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Engineers and Engineering
Brand Monitor 2015
Key Findings
Prepared for Engineering UK By IFF Research
7 September 2015
We gratefully acknowledge the support of Pearson in delivering this study
Contact details
Angus Tindle and Erica Garnett IFF Research Ltd Chart House 16 Chart Street London N1 6DD Tel +44(0)20 7250 3035 angus.tindle@iffresearch.com erica.garnett@iffresearch.com
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research
Contents
1 Executive Summary 4
1.1 Introduction 4 1.2 Consideration of engineering 4 1.3 Desirability of engineering 7 1.4 Knowledge and perceptions of engineering 8 1.5 Career pathways and influencers 10 1.6 The gender bias in perceptions of engineering 15
2 Background 16
2.1 Background 16 2.2 Research objectives 16 2.3 Questionnaire design 16 2.4 Methodology 16 2.5 Demographics 17
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 4
1 Executive Summary
1.1 Introduction
The Engineers and Engineering Brand Monitor (EEBM) has, since 2010, provided an annual review of
the perception of engineering among pupils aged 7-19 years, the general public aged 20+ and teachers
of Science, Technology, Engineering and Maths (STEM) subjects. As well as capturing a thorough
annual snapshot of national perceptions of engineers and engineering, the EEBM produces trend data
that helps us shape our programmes, improve our impact and, for our own and others’ programmes,
form a national benchmarking tool for evaluation processes.
This report summarises the key findings of the 2015 EEBM survey and, where relevant, makes
comparisons to the survey results in previous years.
1.2 Consideration of engineering
Half of pupils aged 11-16 would consider a career in engineering (11-14: 53%; 15-16: 49%). The
proportion of those aged 15-16 who would consider a career in engineering (49%) has increased
significantly from 39% in 2014.
37% of 17-19 year olds had considered a career in engineering, an increase from 33% last year. Among
females of that age, 28% had considered a career in engineering, an increase from 21% in 2014.
Boys remain more likely than girls to consider a career in engineering: among 11-14s, 69% of boys vs
35% of girls; for 15-16s, 65% of boys vs 25% of girls.
Q: Pupils aged 11-19 - Do you think you would ever consider a career in engineering? General Public aged 17-19 - Have you ever considered a career in engineering?
53%
69%
35%
49%
65%
25%
37%46%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(190)
Male(72)
Female(118)
Age 11-14 Age 15-16 Age 17-19
Whether considered a career in engineering – Pupils aged 11-16; 17-19 year olds (2015)
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 5
When 7-19s were asked about their enjoyment of different school subjects, STEM subjects were broadly
in line with English, although 7-14s were most likely to report enjoying ICT.
Q: How much do you enjoy [subject]? – ‘Enjoy it a little / Enjoy it very much’
Q: How much do you enjoy [subject]? – ‘Enjoy it a little / Enjoy it very much’
62%
66%
57% 64% 69%
58%
71% 77%
66% 71%
74%
69%
44%
48%
41%
56%
56%
55%62%
54%
70%
65%
57%
74%8
3% 88%
79%
73%
77%
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(400)
Male(198)
Female(202)
Overall(408)
Male(215)
Female(193)
Age 7-11 Age 11-14
Enjoyment of key subjects: Pupils aged 7-14 (2015)
Maths Science Geography English ICT
57%
61%
51%
44%
48%
40%
54% 60%
46%
42%
36% 4
7%
42%
45%
38%
21%
20%
22%
57%
50%
68%
45%
35%
54%
56% 6
6%
42%
40%
54%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 15-16 Age 17-19
Enjoyment of key subjects: Pupils aged 15-19 (2015)
Maths Science Geography English ICT
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 6
The proportion of 11-14s and 15-16s taking part in science-related activities outside of school has
increased since 2014: from 63% to 70% for 11-14s and from 48% to 61% for 15-16s. The types of activity
participated in are presented below.
Q: Do you do any of the following science related activities outside of school (or college)?
Q: Do you do any of the following science related activities outside of school (or college)?
The most commonly recalled science/engineering-promotion activity among teachers was The Big Bang
Fair (59%).
