In the current uncertain economic climate, many young people are struggling to find employment. Baz Ramaiah, Director of Policy and Research at Youth Employment UK, tells us about the challenges young people are facing and the support the organisation is providing to ensure all young people can access and thrive in the world of work.

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Youth Employment UK helps young people find employment and training opportunities and runs the annual Youth Voice Census to capture young people’s opinions about education and employment.

In 2025, over 9000 young people aged 11 to 30 responded to the Youth Voice Census. They came from diverse backgrounds from across the UK and represented people in school, college, university, apprenticeships, employment and those not in education, employment or training (NEET).

Every year, we update the questions slightly to reflect changes in society and government policy. For example, in the 2026 census we have included more questions about young people’s experiences of technology and AI and their concerns about the cost of living. We use the huge volume of data we generate from the census to amplify young people’s voices in policy conversations.

Why is work experience so important for young people?

In the 2025 census, over 50% of young people reported that their main barrier to getting into work was a lack of work experience. And the employers we work with also highlight that a candidate’s lack of experience is their main barrier to hiring young people.

Our research has shown that work experience opportunities are crucial for getting young people into employment, as well as allowing them to gain an understanding of what the world of work looks like and helping them figure out what they want to do.

However, access to work experience is shrinking. Last year, only 26% of surveyed young people in education took part in work experience. As employers feel the financial pinch, they find it harder to create capacity to take on young people for work experience. To try and address this, we support employers to make the most out of resources that will help them create work experience opportunities for young people.

Access to careers advice is also decreasing, with only 30% of secondary students receiving careers lessons and only 23% meeting employers through school. Careers education, work experience and employer engagement are the bridges into work, but each is in decline. Students who are Black, receive free school meals or have additional needs, along with NEET young people, are consistently the least supported, leaving the young people who most need opportunity with the least access to it.

What challenges do young people face when looking for employment?

Young people from disadvantaged backgrounds are more likely to experience physical and mental health issues and are less likely to have high-quality services in their local area to provide health support, financial support or access to work.

These issues can compound in any given individual, especially in the uncertain economic climate of today. NEET young people often sit at the intersection of complex individual factors, where family circumstances, physical and mental health issues, educational experiences, and availability of opportunities and support in their local area all create challenges to accessing work and training.

When young people are not in education, employment or training, this is usually not for a lack of trying. Many NEET people reported engaging in dozens of different routes towards finding a job in the previous 12 months, but without success.

In addition to the difficult job market, mental health adds another challenge, with 30% of NEET people reporting that anxiety is one of their biggest barriers to applying for and securing a job. For young people who experience anxiety, the process of applying for a job can make them feel more anxious. And this anxiety can increase if they apply for a job and never hear back from the company.

The current economic climate means that the number of job vacancies is down 15% compared to the same time last year, and the number of redundancies is up 10%. This means the total number of job opportunities is shrinking while the number of people looking for work is growing, leading to a more competitive job market. This also means young people with less experience are having to compete with more experienced workers who are looking for new roles.

There is a lot of economic precarity for young people at the moment, which increases their stress and anxiety about being out of work. Almost every year in the census data, one in five young people report that making ends meet is a significant concern for them. And this adds to the pressure of finding work in a competitive market.

This is why interventions and programmes such as the government’s national Youth Guarantee are really important for increasing opportunities for young people and reducing competition with more experienced people in the job market, thereby making work more accessible for young people.

How has Youth Employment UK contributed to the Youth Guarantee?

We work closely with a lot of people in government, and the government has recognised that there has been a failure to incentivise employers to offer more employment and training opportunities to young people. Thanks to our work and the evidence we have provided through our research, the government has now adopted the national Youth Guarantee which provides funding to employers to create work experience opportunities for young people as well as youth hubs for young people to access local support and youth job programmes.

Now, our concern is to make sure the Youth Guarantee is delivered effectively in a way that builds on the evidence of impact that we have provided from our surveys and research. We will monitor the programmes over the coming years to ensure they are iteratively improved and are successful at achieving their aims.

What other policies is Youth Employment UK supporting?

We made various policy recommendations after the 2024 census, and we’re delighted to see that many of them have been taken up by local and national governments and employers! In addition to rolling out the Youth Guarantee, we want to ensure there is a sustainable funding mechanism behind it to support the employers who are providing opportunities for young people. Underneath and supporting that, we want to ensure there is a strong social safety net for young people, in terms of access to public transport, housing and mental health support, which could help to eliminate a lot of the barriers that many people face to accessing education, employment and training opportunities.

What else does Youth Employment UK do?

Our aim is to champion young people by sharing their voices. Young people want to work; they just need opportunities to do so. So, we are supporting campaigns to highlight the benefits young people can bring to employers.

We have so much on our website! We’ve been working with young people and employers for years and have built up a huge range of resources, all of which are free to access. Our ‘opportunity finder’ is a one-stop-shop where young people can search for training and employment opportunities in their local area. We provide free skills training courses, along with careers guides, advice about writing CVs and tips about how to manage mental health with directions for where to look for professional support. We also provide careers advice for parents and carers as well as careers lesson plans for teachers.

We have so much to share with young people to support them through education and training and into employment.

youthemployment.org.uk

 facebook.com/YouthEmploymentUK

 linkedin.com/company/youth-employment-uk/

x.com/yeuk2012

Instagram/youthemploymentuk

Do you have a question for Baz?

Find careers advice from the University of London Careers Service:
www.futurumcareers.com/find-where-you-thrive

By providing technology and learning programmes to under-resourced schools in South Africa, iSchoolAfrica Education Trust is empowering learners and teachers alike. Founder and Director Michelle Lissoos tells us how the organisation is working to ensure all learners can access meaningful, inclusive learning opportunities.

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Every iSchoolAfrica programme includes educator support and mentoring. Programme champions are also appointed in each school. iSchoolAfrica builds educator confidence, competence and leadership in a digital world. Through structured training, ongoing coaching and classroom-based support, educators learn how to integrate technology meaningfully into the curriculum. Teachers are also awarded the global recognition of Apple Teacher. An ongoing support network of best practice is created.

