It is alarming to witness yet another significant drop of 28 computing science teachers this year, leaving us at a record low of just 550. This decline is particularly stark when we consider that computing Science has consistently had the lowest number of teachers among the traditional STEM subjects since teacher census records began in 2008.
It is important to note that challenges to recruitment are not unique to Scotland. Recruitment of computing science teachers remains one of the biggest challenges for the subject’s growth across schools and for equity of access to all pupils. The tech talent pipeline begins in our classrooms, and a shortage of specialist teachers directly threatens our ability to nurture the digital skills necessary for a thriving modern economy.
A crucial paper by Professor Judy Robertson at the University of Edinburgh highlighted that we require approximately 50 new computing science teachers annually. The 2023 intake for initial teacher education in computing science was a mere 16, the lowest number entering the profession on record.
This critically low number of computing science teachers, with a loss of 216 professionals over the past 17 years, makes it evident that no single solution will suffice. We need a series of strategic interventions targeting various potential computing science teachers across multiple pathways. While this situation is deeply concerning, I remain optimistic that inspiring 50 new computing science teachers into the profession each year and creating a sustainable pipeline is entirely achievable.
One significant disparity lies in the limited opportunities for teacher training in computing science compared to other traditional STEM subjects. While Professional Graduate Diploma in Education (PGDE) programmes for maths, chemistry, and physics are available at eight universities, and biology at seven, computing science PGDE can only be studied at three universities, two of which are located in the same city.
Expanding access to PGDE computing science across more universities in different geographical areas would be a crucial first step. Exploring innovative partnerships between existing PGDE providers and other universities would be worth exploring to create these opportunities.
Furthermore, proactive promotion of computing science teaching as an attractive career option, particularly to undergraduate students alongside industry opportunities, is essential. It would be great to see all colleges and universities featuring computing science teaching as a potential career option to undergraduates.
The most effective advocates for this profession are the computing science teachers themselves. The work that STACS has been leading on this year, in partnership with eight supportive universities, has been promising. It has created opportunities for outstanding computing science teachers to engage directly with undergraduates and champion their profession.
In addition to that, STACS has worked with George Watson’s College on placements for computing science teachers, in another fantastic initiative that has been actively promoted to undergraduates; there has been an extremely good response of a number of individuals who have signed up, with both these initiatives showing real promise.
STACS is committed to building on this success and work to establish this as an integral, annual initiative across all universities.
