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RAF STEM Programme: Inspiring Diversity in Engineering Careers

This programme aims to address the under-representation of women in the RAF workforce by providing hands-on engineering experiences and personal development training. The programme has had a positive impact on participants' awareness of RAF careers and their interest in STEM subjects.

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RAF STEM Programme: Inspiring Diversity in Engineering Careers

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  1. Why we do it • RAF requires continuous inflow of young talent • Board commitment to a workforce more reflective of the society we serve • Value of diverse teams well understood • Women under-represented in RAF workforce • STEM a critical component • Understand the challenges of recruiting under-represented groups • Recognize the value of hands-on experiential learning to challenge stereotyping

  2. Programme Development • Programme content - Residential hands on engineering experience - Personal development training - Relevant Careers information - Access to female role models - Provision of tangible evidence for participants - Parent/teacher involvement • Against backdrop of RAF ‘lived experience’

  3. Programme Development • Training the trainers • Application process • Delivery • Impact evaluation • Communications • Programme expansion

  4. Has it worked? • Now into its 8th year • Over 340 girls and 300 boys have participated so far • 50% of 09/10 girls have continued with STEM subjects • Awareness of RAF Careers increased from 46% to 75% • Awareness of what an engineer does increased from 46% to 88% Seeing early pull through from the STEM courses to the RAF educational sponsorship schemes

  5. Impact and Sustainability • Impact - Participants and parents - Organisation –targets, funding • Sustainability - Organic development - Flexibility - Reflective - Transferable - Top down and bottom up • Indirect successes

  6. Lessons Learned • Lessons learned - keep it fresh - keep talking and writing about it - choosing the right partners - make it self sustaining - don’t stop doing the homework - be ambitious

  7. STEM Ambassador Quotes • 'I am working on a number of RAF Projects such as Project XXXX which aim to deliver workshops to students. When I come to leave the RAF I will look to carry on being a STEM Ambassador'. (RAF Engineer) • 'It gives people something extra to focus on and gives a reason to stay keen and motivated. The activities also allow people to practice their engagement and public speaking skills.' (RAF Information Communications Technician) • 'This engagement will provide a solid foundation on which all involved will have faith in their own development and in activities which will leave a lasting impression because of the fun and excitement factor'. (RAF Recruiter)

  8. Entrant to RAF Quote • 'I met a woman at a social event who I ended up chatting to ...about her experiences. I think the Armed Forces in particular are such an abstract concept if you haven’t really had that exposure through your family; it helped a lot to talk to women who could dispel the negative myths ... and give honest and direct answers.... The RAF was always something that was in the back of my mind; especially because of the travel opportunities, the qualifications, and the fitness culture. From my WISE days, they had stood out as an employer that cares about diversity and your development, because of the outreach that they care enough to do.' • (RAF-WISE Chaperone, now engineer in RAF)

  9. Student Quotes • ‘It made me realise that women have a bigger part to play in engineering in the RAF than I first thought’ RAF/WISE Student • ‘It was amazing and life changing’ RAF/WISE Student • ‘It opened my views on engineering, before it was limited. Gave me insight and gave me opportunities for females to do engineering’ Generating Genius Student

  10. Quotes • ‘A completely different work experience than the sort of thing that they are getting via school. Most seem to be given childcare, or teaching assistant type experiences. Has given the girls a chance to see what they can aspire to.’ Senior Officer, GVCAC • ‘The stakeholders we work with, particularly parents, are positive about it and have found that their children have matured as a result of the experience’ Dr Tony Sewell, Generating Genius

  11. Theory into practice Career Learning and E&D Vocational maturity (Super) Narrative story telling (Law, Reid) Career education and guidance policy (Watts) Inclusive approaches to career learning (Irving, Sultana) Learning theory (Kolb) Career learning theory (Barnes) Gender equality in STEM (Greenfield, Whitelegg and Murphy) ASPIRES Project

  12. Workbook or Diary? Wider Horizons, Early versions and iterations

  13. Evaluation Longitudinal survey and outcomes

  14. 2015-2016 Evaluation methods

  15. Questions and Discussion

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