Who are the iSchoolAfrica facilitators, and what support do they offer schools?

iSchoolAfrica Facilitators are trained specialists in education technology integration. They work on the ground at each school, where an iSchoolAfrica programme is implemented. They support and mentor the educators to ensure confidence and independence.

What collaborations make iSchoolAfrica’s work possible?

Partnerships and collaboration are key to iSchoolAfrica’s success and sustainability. Our work is made possible through a wide range of partnerships with private companies, non-government organisations (NGOs), foundations and community organisations. And, of course, central to all our programmes is the commitment of school leaders, educators and learners.

What impact has iSchoolAfrica had so far?

Since its formation in 2009, iSchoolAfrica has had a significant and measurable impact on South Africa’s education landscape. Over 340 schools have participated in iSchoolAfrica’s programmes. Our initiative has impacted more than 120,000 learners from Early Childhood Development through Grade 12. Over 3,500 teachers have been trained to integrate technology and learner-centred practices effectively in the classroom.

What have been the highlights for you, personally?

I am very proud of the impact iSchoolAfrica has made. The highlights for me are always seeing the personal triumphs of our programme: a Grade 1 learner in a rural village gets access to personalised numeracy and literacy lessons; a child in hospital does not miss out on school learning; township teenagers make movies on issues that are important to them; a non-verbal learner with autism communicates for the first time; deaf youth become successful app developers; teachers thrive as they see their learners succeed – this is the everyday life of iSchoolAfrica.

What’s next for iSchoolAfrica?

iSchoolAfrica is always looking for ways to scale and strengthen partnerships for increased impact and reach. We look forward to new, innovative ways of increasing access to quality education. It will be exciting to see how AI will assist this.

ischoolafrica.com

x.com/iSchoolAfrica

 linkedin.com/company/iSchoolAfrica

 facebook.com/ischoolafrica

 https://www.youtube.com/channel/UCtSLoyaxL1IlbB6FbrdhLZQ

Do you have a question for Michelle?

Read about how Scottish Teachers Advancing Computing Science (STACS) is advance computing science in Scotland:
www.futurumcareers.com/championing-computing-science

Judith Hermetter, Global Head of Communications at Zero Project, tells us about the global and research-driven initiative that finds and shares solutions that improve the daily lives of people living with disabilities

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Emergency services:

TapSOS (UK) and AccessSOS (US) are apps that allow persons with disabilities to contact emergency services without making a phone call. This is critical for people who are deaf or non-verbal, but the technology is also useful for the elderly or individuals who have had a stroke and cannot speak. Both apps integrate with their respective national emergency services.

To be effective, an innovation must be co-designed with or led by persons with disabilities. The famous quote, “nothing about us without us”, ensures that individuals who truly understand the barriers are involved from the beginning.

How are Zero Project awardees chosen?

Once a year, the Zero Project Network reaches out to all corners of the world during a ‘Call for Nominations’ for the Zero Project Awards. Last year, 586 nominations from 93 countries were submitted thanks to this collective effort. Nominations can include products, services, public policies and other types of initiatives. All types of organisations can nominate – from small grassroots initiatives and startups to large corporations, non-government organisations (NGOs) and public sector bodies.

Each year, the Call for Nominations addresses a specific topic, such as accessibility, education, employment, independent living or political participation. Information and communication technology (ICT) is addressed every year due to its significance for disability inclusion, and there is also a special focus on inclusive arts.

To be successful in the selection process, each nomination must meet three main criteria: innovation, impact and scalability. In a months-long selection process that involves the global network, each nomination is fact-checked, evaluated and peer-reviewed. More than 400 experts contributed last year. From the original pool of nominations, around 75 innovative solutions are selected for a Zero Project Award every year. Awardees receive support from the global network and present their work at the annual Zero Project Conference at the United Nations Office in Vienna.

What were the highlights of this year’s conference?

The Zero Project Conference 2026 (#ZeroCon26) was held in February, with more than 1,400 participants, with and without disabilities, and without disabilities from around 100 countries attending.

The highlight is the Award Ceremony, where the Zero Project Awardees receive their official certificates and their work is celebrated by the global community. However, personal highlights differ for every participant: for some, it’s the opportunity to pitch their work to potential partners; for others, it’s learning from experts or discussing opportunities to scale their solutions.

What makes Zero Project conferences unique worldwide is the focus on community-selected innovations that can be replicated. Participants also often describe a unique energy at the event, as every person attends in a spirit of collaboration. As the organisers, we do our best to make the event as accessible as possible, for instance, through tactile flooring, International Sign interpretation in sessions and a quiet room.

What impact is Zero Project having?

Zero Project is always an enabler or platform to share and amplify the work of others. As such, the impact is not always immediate, and it varies. We know that Zero Project events have sparked new partnerships around the world. Through publications and media-related efforts, little-known initiatives receive visibility. Some awardees receive increased support in their countries because of the Zero Project Award’s international reputation. Others gain access to important stakeholders, such as policymakers, while some improve their products by learning from the community.

For many, it’s also very encouraging to see that they are not alone in their work for disability inclusion. Being at the Zero Project Conference and having this sense of belonging to a community is also a big motivational boost for those of us on the team.

What does the future hold for Zero Project?

It’s a difficult time for diversity, equity and inclusion (DEI) initiatives around the world, and there are multiple crises – such as conflicts and the climate crisis – where persons with disabilities are among the most vulnerable groups. It is not an easy time for this community, but Zero Project is here to stay and will continue to provide a global platform for disability innovation. We are in the privileged position of seeing innovative approaches and solution-oriented thinking across our global community every day, so while barriers are real, we know that the work towards a world with zero barriers continues – and it is powerful.

Removing educational barriers

Here are just a few recipients of Zero Project Awards 2026:

Solution: Zerobionic Robotic Hand

Organisation: Zerobionic

Country of implementation: Kenya

Zerobionic, headquartered in Nairobi, is an ICT start-up focusing on inclusive educational technology, the core project of which is a robotic hand using AI to translate classroom STEM (science, technology, engineering and mathematics)

content into real-time sign language. Launched in 2022, Zerobionic has grown through partnerships and international replication, reaching over 500,000 students in 120 African schools and 9,500 students in four Swiss schools by 2024, and training 320 educators worldwide.

