There is common agreement that our economy needs an increased supply of people equipped with high-end science and engineering skills.
The route to a long-term, sustainable solution is encouraging young people to study science, technology, engineering and maths (STEM) qualifications.
So it is worrying to learn that recent changes to the funding of schools and colleges might reduce the numbers choosing STEM studies.
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At the very time the region is fighting to find our place in the global economy and realising our future depends upon exploiting our reputation for innovation, design and invention we appear to be creating an educational funding regime that is at odds with this.
Previously, schools were able to draw extra money to cover the additional costs associated with STEM teaching. Typically, success in STEM needs four or five A-level passes.
However, the new funding regime is predicated on students studying a maximum of three exams. The old system also allowed for the costs of laboratory materials, equipment, maintenance, health and safety etc. that STEM teaching requires.
Also it provided the extra salary costs necessary to tempt the best teaching talent (particularly chemistry and physics) out of industry.
The old system also linked school funding to pupil success rates including exam passes – the new system doesn’t, and there is no incentive for institutions looking to put their students through courses widely recognised as challenging, for example STEM subjects.
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We in business should listen very hard to the views of our schools and there is none better than the grammar schools and independent schools in the King Edward’s Foundation. Encouragingly, there is evidence here that young people are now attracted to STEM subjects.
John Claughton, chief master of King Edward’s School in Edgbaston, says that demand for STEM subjects amongst his pupils and the King Edward’s grammar schools remains very strong: in the grammar schools a substantial majority of students study maths and science.
Whilst much of this scientific purpose is directed towards the study of medicine, many more of these students would be encouraged to consider degrees in science and not medicine, if they had a clearer line of sight to their future employment. Students know where medicine leads but science still conjures up images of test tubes and white coats.
The best way to break down these preconceptions is for students to see scientific careers first-hand.
The message to Midlands industrial leaders is clear – tap into this local talent early by offering work experience and internships. When we do this, there is evidence that students don’t wander off to financial careers in London or Frankfurt. Instead, they return keen to engage in industry.
The Greater Birmingham Chambers of Commerce will work with education partners like the King Edward’s Foundation to reform the funding of state schools so that they are in a position to respond to and encourage the take-up of STEM students.
The chamber is also challenging Midlands industry to play its part in increasingly significantly linkages with schools so that students can get excited about the wonderful science-based careers that await them.
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Frankly, if you are in business and reading this, this means you.
Also make a note to get involved with the Skills Show, running at the NEC when we will see up to 100,000 young people spend three days seeing industry “in the raw”.
* Jerry Blackett is chief executive of Birmingham Chamber Group.
* To find out more about work-placements and the Skills Show, please contact him at