45% 49%
40%
41%
41%
44%
41% 4
8%
35% 4
4% 49%
39%
26% 31%
21%
24% 29%
20%
20%
22%
19% 25%
28%
22%
10%
9% 10%
12%
13%
10%
5% 7%
4%
12%
13%
10%
26%
21% 3
0%
25%
23% 28%
0%
10%
20%
30%
40%
50%
60%
70%
Overall(400)
Male(198)
Female(202)
Overall(408)
Male(215)
Female(193)
Age 7-11 Age 11-14
Participation in science-related activities: Pupils aged 7-14 (2015)
Visit science exhibitions/museums Watch science programmes on TV
Read science books Read about science on internet
Attend a science, technology, engineering or maths club Go to a science and engineering fair
None of 6 options given
29% 34%
22% 26%
19%
33%3
9% 44%
33% 4
1%
40%
41%
14%
17%
10% 1
7%
16%
18%2
6% 31%
18% 23%
23%
23%
6% 8%
4%
11%
10%
12%
10%
11%
7%
4%
4%
3%
35%
29%
43%
35%
32% 37%
0%
10%
20%
30%
40%
50%
60%
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 15-16 Age 17-19
Participation in science-related activities: Pupils aged 15-19 olds (2015)
Visit science exhibitions/museums Watch science programmes on TV
Read science books Read about science on internet
Attend a science, technology, engineering or maths club Go to a science and engineering fair
None of 6 options given
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 7
1.3 Desirability of engineering
Just over two-fifths (43%) of pupils aged 11-14 believe a career in engineering to be desirable, a similar
level to 2014 (41%) and part of a year on year increase since 2011 (27%). Meanwhile, 43% of 15-16s
believe a career in engineering to be desirable, compared with 35% in 2014.
Q: How desirable do you believe a career in the following area to be: [Science / Technology / Engineering]? – ‘4 / 5-Very desirable’
Among teachers, the proportion viewing engineering careers as desirable for their pupils has increased
significantly from 57% to 79% since 2014, and teachers are nearly twice as likely as pupils to view a
career in engineering as desirable. In addition, the proportion of teachers viewing a career in engineering
as undesirable for their pupils has fallen from 17% in 2014 to 8% in 2015.
Q: How desirable do you believe a career in the following area to be for young people / your child(ren) / your pupils: [Science / Technology / Engineering]? – ‘4 / 5-Very desirable’
52% 57%
47%
49% 54%
42%
45% 5
4%
32%
46%
44%
48%5
7% 6
8%
45%
58%
71%
50%
54% 60%
50%
38%
54%
23%
43%
55%
30%
43%
57%
21%
43%
43%
44%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(408)
Male(215)
Female(193)
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(190)
Male(72)
Female(118)
Age 7-11 Age 11-14 Age 15-16 Age 17-19
Whether a career in science, technology and engineering is desirable: Pupils aged 7-19 (2015)
Science Technology Engineering
59%
58%
60% 7
0%
69%
71% 76%
72% 79%
74%
73%
76%
79%
81%
78%
77%
76%
78%
62%
59% 66% 72%
76%
68% 7
9%
79%
79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Whether a career in science, technology and engineering is desirable to young people / pupils: General Public & Teachers (2015)
Science Technology Engineering
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 8
1.4 Knowledge and perceptions of engineering
With the exception of teachers (Science 58%, Technology 33%, Engineering 44%), all audiences are
more likely to say they know about what people working in technology do, than those working in
engineering or science.
Q: How much would you say you know about what people working in the following areas do? – ‘4 / 5-I know a lot about it’
Q: How much would you say you / your pupils know about what people working in the following areas do? – ‘4 / 5-I know a lot
about it’
22%
31%
13%
23%
26%
20%
58%
59%
56%
33% 4
0%
25% 30%
40%
22%
33%
44%
24%
18% 2
5%
9%
24%
32%
17%
44%
54%
35%
0%
10%
20%
30%
40%
50%
60%
70%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Knowledge of science, technology and engineering careers: General Public & Teachers (2015)
Science Technology Engineering
42% 47%
37%
38%
48%
22%
33%
34%
32%
46% 5
3%
38% 42%
55%
23%
36%
45%
28%
30%
39%
20%
34%
44%
18% 2
4%
26%
21%
0%
10%
20%
30%
40%
50%
60%
70%
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 11-14 Age 15-16 Age 17-19
Knowledge of science, technology and engineering careers: Pupils aged 11-19 (2015)
Science Technology Engineering
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 9
Among all adults, the most commonly mentioned characteristics felt to be required for a career as an
engineer, were those of being ‘practical’, ‘numerate’ and ‘inventive / innovative’.