Solution: Dramaski Productions

Organisation: Dramaski

Country of implementation: Sweden

Dramaski is a small public-funded media company based in Stockholm, run by and employing Deaf persons in all roles. The company produces original TV content, translates video/web materials, and develops educational resources all in Swedish Sign Language. The main language is authentic sign language from concept to production, supporting the linguistic development, cultural identity and visibility of children, young people and adults. Dramaski’s model has been replicated by broadcasters in other Scandinavian countries.

Solution: Théseus

Organisation: Teiresiás Centre, Masaryk University

Country of implementation: Czechia

Théseus was created by the Teiresiás Centre at Masaryk University in Brno which has over 20 years’ experience in accessible education and digital content. The service offers audits, training and resources to improve digital environments for persons with disabilities, combining the lived experience and technical expertise of certified experts with disabilities. Since 2022, Théseus has delivered more than 250 audits for universities, companies and public institutions in Czechia and Slovakia.

Solution: Inclusive Braille Software

Organisation: Boltay Huroof

Country of implementation: Pakistan

Boltay Huroof is a Pakistan-based NGO founded by local educators and activists to promote literacy and creative expression among underprivileged children in Karachi. Its digital assistive software automates the conversion of printed and digital text into inclusive Braille, allowing individuals with and without visual disabilities to read from the same document.

Read about all of the 2026 awardees.

Connect with Zero Project

zeroproject.org

 facebook.com/zeroproject.org

 linkedin.com/company/zeroproject

 instagram.com/zeroprojectorg

 youtube.com/user/Zeroprojectorg

Funder: The Essl Foundation is a non-profit family foundation (registered in Austria). Core funding for Zero Project is provided by the family foundation. For specific initiatives, events and programmes, additional funding is provided by a variety of partner organisations. For example, the Zero Project Technology Forum in Vienna is funded with the support of UniCredit Bank Austria, Google, Microsoft, Cisco and The Seneca Trust.

Do you have a question for Judith?

Read about the education provider helping people with disabilities to realise their full potential as equal and active citizens:
www.futurumcareers.com/my-disability-is-part-of-who-i-am-but-it-doesnt-define-me

Motivated by her own experience as a young carer, Rebekah Gold, Co-Founder and Director, leads the Young Caregiver Council of Canada (YCCC). Amplifying carers’ stories and fostering a supportive community, the YCCC is proud to celebrate young carers as leaders and change makers.

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What are the challenges of being a young carer?

There is substantial research that references the short and long-term challenges experienced by young carers, which impact them academically, socially and professionallyⁱ. According to the Young Caregivers Association®, young carers express experiencing stress, loneliness, isolation, depression, anxiety, low self-esteem and difficulties relating to peers. In a research studyⁱⁱ, 68% of young carers reported fearing they will do poorly in school because of their care work. Despite the responsibilities they shoulder, young carers remain one of the most overlooked and underserved groups in the country. Many don’t even realise that the support they provide is caregiving, let alone that they have a right to accessible, quality resources and supportⁱⁱⁱ.

Our three pillars acknowledge the power of community in combatting the isolation that many young carers experience. We want young carers to know that they are not alone, and that their stories and care work matter.

What positive impact can being a carer have on a young person?

As young people with care experiences, we hold wisdom about the challenges that come with supporting a family member and/or friend. Most of us have navigated caring for someone without any formal support and became aware of the term ‘young carer’ later in our youth. We hold valuable knowledge about disability and illness, we recognise and experience stigma and injustices that lead to silence and isolation, and we feel deep empathy for young carers and families across Canada who have also been left unsupported. Through caring for someone, we have learnt important life skills that help us support our family, friends and community.

How are YCCC members using their wisdom to advocate for change?

We use our collective wisdom to amplify the voices and stories of young carers and inform policy initiatives across Canada. Our Young Caregiver Blog features important knowledge and stories from young carer Council members. Our blog offers opportunities for guest contributions from young carers who would like to share their stories anonymously and perspectives from researchers and professionals working to understand and support young carers in policy, healthcare and education.

Most recently, we have created the first National Young Caregiver Support List, which is a centralised list of support, including resources specifically designed for young carers. This collection brings together national programmes, information hubs, resources available in each province and territory, and youth mental-health services. In addition, we created a Young Caregiver Library, which recommends podcasts, videos, toolkits, zines and books. Our website is the first digital space in Canada to bring together almost every relevant support for young carers.

What collaborations is the YCCC benefitting from?

The YCCC collaborates with organisations, institutions, service professionals and researchers on projects that are novel, meaningful and lead to actionable change for young carers. Some examples of our organisation and academic partners and collaborators can be found on our website. We have been fortunate to collaborate with incredible professionals and researchers, leading to presentations, webinars, co-created research projects, workshops and resources.

How can people get involved with the YCCC?

We invite educators and young people to connect with us, share our message, and take action in your own communities. Explore our website to learn more about what we do, listen to young carers’ stories, and join this growing movement to build a future where young carers feel safe, respected, informed, involved and supported.

Whether you are a young carer, organisation, service professional or researcher, we would love to hear from you! We are always open to new collaborations.

What advice do you have for young carers?

Many young people may not see themselves as a carer, but if you support someone in your life or have a close family member/friend that experiences challenges, you might be taking on care work without even knowing it. We encourage you to watch our YCCC: A Window into Care video to see how different young people describe their care work.

You have the wisdom to get through this. We see the work you are doing, and it matters. If you do not have access to support, please explore our website. If you are located in the UK, we recommend contacting Carers Trust for more localised support.

What does the year ahead look like for the YCCC?

We are extremely proud of the community we have been able to build, the meaningful partnerships we have developed, and the important resources we have curated. In the year ahead, we will continue to prioritise community and advocacy work by and for young carers. This year will focus on the YCCC’s growth and some very exciting partnerships and projects. We are in the process of building our first YCCC project of 2026, featuring a series of digital arts-based workshops. Please stay connected by following us on Instagram and keeping up with our Upcoming Events.

