revell

“Opportunities for practical science are particularly important for less engaged students but only 26% of GCSE students are doing hands-on practical work at least fortnightly, down from 44% in 2016, and interest in science has declined - this is perhaps unsurprising given how much we know students like practical work.” Alarming new report by EngineeringUK; clearly not enough has been done in the past decade to overcome these barriers! And it begs this question how are we going to compete economically on the world stage with these worrying trends?

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The latest #ScienceEducationTracker from EngineeringUK, The Royal Society and Wellcome Trust’s great work aligns with what we’re seeing at Tech She Can 👏 Our recent research with Templeton and Partners - Tech Recruitment looked at similar attitudes to, and experience of, #STEMeducation and #careers, but with a focus on *primary* age. It shows what primary teachers urgently need: https://lnkd.in/e85J_pSZ 👀 Our report: https://hubs.li/Q02j0Glj0 👉 75% of primary teachers believe that careers education is important in primary schools, but only half have access to quality and *inclusive* careers education and only 15% feel the available experiences are sufficient, leaving many without *diverse* career insights 👉 c70% of primary school teachers believe that gender stereotypes around STEM start *before* the age of 11; 1 in 5 teachers are confident that stereotyping starts at *pre-school* age  👉 Although girls are reported by their teachers to enjoy STEM subjects more than boys, girls are almost 70% less likely to aspire to a STEM career 👉 c60% of teachers believe a trained volunteer - such as a #TechWeCan Champion, a real-life, relatable industry role model - visiting a school to deliver lessons would be most effective to inspire children. At #TechSheCan our experiences and learning resources start young - from age 5 to 16yrs - because we know STEM gender stereotypes set in early. They're designed by teachers, for teachers. They're inclusive, girl-friendly. For all. The Tracker calls for:  📢 ’'Government... to ensure the teaching of science, maths and computer science is more engaging for all students and builds confidence in the subjects, particularly for girls…’’; 📢 ‘’Extra-curricular activities boost young people’s interest in continuing their STEM education. Half of students who visited a business said they were inspired to continue with STEM subjects and 45% of those who had a talk at school from someone working in STEM said the same...’; 📢 ''[industry]... also needs to step-up and help young people see the range of opportunities for them...'' We have the solutions. We bring roles to life, making tech roles real and current. We connect childrens' passions to STEM and show that science & tech is inherently creative. And we’re doing it *with* industry ( 250 members across 40 sectors): literally #openingdoors, taking children into our partners’ workplaces for immersive Career Insights. Many of the schools we work with would not otherwise have #access to these experiences. We see the realities of the education sector on the ground, and the '#AspirationGap’ in classrooms across the UK, every day. https://lnkd.in/eQejXD4X With Sheridan Ash MBE, Robyn Howard, Becky Patel, Millie Stacey #GenderEquality #WiT #STEMEducation #socialmobility

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Just in** New survey from Zahra exploring the role of social media influencers in shaping trends and consumer behaviour within modest fashion. 🔷 How do social media influencers shape trends and consumer behaviour in modest fashion, and how does this impact the growing demand for women’s modest clothing? Take the Survey - https://lnkd.in/exKASaia

