Where Have All The Young People Working with Polymers Gone?

On a cloudy day in York in a small room inside a colourful wave-shaped building, twenty adults are wondering where all the young people in the polymer industry have gone.  

On the drive up to the National STEM Learning Centre on the edge – but not technically part – of York University, the taxi driver bemoaned the spread of students around the city – "All of these houses are now students. And those houses there" – but what was missing to the passengers was that these students, and their younger counterparts, seem to get careers everywhere other than their industry. 

Hidden at the end of a labyrinth of corridors and looking onto a verge of grass, the people in this unassuming training room on this cold December day discuss the declining interest of young people in STEM subjects — Science, Technology, Engineering and Maths. Wearing shirts and casual attire, they come from the plastics industry - technicians, engineers, distributors, some retired, but all concerned that young people are not joining them.  

*Percentage is based on pupils enterted for at least one A-level. Sources: ASPIRES 1 and 2 Studies King's College London, UPMAP study, UCL Institute of Education. Retrieved from STEM AMBASSADORS https://www.stem.org.uk/

Plastics companies struggle to find the people they need to fill the roles of the future. Based on a survey by the British Plastics Federation (BPF), 46% of the plastics industry (based on BPF members) find trouble in recruiting new staff - and 1/5 of these difficult-to-recruit-for roles are apprenticeships[1].

These men and women are gathered together learning how to get children engaged because they already know this problem. They know too that technical skills are becoming few and far between — one survey showed that in manufacturing 2/3 of companies complained there is a lack of these skills[2]. Those entering the industry, it seems, are unlikely to have the practical know-how that is required despite in some cases having studied for years. 

But the plastics industry – far from simply producing plastic bottles and toys – is responsible for hospital equipment, light-weight aircraft and automobile components, critical construction materials, and electronics casing. Without this industry these services simply just do not exist. If young people do not continue to populate this industry in this country, then other countries will provide these services.  

Are you having difficulty recruiting staff? Source: British Plastics Federation Business Conditions Survey July 2016

So what is happening?

There is a disconnect between available jobs and what students end up pursuing. According to one report[3] the skills gap has several causes, from teachers encouraging only the very bright into STEM subjects at A-level, to students not clearly perceiving any link between these subjects – seen as 'abstract' – and the practical skills they need for jobs. 

Over 90% of students think there is too much focus on exam results to the detriment of useful career preparation[4]. Only 1/5 say they feel supported by their school or University to investigate apprenticeship options. 98% of 17-18 year olds say their school needs to put more effort into getting them into the world of work. These figures paint a picture of young people needing help to see their options.  

Source: ASPIRES Young People's Science and Career Aspirations Age 10-14

Careers in the polymer industry are not all reliant on the sciences[*] but science is a good starting point. A report by ASPIRES – a longitudinal research project on young people's career aspirations – found that most young people do not aspire to become scientists; only 15% of 10-14 year olds want this as their future. Whilst at the same time year 9 students want to be celebrities, work in business or be artists[5].

"My girl wants to be an actress" one of the attendees tells the room, during the discussion of why few young people are entering the industry.  

It's quite easy to see where these children are being influenced.

Young people may not know much about the opportunities available in the plastic industry.

In this landscape plastics, especially, is going to struggle. So whereas the UK plastics industry turns over £23.5 billion a year and currently employs over 170,000 people[6], it is difficult to attract new blood. 

What can be done?

The ASPIRES report also found something else. How interested children are in science is related to the amount of "science capital" a family has — science qualifications in the family, general understanding and knowledge about how science works, or knowing people in science-related jobs. 

Many families with little science capital don't have a clear idea of where these sorts of subjects can lead, or what career paths are available. They may not know about polymers if no one in their family works in it. 

Taking notes and discussing their own backgrounds, these individuals know where these careers lead because they have travelled the paths themselves, now volunteering their time to share their experience with the younger generation. 

Bryan Denson, an antendee of the day, has spent a good chunk of his time and effort engaging with schools. 

“My view has always been that if you invest in education during the early years – catching children early in the development process – you will reap the benefits later on. We should be investing in generating the interest of these young children, and today is one way of doing that.” 

After the lunch break a German lady, Tanja Reuhl, introduces herself and – gesturing to the line of mysterious blue cases that have by this point been lining one wall unopened for the first half of the day – splits the room into four separate groups. She takes a case and opens it. 

Inside it are a set of experiments that show polymers and what properties they have. Gooey-stuff that you can make into a power balls (if you know how), films that filter out mud to turn dirty water clean(er), polystyrene cups that can protect an egg falling from twenty feet, and a powder that absorbs water (you just pour and pour, and it soaks it all up).

These kits – provided by a joint venture between the British Plastics Federation and Plastics Europe – are designed to show the properties of polymers that make them indispensible in our lives. Children can feel these materials gain those properties in their hands; this material hard; soft; flexible; dry; wet. 

The group talk animatedly and interact, and are at turns focused, determining how best to engage school children aged 7-11, as they observe Tanja 'boil' polystyrene beads into a solid white ball she holds up for everyone to see. 

These lessons are not to be found on the national curriculum (though they cover important syllabus areas), and this kit is what these Polymer Ambassadors – for that is what these people are becoming – are bringing to schools, leaving it for teachers once the fun on that day is over.  

To learn more about the Polymer Ambassadors or register an interest click here.

Tanja Reuhl delivers Polymer Ambassador Training in the National STEM Learning Centre in York

Polymer ambassadors learn how to deliver the experiments in primary schools.

Notes:

Studying a science subject is not a prerequisite for entering the polymer industry. The Polymer Apprentice award is a recognition of achievement for all students who enter the polymer industry, regardless of background. 

Resources to teach young people about polymers available here.

The opinions expressed in this article are the author's own and do not reflect the view of the British Plastics Federation. 

1.    https://www.bpf.co.uk/about_the_bpf/business_conditions_survey.aspx
2.    https://www.theguardian.com/business/2016/mar/29/uk-manufacturers-struggling-recruit-skilled-workers-eef-report
3.    https://www.atkearney.co.uk/documents/10192/7390617/Tough+Choices.pdf/a7408b93-248c-4b97-ac1e-b66db4645471
4.    http://www.independent.co.uk/student/career-planning/apprenticeships/a-level-results-2016-going-to-university-benefits-of-apprenticeships-a7195201.html
5.    http://www.kcl.ac.uk/sspp/departments/education/research/aspires/aspires-final-report-december-2013.pdf
6.    https://www.bpf.co.uk/plastics-strategy/default.aspx