I Stamatopoulos, V. (2018)

Ii Lakman, Y., Chalmers, H. & Sexton, C. (2017)

Iii Joseph, S., Sempik, J., Leu, A., & Becker, S. (2019); Norman, R. A. (2024)

Website: youngcaregivercouncil.ca

Meet the YCCC team: youngcaregivercouncil.ca/about-us

instagram.com/canadayoungcaregivers

youtube.com/watch?v=ifMZVMWWPh8&t

Do you have a question for Rebekah?

Meet a young leader for Arts Emergency’s Youth Collective: www.futurumcareers.com/the-art-world-is-our-world

The UK is facing a shortage of skilled engineering and technology professionals. To address this, EUK Education provides STEM lesson plans and competitions, along with engineering role-models, to help teachers increase students’ interest in the field. Charlie Cantwell, Marketing and Communications Manager at EngineeringUK, tells us about the range of resources and activities available to inspire young people to consider careers in engineering.

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The Big Bang Fair is the UK’s largest celebration of STEM. It brings together workshops and activities from all over the STEM community. From cutting-edge tech and robots to renewable energy, biology and sustainability – we have it all! There are also exclusive live shows, careers panels where students can meet real STEM professionals, and hundreds of exciting hands-on activities to get stuck into. This year, we’ll be at the NEC in Birmingham from the 9th to the 11th of June. Tickets are completely free, and schools can book to attend a morning or afternoon slot.

What do students gain from participating in The Big Bang Competition?

A real highlight of The Big Bang Competition is seeing students grow their skills and confidence in STEM. Every student who enters a project in the competition gets feedback from real STEM professionals working in a similar field, which helps them expand their skills and knowledge.

We truly celebrate students’ amazing ideas. Prizes include international celebrations and conferences, work experience opportunities, and cash sums. Some students have even gone on to patent their inventions or share their projects on TV shows such as Steph’s Packed Lunch and BBC Breakfast. There’s so much to gain from entering The Big Bang Competition!

How is The Big Bang Fair increasing students’ interest in STEM?

The Big Bang Fair is an amazing tool for engaging young people in STEM, and attendance makes a real difference in their STEM outcomes. Our evaluation shows high levels of enjoyment – in 2025, 88% of students who attended The Big Bang Fair said they enjoyed it. This is across the board for all young people, with no significant differences by gender, ethnicity, disability, free school meal eligibility or school type. And teachers love The Big Bang Fair too! In 2025, 98% of educators rated it as ‘excellent’ or ‘good’.

What other programmes are available?

EUK Education also runs Energy Quest, which highlights the role of engineering in the renewable energy sector, and the Climate Schools Programme, which showcases the role of STEM careers in creating climate change solutions. The Climate Schools Programme also supports cross-curricular learning – why not team up with colleagues in English and geography to deliver lessons focusing on debate, government policies and more?

What impact is EUK Education having on young people’s engineering career aspirations?

We’re pleased to say that we’re making a difference! After attending The Big Bang Fair, 94% of students reported an increased knowledge of what people working in STEM do, and 86% were motivated to find out more about STEM jobs. We know that students have an interest in topics that support a career in engineering. For example, 64% of young people are interested in climate change issues, and 35% are interested in a career that will reduce the impact of climate change. We’re confident that by continuing to support teachers to deliver impactful STEM engagement activities, we will make a real change for students. Together, we can show students how they can tackle the issues that matter to them and shape the future of the engineering workforce.

Find out more

EUK Education: eukeducation.org.uk

Engineering UK: engineeringuk.com

The Big Bang Competition: thebigbang.org.uk/the-big-bang-competition

Entry deadline: 5 pm, 4th March 2026

The Big Bang Fair: thebigbang.org.uk/the-big-bang-fair

Dates: 9th to 11th June 2026

Location: NEC, Birmingham

Neon: neonfutures.org.uk

instagram.com/EUKEducate

x.com/EUKEducation

linkedin.com/showcase/eukeducation

facebook.com/EUKEducate

bsky.app/profile/eukeducation.org.uk

youtube.com/@EUKEducation

Do you have a question for Charlie?

Learn about EngineeringUK’s The State of Engineering report which analyses student uptake of STEM subjects: www.futurumcareers.com/inspiring-students-to-consider-careers-in-engineering

While many students enjoy STEM, they do not always know where it can take them. And while teachers would love to be able to provide their students with personalised careers guidance, this can be difficult when time and resources are in short supply. To support teachers in enabling young people to take the lead in exploring careers for themselves, STEM Learning UK has set up Destination STEM. National Lead Ajay Sharman introduces this innovative online platform.

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How should students start exploring Destination STEM?

The platform is free to access and use, so students are free to explore it in their own time and as they wish – there’s no time limit or restrictions!

They can start by exploring STEM careers, which lets them discover information on various careers in STEM through articles, videos and events. We want students to build their confidence by finding resources that can boost their STEM skills, connect them with opportunities and guide them through apprenticeship and university applications. For example, students can sign up for a free, online mentoring programme to receive one-on-one career advice from a mentor. By chatting through a safe messaging system with trained and experienced STEM professionals, namely STEM Ambassadors, students can explore options for life after school, including further education and potential careers. Our aim is to put students in charge of the conversation about their future.

What subject support does Destination STEM offer?

Under Destination STEM programmes, students have the opportunity to learn about and become immersed in all areas of STEM, learning about real-world applications, meeting real people in real jobs, and developing skills for the future. Destination STEM supports the curriculum and takes students beyond the classroom.

How is Destination STEM helping students prepare for life after school?

The career guidance that Destination STEM offers supports personal goal setting, skill development and networking building – all key for students preparing for life after school. The platform offers:

• Access to opportunities: STEM fields are expanding, and advice helps individuals understand and pursue these careers.
• Career alignment: guidance connects personal interests with impactful STEM roles.
• Skill development: advice builds critical technical and transferable skills valued by employers.
• Networking: learning how to build professional networks provides essential support and growth.
• Essential skills: beyond technical ability, employers seek the 4Cs – Creativity, Critical Thinking, Collaboration and Communication – which help students adapt and thrive.
• Mentorship and feedback: learning from mentors and seeking feedback strengthens skills and career progression.

