Background
Trio Sci Cymru (TSC) was a £6.2m European Social Fund–supported operation delivered between 2018 and 2022, aiming to increase engagement with and attainment in Science, Technology, Engineering and Maths (STEM) among 11–19-year-olds in Wales. The programme was led by the Welsh Government and delivered in partnership with four Welsh universities: Cardiff, Swansea, Aberystwyth, and Bangor.
Miller Research was commissioned to undertake an independent evaluation of the operation as a condition of ESF funding.
Approach
The evaluation assessed how effectively TSC was delivered, the extent to which it achieved its intended outcomes, and what could be learned for future STEM enrichment initiatives in Wales.
Our approach combined:
- A review of programme and policy documentation
- Analysis of participant monitoring data and national attainment data
- Interviews and workshops with stakeholders, delivery partners, teachers and learners
- An assessment of outcomes and impacts
The evaluation also examined how delivery was affected by external factors, including the COVID-19 pandemic and changes to programme governance and resourcing.
Findings
The evaluation found that TSC successfully engaged a large number of learners across Wales, delivering STEM enrichment through hands-on workshops and activities that were widely valued by schools and learners. Teachers reported increased short-term engagement with STEM subjects, particularly among learners who had previously been less engaged.
Evidence from GCSE attainment data showed a statistically significant difference in A* grades in TSC schools compared to non-TSC schools between 2019 and 2023, although this improvement was not consistent across other grade categories. There was also some indication of increased participation by female learners in STEM A-Levels from 2022 onwards, though the evidence could not be attributed to TSC with certainty.
The evaluation highlighted a number of delivery challenges, including delays to programme mobilisation, data collection challenges, and the need to rapidly adapt delivery models during the pandemic. While online delivery enabled continuity and created a legacy of digital resources, both teachers and learners expressed a strong preference for in-person, practical activities.
Impact and learning
Overall, TSC demonstrated clear short-term benefits in raising awareness of and interest in STEM, and in strengthening relationships between schools and higher education providers. However, limitations in baseline and longitudinal data meant that longer-term impacts on sustained STEM participation and attainment could not be robustly evidenced.
The evaluation identified key lessons for future programmes, including the importance of:
- Early and consistent baseline and longitudinal data collection
- Adequate resourcing of programme management and coordination
- Targeting key transition points in learners’ education
- Maintaining a strong focus on practical, hands-on delivery aligned with the Curriculum for Wales
The findings provide a robust evidence base to inform the design and delivery of future STEM enrichment initiatives in Wales.