Q: Which of these characteristics do you think engineers need to have to do their job well?
When asked which of 12 factors influenced their perceptions of engineering, for 11-14s “engineering
activities in schools” and for 15-19s “the perception of salary paid to engineers” were the most positive
influences.
Q: How positively or negatively do the following influence your perception of engineering? – Mean
79%
79%
80%
81%
83%
79% 86%
84%
88%
66%
63% 68% 73%
77%
69%
93%
92%
93%
67%
67%
67%
71%
72%
70%
83%
81%
85%
60%
61%
59% 6
7%
70%
63% 7
2%
71%
72%
49%
53%
46%
58% 64%
53%
71%
69%
72%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Top 5 characteristics to be a good engineer: General Public & Teachers (2015)
Practical Numerate Inventive/ Innovative Well organised Creative
3.1 3
.4
2.7
2.4
2.8
1.8 2
.0
1.6
2.3
2.9
3.3
2.4 2
.6
3.1
1.7
2.9
2.7
3.2
3.2
3.6
2.6
2.5
3.1
1.6
1.5
1.5
1.5
2.9
3.3
2.5
2.2 2
.5
1.9
1.9
1.4
2.4
3.3
3.7
2.8
2.4
2.8
1.9
1.7
1.1 1.2
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 11-14 Age 15-16 Age 17-19
Top 5 positive influencers on perceptions of engineering: Pupils aged 11-19 (2015)
Science programmes on TV Perceptions of salary paid to engineers
Family Science exhibitions / museums
Engineering activities in school
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 10
While 11-16s reported that they believed engineers were well paid, 17-19 year olds under-estimated
average (graduate) starting salaries for engineers £19,744 estimate vs £27,079 actual. Adults similarly
under-estimated the average salary paid to professional engineers.
Q: How well paid would you guess engineers are? – ‘Well paid’
1.5 Career pathways and influencers
The majority of teachers (96%), parents (75%) and non-parents (76%) would recommend a career in
engineering to their pupils / child(ren) / young people. Among parents of 7-14s, an even higher proportion
(80%) would recommend a career in engineering to their children. This suggests that all of these
audiences have potential to act as a positive influence on the aspirations of young people to pursue
engineering careers.
Q: Would you ever recommend that young people / your child(ren) / your pupils consider a career in engineering?
1%
1%
1% 3%
3% 4%
31%
31%
30%
30%
26%
36%
57%
57%
57% 62%
65%
56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Age 11-14 Age 15-16
Perceptions of engineering pay: 11-16 year olds (2015)
Not well paid Averagely paid Well paid
76%
75%
78%
75%
75%
75%
96%
96%
96%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Whether adults would recommend an engineering career to young people / pupils: General public & Teachers (2015)
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 11
Three in five (58%) of teachers of pupils aged 14-19 reported that they had been asked for careers
advice about a job in engineering by one of their pupils within the last year. This is similar to the
proportion in previous years’ surveys.
Q: Have any pupils, in the last year, asked you for careers advice about a job in engineering?
Among all teachers, only two in five (37%) felt confident giving advice on engineering careers.
Q: How confident do you feel in giving advice about careers in the following areas? – ‘4 / 5-Very confident’
58%
63%
54%
48%
50%
52%
54%
56%
58%
60%
62%
64%
Overall(784)
Male(369)
Female(415)
Whether asked for careers advice about engineering in the past year: Teachers of pupils aged 14-19 (2015)
14% 18%
10% 14%
16%
11%
51% 54%
49%
20% 24%
16%
18%
27%
10%
27%
38%
16%
11% 15%
6%
15%
23%
8%
37%
47%
28%
0%
10%
20%
30%
40%
50%
60%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Confidence in giving advice about careers in science, technology and engineering: General Public & Teachers (2015)
Science Technology Engineering
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 12
Teachers (50%) were more likely to believe that their pupils know what to do next to pursue a career in
engineering than pupils themselves (11-14: 26%; 15-16: 33%; 17-19: 37%).