How does Destination STEM enable students to connect with STEM professionals?

STEM Learning has a cohort of over 28,000 STEM Ambassadors, and students can now learn from them through Destination STEM’s online mentoring scheme. STEM Ambassadors help students by making STEM subjects relatable and engaging, inspiring them to pursue STEM careers by connecting classroom learning to industry, providing mentorship and serving as positive role models. Ambassadors broaden students’ career horizons, raise aspirations and enhance their understanding of STEM’s impact on everyday life.

Students will be matched with a mentor based on interests and career paths. They can message their mentor at any time during a 10-week mentoring period. Conversations take place via text-based messaging, so mentors will reply as soon as they can, in between their work commitments. To keep students safe, conversations can only take place via the secure and moderated mentoring platform. All STEM Ambassadors and mentors are enhanced DBS checked, and all have received training to help them maximise their engagement with students.

What other role models can students meet?

When young people think about life after school, it can be hard for them to picture what employment could look like for them. That’s why, with the help of industry experts, we’ve pulled together insights into careers in different STEM sectors. Students can learn essential life skills, personal values and practical abilities by participating in a ‘Day in the Life’ session.

The platform provides a series of videos that provide an insight into many roles, from researchers at the UK’s Natural History Museum, to aerospace and space scientists building robotic devices to drive on Mars! Many of these videos provide a snapshot of the varied STEM careers available and, for many schools and teachers, there are opportunities to formally invite STEM Ambassadors directly into school! You cannot be what you cannot see and the value of the videos – of the access to such inspirational role models – cannot not be overstated.

What placements does Destination STEM facilitate?

Research Placements and Experiences offer year 12 (or equivalent) students real-world STEM workplace opportunities with universities or industry partners. Funded by strategic partners, these placements let students apply subject knowledge, develop research skills and contribute meaningfully to ‘live’ projects:

• Research Placements (2 weeks): Students get to collaborate with STEM experts on live research questions, producing a scientific or technical report and poster. Students gain hands-on experience, problem-solving skills and an insight into wider career opportunities.
• Experience Placements (5 days): Students work with industry professionals to understand essential STEM skills and workplace challenges, completing a reflective workbook while preparing for future employment.

All successful students are invited to join the STEM Alumni Network, connecting past participants and supporting students beyond school.

These placements are hugely valuable. In an evaluation report we compiled in 2024, 96% of students said they would recommend Research and/or Experience Placements to other students.

Placements enhance university applications, increase career readiness and connect students to professional networks. In the report, the following proportion of teachers agreed that their student improved in the following areas since completing their research placements: communication skills (92%), ability to work independently (92%), problem solving skills (92%), time management skills (85%), and ability to work as part of a team (77%). And all teachers said they would recommend placements to future students.

How is Destination STEM helping teachers?

Destination STEM provides young people with opportunities to develop their skills and knowledge, to aspire to fulfilling careers and to make a positive contribution to their community – all things that we know teachers are striving for. Everything on our site is designed to support the STEM curriculum and is free for all schools and colleges in the UK to use, in whatever way they see fit, to inspire a new generation to think and act differently in their career destination. Teachers can also use Destination STEM to enrich lessons, embed careers into the curriculum and highlight real career pathways linked to STEM subjects. Destination STEM helps teachers to help students to guide themselves!

There is a downloadable teacher handbook on the platform, providing practical suggestions on how Destination STEM can be used to support career provision and the teaching of STEM within their school. It identifies how each activity from the wider campaign can be used to support students’ development and aspirations and develop the schools’ approach to STEM engagement.

Who supports your work?

STEM Learning is honoured to be supported by a unique collaboration of government, charitable trusts, employers, professional institutions, and scientific societies who share our vision of improving lives through STEM education. Employers and other trusts and foundations can champion, inspire and empower young people to become STEM professionals in the future and support greater social mobility, particularly for students from disadvantaged backgrounds, alongside adding real social value for a better society.

For STEM Learning and Destination STEM, our ethos is about building a better future – for all of us.

We’d love to hear from any businesses and professionals keen to support what we do! Supporting Destination STEM programmes strengthens Corporate Social Responsibility (CSR), Environmental Social and Governance (ESG) and Social Mobility strategies by delivering measurable social value. Employers back STEM initiatives for various reasons, including building future talent pipelines and addressing skills shortages; engaging with diverse new talent drives innovation, fresh thinking and economic growth.

Supporting programmes like Destination STEM demonstrates a company’s commitment to meaningful causes, improves public image, promotes diversity and inclusion, and connects businesses with local communities – positively impacting students and families.

Many employers offer an opportunity for employees to volunteer through the STEM Ambassador programme and support online mentoring. Many employers have also then gone on to fund Research and Experience Placements, offering tangible opportunities for students. Investment in Destination STEM enrichment activities provides a return on investment of £5.4m social value for every £300,000 invested. This is making life changing opportunities for many young people.

Connect with STEM Learning and Destination STEM

stem.org.uk

destinationstem.org.uk

STEMLearningUK

linkedin.com/company/stemlearninguk

instagram.com/stemlearninguk

x.com/STEMLearningUK

youtube.com/user/MyScienceLearning/videos

Do you have a question for Ajay?

Read the careers advice offered by the University of London Careers Service: www.futurumcareers.com/find-where-you-thrive

Looking at the world through a braided lens of Indigenous Knowledge and Western science provides a fuller picture of our environment and a deeper understanding of our place in it. TRACKS (TRent Aboriginal Cultural Knowledge and Science) Youth Program, Canada, leads land-based youth programmes that provide this invaluable Two-Eyed perspective.

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What do young people gain from their TRACKS camp experience?

The camps provide fun and engaging opportunities to explore science in a different way to how it is typically experienced in the classroom. For non-Indigenous youth, this is important as it encourages relationship-building across cultures, recognises the traditional knowledges mainstream education is based on and promotes community reconciliation. TRACKS helps Indigenous youth see their own cultures and knowledge systems represented in STEM fields. The programming also encourages Indigenous youth to see that Indigenous cultural land-based knowledge is science.

What is the Trailblazer Summer Employment programme?