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Experience HERITAGE & FUTURE LIVING - THIS WAS THE FUTURE ONCE. This exhibition was part of the 'Future Experiences - Emerging Ecologies of Health, Heritage, and Habitat in 2033' project. The Emerging Ecologies project asked final year Glasgow School of Art BDes Product Design students to explore the future ecologies of health, heritage, and habitat.   The HERITAGE & FUTURE LIVING group co-created an experiential exhibit which was presented to stakeholders and the public. You can explore their world here https://lnkd.in/eQKq5_z8   Group members: Adrian Avellaneda, Huiqi Deng, Patrick McCrum, Jixing Qiu, Hannah Leonard   ‘THIS WAS THE FUTURE ONCE’ is a speculative exhibition at the Museum of Good Intentions. It immerses visitors in the world 2053 and reflects on a collection of ideas, objects, designs and movements from 2033, all of which tried to mitigate the effects of climate breakdown. Together these exhibits form a future retrospective; looking back at design history from a post climate breakdown perspective.   The exhibition is comprised of five different “life centered” projects, each trying to tackle a different challenge. From reduced soil biodiversity, to green burials, to critical organisations that played a part in the 2033 global action plan, the projects cover a broad range of areas. At the centre is ‘Climate Kerplunk’, an interactive learning tool helping museum visitors understand how we got to where they are in 2053.   Crucially, ‘This Was The Future Once’ asks whether these designs were proactive in combating the climate crisis or simply sticking plasters to cover the wounds of more significant systematic issues. As visitors navigate through the exhibition’s narrative, they are encouraged to reflect on design’s response to climate breakdown and the importance of addressing underlying issues to achieve a truly sustainable future.   You can download a PDF guide which takes you through the emerging ecology of heritage & future living here: https://osf.io/5e9zw   In the spirit of open research, we have curated the diverse and rich output and know-how from the whole project and made it available via this repository link https://osf.io/btnz9/   So, feel free to have a wee look around the Exhibition Publication material.   Publication DOI 10.17605/OSF.IO/BTNZ9 Kirsty Ross, Gordon Hush, Emma Laurie, Fraser Rowan, Gaston Welisch, Jaime L. Toney, John Thorne, Lisa Bradley; Madeline Wahl, Mary Donaldson, Rose-Marie Barbeau, Timothy Noël Peacock, Irene Bell, Zoë Prosser, Rachael Sleight, Sneha Raman, Janet Kelly, Casi Dylan, Hannah Campbell

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Along today to hear about new quality framework for Universities and Colleges in Scotland #ourtertiaryfuture interested in place of learning design, cross sectoral collaboration and AI. Two very different systems one driven by national occupational standards and one still quite institutionally focused -

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Welcome to the School Design Study Group at Cambridge University! We are a community of school design enthusiasts united by a shared belief in the transformative power of well-designed learning environments. Based at Cambridge University, our group brings together a diverse mix of undergraduate and postgraduate students, faculty members from the Department of Architecture and the Faculty of Education, as well as individuals from beyond these disciplines. In this space, we create opportunities for educationalists, spatial practitioners, and academics to connect and engage in meaningful dialogue. We aim to explore and expand ideas on how the built environment shapes the learning experience. Together, we delve into pressing questions such as: How do spatial design and pedagogy intersect? What makes a school building conducive to holistic learning? Our interdisciplinary community comes alive through: - Discussions with leading voices in the field—architects, educators, design anthropologists, and activists. - Visits to inspiring local schools that exemplify innovative design. - Design charettes that bring together architects and educators to generate new ideas for the future of school design. If you're passionate about reimagining educational spaces or simply curious to learn more, we’d love to connect with you! Follow us for insights, events, and conversations on what makes a school space truly impactful. Let’s reshape the future of learning environments—one discussion at a time. #SchoolDesign #CambridgeUniversity #LearningEnvironments #EducationalSpaces #Architecture #InterdisciplinaryResearch

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🎙️ New episode alert! 🚨 Join me as I discuss the differences between GCSE Design & Technology and 3D Design with Holly Maxwell and Harkit Janagel. We dive deep into the challenges teachers face and the impact of these choices on students' education. Listen now on Talking D&T! https://lnkd.in/e_uESXPq #DesignAndTechnology #Education #Podcast

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Embracing changes and paradoxes. If you're a design leader in an industry where design is maturing, The Leading Design Works report from Royal College of Art and EY Seren will bring perspective and food for thought. I do like the suggestion to move from the traditional "Feasible, Viable and Desirable" to a more complex, encompassing of today's challenges "Feasible, Viable, Valuable, Allowable and Sustainable". https://lnkd.in/gb-hJwfF

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Detailed report published this week by OCR with some thoughtful pointers for the curriculum review team: https://lnkd.in/eRm9DX59. #designeducation #designandtechnology #curriculumreview #artanddesign

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