Q: To what extent do you agree or disagree with the following statements: I know what to do next in order to become an engineer?
– ‘Agree a little / Agree a lot’
Q: To what extent do you agree or disagree with the following statements: My child(ren) / pupils know what to do next in order to become an engineer? – ‘Agree a little / Agree a lot’
26%
32%
19%
33%
42%
20%
37%42%
33%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 11-14 Age 15-16 Age 17-19
Knowledge of what to do next in order to become an engineer: Pupils aged 11-19 (2015)
35% 37%33%
50% 51% 50%
0%
10%
20%
30%
40%
50%
60%
Overall(150)
Male(73)
Female(77)
Overall(784)
Male(369)
Female(415)
Parents Teachers
Agreement that young people / pupils know what to do next to become an engineer: Parents with children aged 11-19 & Teachers (2015)
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 13
Pupils and teachers were more likely to consider / recommend an academic route (11-14: 40%; teachers:
44%) into engineering than a vocational route (11-14: 34%; teachers: 15%). Parents (vocational: 37%;
academic: 30%; no preference: 31%) and non-parents (vocational: 41%; academic: 26%; no preference:
32%) were more likely to recommend a vocational route.
Q: If you were going to pursue a career in engineering, which of the following two routes would you be most likely to consider?
Q: If a young person / your child(ren) / your pupils were going to pursue a career in engineering, would you be most likely to recommend a vocational or academic route?
34%
34%
33%
33%
35%
30%
39%
39%
39%
40%
39%
40%
42%
41% 45%
46%
45%
47%
26%
26%
26%
25%
24%
26%
15%
17%
14%
0%
10%
20%
30%
40%
50%
60%
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 11-14 Age 15-16 Age 17-19
Preferable route into an engineering career: Pupils aged 11-19 (2015)
A vocational route An academic route No preference
41% 45%
38%
37% 40%
33%
15%
16%
13%
26%
24% 2
9%
30% 33%
32%
44% 48%
42%
32%
32%
33%
31%
27%
35%
42%
36%
47%
0%
10%
20%
30%
40%
50%
60%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Recommended route into an engineering career: General public & Teachers (2015)
A vocational route An academic route No preference
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 14
Around two in five pupils (11-14: 37%; 15-16: 36%; 17-19: 39%) and teachers (43%) viewed being an
apprentice as desirable to them/their pupils. Parents’ (51%) and non-parents’ (51%) perceptions of the
desirability of being an apprentice for their child(ren) and young people was higher than that given by
pupils themselves.
Q: How desirable do you believe being an apprentice is? – ‘4 / 5-Very desirable’
Q: How desirable do you believe being an apprentice is for young people / your child(ren) / your pupils? – ‘4 / 5-Very desirable’
37%40%
32%36% 37%
35%39%
36%
41%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 11-14 Age 15-16 Age 17-19
Whether being an apprentice is desirable: Pupils aged 11-19 (2015)
51% 51% 51% 51% 53%49%
43% 41%46%
0%
10%
20%
30%
40%
50%
60%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Whether being an apprentice is desirable to young people / pupils: General Public & Teachers (2015)
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 15
1.6 The gender bias in perceptions of engineering
As in previous years, there is a gender bias throughout the findings. For example, compared with
females:
Male pupils, parents and non-parents are more likely to consider an engineering career
Male pupils are more likely to believe that engineering careers are desirable relative to other careers
Male parents and pupils aged 7-16 are more likely to have a positive perception of STEM
Among 11-14s, 15-16s, parents, non-parents and teachers, males are more like to know what people
working in engineering do
Among 7-11s, boys are more likely to pick positive words/phrases to describe engineering
Male teachers are more likely to have been asked for careers advice about engineering in the past
year
Male teachers and parents are more likely to be confident giving careers advice on engineering
Male pupils are more likely to believe that they know how to become an engineer
Q: How positive or negative is your view of each of the following? – ‘4 / 5-Very positive’
Q: How positive or negative is your view of each of the following? – ‘4 / 5-Very positive’
61%
65%
58% 64% 70%
57%
56% 63%
46%
59%
51%
65%7
3% 80%
67%
71% 77%
64% 69% 8
0%
53% 61%
63%