The team engages with Indigenous youth in Nogojiwanong (Peterborough) and local First Nations through workshops and community events. During the summer, TRACKS offers part-time employment for Indigenous youth, between the ages of 14 and 18, known as Trailblazers.

In July, Trailblazers receive training and comprehensive teachings and mentorship from TRACKS staff and local Indigenous Elders and Knowledge Holders in themes such as the Seven Grandfather Teachings (a set of guiding principles for leading a good life). Then, in August, the Trailblazers coordinate and lead a series of on-the-land learning days, known as Land Camps, for up to 20 Indigenous youth in the community.

Land Camps represent an opportunity for the Trailblazers to put their leadership, cultural knowledge and traditional skills into practice by leading a group of their peers through land-based learning activities and facilitating teachings with a Knowledge Holder. Another great aspect of this opportunity is that Trailblazers are eligible for a high school course credit in leadership and peer support through the Ontario Ministry of Education, via TRACKS’ network membership with Actua. This allows Trailblazers to further their traditional knowledge and take steps towards being leaders in their communities.

Why is it important for TRACKS to offer programmes related to employment?

TRACKS is centred on Indigenous ways of knowing and being, which involves giving young people a community of support to help them discover and share their unique identity and gifts as they transition to adulthood. Connecting Indigenous youth with Elders, Knowledge Holders and Indigenous staff creates a welcoming space, where youth can be themselves, while learning employability skills. This is especially important as many other employment spaces are not curated to their knowledges and experiences, and youth may not always feel safe or accepted there.

How do Indigenous Elders and Knowledge Holders support young people through TRACKS?

They support youth directly through invitations to share knowledge and teachings during training for young staff and workshops with summer camps and school groups. The support is also provided indirectly through Elder and Knowledge Holder participation in the TRACKS Advisory Circle, which provides strategic direction and guidance to the organisation.

What impact is TRACKS having?

TRACKS provides an outlet for Indigenous youth to be immersed in other ways of knowing and thinking, where the authority of Indigenous Knowledge is valued and coupled with science and technology, leading to innovative problem solving for environmental issues facing our world.

In 2024 alone, TRACKS engaged with over 3,500 youth through its workshops, camps and community events, showing how Indigenous Knowledge and Western science can work together. It also trained over 400 teachers on the importance of bringing Indigenous Knowledge into the classroom.

A key success of the TRACKS programme has been its development, maintenance and continuity of strong relationships with local First Nations, Trent University and key community partners. Its success in adapting to the challenges faced during the COVID-19 pandemic and the programme’s pivot to providing innovative and unique online learning opportunities for youth is something the TRACKS team is very proud of.

Now, in its 15th year of operation, TRACKS provides engagement, learning, growth, training and environmental reconciliation opportunities for both Indigenous and non-Indigenous youth throughout the region. While TRACKS has received national and international awards, the longevity of the organisation and its ability to continue to add value to the community environmental education landscape in Ontario is its greatest success.

TRACKS is most proud of the number of new youth, educators and other learners who have been introduced to the value of respecting and learning from other ways of knowing and who have embraced ‘learning how to learn together’.

What does the future hold for TRACKS Youth Program?

TRACKS is looking to the future with aims of growth and expansion. It will be developing its relationships with schools, expanding its camps and on-the-land learning opportunities it offers and filling in the ‘gaps’ in the age groups it reaches. It will expand the physical space for housing programmes and focus on staff pathways, enabling campers to become instructors. Ambitious and always forward-thinking, TRACKS will also be spreading its unique educational model beyond Ontario!

Meet the TRACKS team

Field of research
InSTEAM (Indigenous Science, Technology, Engineering, Art and Math)

Collaborators
Boodweh Centre for Indigenous Knowledges & Languages (Trent University); Kawartha World Issues Centre; Trent School of Education; Camp Kawartha and the Kawartha Outdoor Education Centre; First People’s House of Learning (Trent University); GreenUp; New Canadian Centre

Funders
Actua; National Sciences and Engineering Research Council of Canada (NSERC); United Way Peterborough; TELUS & TELUS Friendly Future Foundation, The Community Foundation of Greater Peterborough; The Peterborough K. M. Hunter Charitable Foundation; TD Friends of the Environment Foundation; Kagita Mikam Aboriginal Employment and Training

Website: tracksprogram.ca

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Do you have a question for the TRACKS team?

Learn about STEM programmes offered by Let’s Talk Science:

www.futurumcareers.com/the-future-is-bright

With a vision to empower young people to reach their full potential, Let’s Talk Science is committed to preparing young people in Canada for future careers in a rapidly changing world. Founder and president Dr Bonnie Schmidt tells us about the charity’s 30-plus years of innovative STEM programmes.

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What collaborations make Let’s Talk Science’s work possible?

Let’s Talk Science is deeply grateful to our many partnerships that support the development and delivery of programmes. For example, more than 50 post-secondary sites are part of our outreach network, mobilising thousands of volunteers to deliver free, in-person programming across Canada. We collaborate with United for Literacy, First Nations Education Administrators Association and others to support Indigenous audiences. We also work with various organisations, including the Canadian Space Agency, Genome Canada, the Royal Society of Canada, Stem Cell Network, ArcticNet and the Perimeter Institute to bring leading-edge STEM programming to life. Thanks to investments by the Government of Canada, and many companies, foundations and individuals, all programming is available at no cost to participants.

What impact has the Let’s Talk Science Challenge had over the past 20 years?

Started by two of our volunteers in 2005, the Let’s Talk Science Challenge recently celebrated its 20th anniversary. The challenge is a team-based competition with a STEM knowledge component and a hands-on engineering design activity. Designed for students in grades 6 to 8, teams prepare for several months using a study guide. The challenge is now a hybrid activity incorporating virtual participation and culminating in an in-person competition in select locations.

The long-term impact of this programme is becoming evident as we hear from professionals and volunteers who participated in the challenge when they were in elementary school! Many have said that this competition opened the door to STEM for them – that it was fun and empowering and introduced them to other students who were having fun doing STEM. We have always seen the positive impact of the event on students in real time, but it’s especially exciting to see how that one programme has shaped so many lives.

