Closing the STEM skills gap inquiry

Our written evidence to the House of Commons Science and Technology Committee inquiry into the STEM skills gap.

Response submitted 2017

The impact of exiting the European Union on higher education

Our submission to the Education Committee states the importance of international collaboration in education, and highlights the importance of EU staff and students to geographical research in the UK.

Open Access

Our evidence submission requests 24-month embargo periods for 'green' OA, and suggests that 'green' routes may dominate humanities and social sciences without increased funding for 'gold'. We also request that CC-BY-NC-ND be the default licence standard.

 

 

Career Guidance for Young People

We argue that the statutory requirement for careers guidance should be extended, and welcome the proposed extension of advice to Year 8 pupils

Government alcohol strategy

Our response highlights geographies of alcohol consumption, drawing on an RGS-IBG policy conference and brief in 2010.

Higher Education in STEM subjects

A call for evidence on higher education in STEM subjects, particularly the supply of students. Our response reiterates that geography is a part-STEM subject which offers

Spending Review 2010 inquiry

Our written response to the Science and Technology Committee's inquiry into spending review argued for greater recognition and support for the role of social sciences, arts and humanities in research.

Allocation of science and research funding

We endorse the dual support approach to funding, and argue for the ringfenced AR funding consistent with geography's accepted part-STEM status.

Inquiry on the English Baccalaureate

Our response welcomes the inclusion of geography as an EBacc subject, and predicts that inclusion will increase uptake of geography in schools. It also highlights the role of the Society in providing professional development and implementing the Action Plan for Geography

Inquiry on the future of higher education

Our response highlights the employability of geography graduates, and the relevance of geographical skills in industry. We also call for better access to quality information on courses and careers, and funding support for teaching and research.

Learning Outside the Classroom

Our written evidence advocates that fieldwork, as LOTC, should be part of every pupil’s education. We also convey feedback from teachers on changes to fieldwork provision.

The Impact of Spending Cuts on Science and Scientific Research

Our response strongly states that geography should be understood as a part-STEM subject, and defends the contribution of geography to scientific research and value creation