58%
40%
52%
29%
47%
61%
32%
47%
65%
20%
40% 46%
34%
53% 58%
48%
62% 69%
54%
50%
62%
34%
49%
48%
49%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(400)
Male(198)
Female(202)
Overall(408)
Male(215)
Female(193)
Overall(200)
Male(118)
Female(82)
Overall(120)
Male(56)
Female(64)
Age 7-11 Age 11-14 Age 15-16 Age 17-19
Positive perceptions of STEM: Pupils aged 7-19 year olds (2015)
Science Technology Engineering Maths
55%
56%
55% 63% 68%
58%
92%
91%
94%
59%
60%
58% 65% 72%
59%
85%
83%
87%
50%
51%
49% 6
0% 7
0%
51%
89%
88%
90%
47%
51%
43%
62% 70%
55%
90%
89%
92%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(469)
Male(230)
Female(239)
Overall(736)
Male(357)
Female(379)
Overall(784)
Male(369)
Female(415)
Non-parents Parents Teachers
Positive perceptions of STEM: General Public & Teacher (2015)
Science Technology Engineering Maths
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 16
2 Background
2.1 Background
The Engineers and Engineering Brand Monitor (EEBM) has, since 2010, provided an annual review of
the perception of engineering among pupils aged 7-19 years, the general public aged 20+ and teachers
of Science, Technology, Engineering and Maths (STEM) subjects. As well as capturing a thorough
annual snapshot of national perceptions of engineers and engineering, the EEBM produces trend data
that helps us shape our programmes, improve our impact and, for our own and others’ programmes,
form a national benchmarking tool for evaluation processes.
Throughout the report we refer to the different audiences as 7-11s (for 7 to 11 year olds), 11-14s (for 11
to 14 year olds), 15-16s (for 15 to 16 year olds), 17-19s (for 17 to 19 year olds)1, parents (for those aged
20 and over who report having children), non-parents (for those aged 20 and over with no children) and
teachers.
The main report explains the findings of the 2015 EEBM within four key themes: consideration of
engineering; desirability of engineering; knowledge and perceptions of engineering and career pathways
and influences.
2.2 Research objectives
The specific objectives of the 2015 wave of the EEBM are:
To measure perceptions among children, the general public and teachers towards engineering,
engineers and STEM as a whole;
To establish what, if anything, people have seen or heard about engineering/engineers and whether
this projected a positive or negative image;
To understand attitudes towards vocational routes into engineering; and,
To obtain data on influences, influencers and viewpoints on career choice.
2.3 Questionnaire design
In 2015 the surveys were redesigned in agreement with EngineeringUK. Throughout the report where
comparisons are possible with the previous EEBM surveys these have been made.
2.4 Methodology
The 2015 Brand Monitor was conducted in May/June 2015, utilising an online survey with 3,117
respondents across the different audiences. Four different quantitative questionnaires were developed
as follows:
General public (those aged 20+ including both parents and non-parents)
Pupils aged 11-19 (those aged 11-14, 15-16 and 17-19)
Pupils aged 7-11
Teachers
1 These reflect Key Stages 2-5 in England and Wales.
Engineers and Engineering Brand Monitor 2015
Engineers and Engineering Brand Monitor 2015 – Key Findings IFF Research 17
The samples achieved, by audience, were as follows:
20+ year olds parents (n=736)
20+ year olds non-parents (n=469)
11-19s (n=728)2
7-11s (n=400)
Teachers (n=784)
Respondents were recruited through an online research panel provider, except in the case of the
teachers who were recruited from the database of a leading education provider, Pearson.
We would like to take this opportunity to thank Pearson for providing the sample for the teachers
audience of the 2015 EEBM.
2.5 Demographics
The table below provides a basic unweighted demographic breakdown for the different groups.
Overall Male Female
7-11s 400 198 202
11-14s 408 215 193
15-16s 200 118 82
17-19s 120 56 64
Parents 736 357 379
Non-parents 469 230 239
Teachers 784 369 415
TOTAL 3117 1543 1574
2 Seventy additional 17-19s were asked a single question through the general public survey. For this question alone the
17-19s response in the report includes a combined response from both the 17-19s within the pupil survey and 17-19s who
were not studying at school or sixth form from the general public survey (a total of 190 respondents).
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