What support does Let’s Talk Science offer educators?

We offer a robust suite of in-person and online programming for early years to grade 12 youth and educators. Available in English and French, everything is free to use, thanks to our supporters. Due to networks of outreach sites and teacher leaders, we also offer national programmes that are regionally responsive. In addition to programming for youth at every grade level, we offer a micro-credentialled professional learning programme for educators. Educators can join in-person sessions, webinars, self-paced modules, communities of practice and more. The All Programming page on our website is a great starting point to find all types of programmes and resources. When educators subscribe to our newsletter, Classroom Connection, they’ll get regular access to programming information in their inbox.

What resources do you provide for parents and carers?

For families, we offer a variety of learning experiences suitable for exploring STEM together in fun ways. Start a new adventure with our hands-on activities! We have a wide variety of STEM concepts with fun and interactive exercises requiring minimal materials. We also have a library of free eBooks to explore. Designed by educational experts with young learners in mind, our engaging eBooks foster critical thinking skills, creativity and a love for discovery.

What achievements are you most proud of?

Over the past 30+ years, Let’s Talk Science has positively impacted over 21 million people across Canada! We are particularly proud to hear stories from our post-secondary student volunteers who first encountered Let’s Talk Science as elementary students and have expressed that their experiences with us shaped their attitudes and encouraged them to pursue STEM pathways. Furthermore, our staff team is amazing; we share a deep commitment to helping youth prepare for a world that is increasingly complex.

What does the future hold for Let’s Talk Science?

The future is bright; our aspirational goal is to positively impact every youth in Canada each year. With an ongoing commitment to innovation, we recently released two new programmes. Mission : Innovation helps students in grades 7 to 10 develop innovation and entrepreneurial skills. Tomatosphere™ Adventure is our first Minecraft world, designed to engage grades 4 to 8 students in exploring where biology and space exploration come alive with two Canadian astronauts. Nurturing our partnerships is key to building a strong and prosperous Canada.

What does the future hold for STEM in Canada?

We are living in a time of transformation when STEM underpins almost everything. Generative artificial intelligence could be the most impactful technology of this era. People who are curious, resilient, ethical and interested in leveraging technology to tackle problems and improve lives can make significant impact. STEM education provides the tools to adapt to these changes and create a better future, and we think that’s very exciting!

Connect with Let’s Talk Science

Website: letstalkscience.ca

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www.youtube.com/LetsTalkScience

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Do you have a question for Bonnie?

Read about how STEM Fellowship is enabling young people to engage with real-world datasets:

www.futurumcareers.com/unlocking-young-peoples-potential-through-big-data

To help young people become scientists and innovative thinkers, we need empowered and passionate STEM teachers. With this goal at its heart, Science on Stage Europe is a vibrant network, supporting educators in their professional development and spreading inspiring teaching concepts across Europe. Chair Stefanie Schlunk tells us how investing in teachers is investing in the future.

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The Science on Stage Festival 2026 will take place in Klaipėda, Lithuania, between the 28th and 31st of May.

Seven guiding themes will shape the festival’s programme:

1. STEM for the Youngest (under 10s)
2. STEM Education for Sustainable Development
3. AI in STEM Education
4. Career Orientation in STEM Education
5. Equity and Inclusion in STEM Education
6. Self-Directed Learning in STEM Education
7. Low-Cost Experiments in STEM Education

Special-themed tracks:

• Joint Projects — collaborations between teachers from two or more countries
• STEM for Teachers in Training — initiatives led by future educators

The local organisers of Science on Stage Festival 2026 are Science on Stage Lithuania, the Lithuanian Agency for Non-Formal Education, the Klaipėda STEAM Center, and Klaipėda University supported by the Ministry of Education.

The Science on Stage Festival isn’t just an event – it’s a launchpad. The projects that originate here are implemented in national teacher trainings, classrooms and communities across Europe, amplifying their impact long after the closing ceremony.

How does Science on Stage facilitate the sharing of good practice?

We believe that great ideas shouldn’t stay locked in a single classroom. Through our events, we bring together teachers from all school levels to share what works. Primary and secondary teachers learn from each other, breaking down silos and building a stronger community. Our projects often focus on interdisciplinary learning and topics related to students’ daily lives so that ideas can be applied across the full school spectrum. Teachers work together in long-term projects; they share good ideas via our webinars, and we support cross-border teacher exchanges.

What professional development opportunities do you offer?

We offer a wide range of training opportunities, from workshops and webinars to international teacher exchange programmes. In these exchanges, teachers from different countries visit each other’s schools to learn and co-develop new teaching materials. These projects are transformative; they not only improve classroom practice but also foster long-lasting professional friendships.

What teaching materials do you provide?

We provide free, high-quality STEM teaching resources developed by teachers for teachers. These include lesson plans, experiment guides, and interdisciplinary projects that bring science to life. All materials are available on our website as Open Educational Resources, in multiple languages and aligned with curriculum goals. Whether you’re looking for ideas on climate change, AI, coding or simple experiments related to everyday life, we’ve got something for you. Our resources are always practical and classroom-tested.

How can scientists get involved with Science on Stage?

Scientists and academics play a vital role in bridging cutting-edge research with everyday classroom teaching, and we welcome their involvement!

In many countries, Science on Stage’s national committees are hosted by universities. This opens the door for academic staff to actively support our mission. They can help spread the word about Science on Stage within their networks, connect with teachers, and offer valuable insights at national festivals, workshops and webinars.

What impact is Science on Stage having across Europe?

Science on Stage has inspired thousands of teachers to bring innovation into their classrooms. Over the years, Science on Stage has become a powerful catalyst, transforming how STEM is taught across Europe. Here are some numbers from our long-term evaluation:

• 96% of participating teachers have implemented ideas they discovered at Science on Stage events in their lessons.
• 85% have taken those ideas to teacher training events back home, becoming ‘multipliers’ who spread the innovative ideas shared at our festivals and events.
• The festival ignites international collaboration, with 92% of attendees making new international contacts.
• 89% of festival attendees rate the long-term effects of our festivals as ‘high’, and 83% plan to participate in the next festival.

