This is the library of all our published reports and insights.
If you have any questions about a particular report, please tweet the Education team @GatsbyEd or email us info@gatsby.org.uk.
Disclaimer: The Gatsby Charitable Foundation commissions and funds research which contributes to the strengthening of the country’s science and engineering skills. The views and opinions presented in the research reports do not necessarily reflect the opinions of the Gatsby Charitable Foundation.
In August 2017 we commissioned RCU Consultants to undertake some exploratory mapping of the landscape of higher technical education. This data report provides a detailed overview of Level 4/5 provision delivered in 2015/16 by both FE providers and Higher Education Institutions, broadly mapped to the 15 technical education routes.
Key Indicators in STEM Education draws together data spanning many years to show trends in the number of young people choosing science and maths at GCSE, A-Level and undergraduate level, as well as data on gender balance, apprenticeship uptake and teacher supply across STEM education.
Key Indicators in STEM Education, draws together data spanning many years to show trends in the number of young people choosing science and maths at GCSE, A-Level and undergraduate level, as well as data on gender balance, apprenticeship uptake and teacher supply across STEM education.
This joint report from the Royal Academy of Engineering and Gatsby identifies the equipment needed by a further education college to deliver broad engineering education at Level 3.
We commissioned the UCL Institute of Education to look at best practice in science, engineering and technology teaching. Researchers examined the approach of five colleges to key aspects of technical education, such as organising work experience, and combining teaching of theoretical and practical knowledge and skills.
This report from the Institute for Employment Research looks at what measures could be taken to reduce the risk for employers in taking on apprenticeships and hence meet the demand for intermediate-level STEM skills.
