Science, technology, engineering and maths (Stem) have long been regarded as essential to Scotland’s economic, cultural and social future.
The Scottish government’s 2017 Stem Education and Training Strategy set out ambitious goals to improve participation, close equity gaps and better align education with labour-market needs. Employers, universities and policymakers highlight the need for a workforce with strong Stem skills to meet the challenges of an increasingly digital and technologically driven world.
Yet, despite years of reports, strategies and consultations, the current state of Stem education in Scottish schools remains mixed. While there are examples of excellence, concerns persist that ambitions to widen and modernise the curriculum have stalled.
Indispensable role of Stem
One factor often overlooked in these discussions is the indispensable role of school technicians. Technicians are the quiet professionals who ensure that practical Stem education can take place safely, smoothly and effectively.
In science departments, for example, technicians prepare experiments, maintain equipment and provide guidance to teachers on safe procedures. In technology and engineering workshops, they make sure tools are calibrated and resources are ready for pupils to engage in hands-on learning.
Without their expertise, the essential and much-valued practical element of Stem education would simply not happen.
Technicians also play a role that extends beyond logistical support. Their work underpins the credibility and quality of Stem learning. Pupils learn not just through textbooks or theory, but by doing - mixing chemicals, testing circuits, building prototypes. These activities inspire curiosity, develop problem-solving skills and nurture creativity.
Teachers may design the learning, but it is often the technicians who make it feasible. Despite this, the technician workforce is under-recognised, undervalued and, in many cases, stretched thin as a result of budget constraints. Recognising and investing in this workforce is essential if Scotland wants to sustain meaningful Stem provision in schools.
At the same time, the broader vision for Stem within the Scottish curriculum has faced delays and uncertainty. Independent reviews - such as the Withers Review of skills delivery, the Logan review of Scotland’s technology ecosystem, and the Hayward Review on the future of qualifications - have each highlighted the need for reform. Common themes emerge from these reports: the curriculum must become more flexible; practical learning must be prioritised; and assessment should better reflect the skills demanded by modern industries.
However, despite the clarity of these recommendations, there is a sense that change has been deferred. While strategies are published and consultations are held, tangible reform in schools progresses slowly or stalls. This inertia risks leaving pupils underprepared for a labour market where Stem capabilities are not optional, but fundamental.
Disconnect between ambition and delivery
The disconnect between ambition and delivery is most visible at classroom level. Teachers and technicians are working tirelessly, but often within outdated frameworks that limit innovation. Stem clubs, partnerships with local industry and project-based learning show what is possible, yet such examples are unevenly distributed and heavily dependent on individual school leadership. A truly national effort would embed these practices across the system, supported by robust investment in staff, training and equipment.
If Scotland is serious about preparing its young people for the future, it must act on the recommendations already set before it. That means not just rethinking curriculum design, but also recognising the infrastructure that makes practical Stem possible.
School technicians should be viewed as central to the Stem workforce, not peripheral. Investing in their professional development, improving pay and conditions and ensuring adequate staffing levels would strengthen the entire ecosystem of Stem education.
Scotland has no shortage of ambition when it comes to Stem education, nor of evidence pointing to what must be done; what is lacking is momentum.
Reports such as Withers, Logan and Hayward give us clear and compelling roadmaps for reform so that we can ensure Scotland not only keeps pace with change but leads with confidence and ambition. Where, though, is the appetite and political will to progress with such necessary and radical change?
At the heart of this effort must be a renewed recognition of the essential contribution made by school technicians - who have so often quietly enabled the next generation of scientists, engineers and innovators.
Alastair MacGregor is chief executive of SSERC, a body that supports Stem educators in Scotland
You can now get the UK’s most-trusted source of education news in a mobile app. Get Tes magazine on iOS and on Android