These figures come from our long-term evaluation following the 2022 European Science on Stage Festival in Prague, Czech Republic. The survey covered the period before the event, during the festival and 14 months afterward, showing lasting transformation, not just fleeting inspiration.

As one teacher who has been involved with us over several years expressed: “Science on Stage has changed the way I teach and also my life. I feel motivated and more passionate about my profession.” It’s also very nice to receive positive feedback from the students of these teachers, such as: “I truly hope you continue organising such amazing competitions, with interesting topics that engage students! For me, Science on Stage was a crucial supporter of my journey as a student, and I wish you to continue supporting students the way you always supported me!”

What’s next for Science on Stage?

As ever, we have a lot going on! In preparation for the Science on Stage Festival 2026 in Lithuania, each country is actively hosting national festivals, competitions or selections throughout 2025 to choose teachers to represent it.

Our member countries are running a range of projects. For example, STEM Jobs for the Future is in full swing, with two in-person gatherings planned, including a meeting in Berlin in November 2025 and another in June 2026. ‘Quantum Computing in STEM’ and ‘Money and STEM’ projects are also on the horizon.

We will continue upscaling and disseminating good projects. And of course, we want to expand our teacher network. Science on Stage is open to all STEM teachers across Europe, so please join us!

Connect with Science on Stage

Website: science-on-stage.eu

facebook.com/scienceonstageeurope

linkedin.com/inscience-on-stage-europe-e.v.

instagram.com/scienceonstageeurope

www.youtube.com/scienceonstageeurope

Do you have a question for Stefanie?

Learn about STEM teaching resources provided by Scientix®:

www.futurumcareers.com/attention-teachers-scientix-a-platform-packed-with-science-focused-services

Running a coding club as a newly qualified computing science teacher, Toni Scullion aimed to create an environment where girls could thrive and aspire to enter the world of tech. The ongoing gender gap in all STEM subjects, particularly in computing science, compelled her to go further. dressCode was born, and the charity now offers a suite of resources to help teachers inspire their students.

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All images © Women in Computing

dressCode supports and empowers teachers to promote the subject. We created Choose Computing Science to help educators influence parents and guardians, who play a crucial role in shaping students’ subject choices. Our website provides comprehensive information to help them nurture talent and raise awareness of the diverse world of computing science.

We also offer a suite of resources for teachers and schools, including posters, information cards, display materials, door signs and postcards. These are ideal for open evenings, parents’ nights and school social media.

Our Scottish Tech Role Models resource helps teachers showcase real-life role models in the classroom, highlighting their backgrounds to provide relatable examples for students.

How does dressCode celebrate computing science achievement in schools?

dressCode offers awards to recognise and celebrate excellence in computing science from nursery to secondary school. We offer the Hopper Award for the best female student and the Turing Award for the best male student in each secondary school in Scotland. These are permanent awards passed on annually. We also maintain a roll of honour on our website.

For primary schools, we provide free Hopper and Turing award certificates. We also have the ‘Promising Software Developer of the Year’ award for outstanding Advanced Higher projects (usually undertaken by students aged 16 to 18).

What collaborations make dressCode’s work possible?

As a small team, dressCode relies heavily on partnerships and volunteers for judging competitions and running events. Sponsorship is crucial for our annual competitions and hackathons – currently, we are supported by J.P. Morgan and Skyscanner. We always welcome support with judging, volunteering and sponsorship.

What are dressCode’s key achievements?

I am incredibly proud of what we’ve achieved. My personal highlights include receiving an honorary doctorate degree for dedication to computing science education and advancing women in technology, as well as being awarded a Point of Light award and meeting the Prime Minister at Downing Street. However, perhaps the most rewarding aspect is seeing dressCode alumni and former students thrive at university and in their careers. It’s particularly inspiring to hear how some of them, like Clara O’Callaghan, Rachel Copper, Amina Tahir, Catherine Fitzsimons and Molly Plenderleith, are now championing diversity in tech and inspiring the next generation of students to pursue computing science.

What’s next for dressCode?

We are currently redoing our dressCode club platform, which is really exciting, and creating a primary specific version with Scratch Junior. We have lots of new exciting ideas on the way for dressCode clubs! We are also in the process of capturing some students’ perspectives of dressCode.

There are two incredible schools who run dressCode clubs. The first is Mearns Primary School – their original ‘dressCoders’ started in P5 (aged 9-10) and are now in their final year of primary school. The second is St Ninan’s Secondary School – their original dressCoders are now in their final year of secondary school. It’s exciting to imagine what these dressCoders will go on to achieve in the next stage of their education.

Meet Toni

Toni Scullion
Computing Science teacher,
Founder of dressCode,
Co-founder of Ada Scotland Festival,
Co-lead of Scottish Teachers Advancing Computing Science (STACS)

Who or what inspired your passion for computing science?

I’ve always loved computers. I remember discovering HTML and CSS on the first computer my Dad got me and changing the background colour of a webpage. It felt like uncovering a secret. This sense of amazement and curiosity still drives me. I’ve also been fortunate to have inspiring mentors, including Mr Donogue, Chris Sinclair, Hazel Hall and David Muir.

What do you find rewarding about working in computing science?

I love that technology is integral to every sector and is so creative. You can turn ideas into reality, solve real-world problems, and make a difference. I enjoy recreating that ‘eureka’ moment for students and watching them achieve great things.

What challenges does your work pose for you, and how do you overcome them?

Time is my biggest challenge, as dressCode is run alongside my full-time teaching job. However, having done this for over a decade now, I’ve established a solid routine and learnt to adapt as needed. I overcome this by planning ahead, breaking tasks into smaller chunks, and being consistent.

Toni’s top tips

1. Give computing science a go and see if you enjoy it! It’s an exciting field with constant advancements and diverse career paths.

2. Computing science can be combined with any interest, such as data, medicine or art, so think about where your interests lie and explore their connections to computing science.

Website: dresscode.org.uk

linkedin.com/in/toni-scullion/

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Do you have a question for Toni?

Read about Scottish Teachers Advancing Computing Science (STACS), an organisation co-led by Toni:

www.futurumcareers.com/championing-computing-science