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This project started in 2022 as an examination of the workforce involved in the chemical sciences throughout the UK. Since then, we have used quantitative and qualitative data to identify what our industry needs and how we can ensure the workforce of tomorrow as well as today has the skills needed to fulfil their ambitions in the chemical sciences.

The chemical sciences are woven through the UK economy. As well as tackling some of the world’s biggest environmental and societal issues, they also underpin several key growth sectors prioritised by government, including clean energy, the life sciences and advanced manufacturing.

The sector’s potential for job creation over the next decade is greater than that of the wider UK labour force, building on existing sectoral strengths. Realising this potential will require us to establish a steady and diverse talent pipeline of chemistry graduates and apprentices capable of filling the abundance of roles at all career stages.

Doing so means looking at how we train the workforce of the future and ensuring quality chemistry education and skills provision – including degrees and apprenticeships – are accessible across the UK. Meanwhile, a life-long approach to learning should start at school, extend along diverse paths through higher and further education, and continue into working life thanks to continuous professional development, to enable them to adapt to changes in the sector and the wider world.

As a professional body, the RSC needs a clear understanding of those it represents and the key factors impacting their jobs and careers. That is where our Future Workforce and Educational Pathways report comes in.

Read the Future Workforce report

Read Lightcast's data analysis report

Skills development in schools

It is never too early to start teaching children the skills they need to thrive.

The chemistry curriculum - and the wider science syllabus - needs reform. Students want to cover more real-world issues and interests, such as sustainability, while teachers believe the current curriculum is overloaded and outdated.

By exploring more relevant topics that students are keen to engage with, they will be able to see the variety of ways STEM improves our lives and how it can help them achieve their goals - which could make all the difference in decisions on their future careers.

As well as encouraging children to develop their technical skills, we must also help them cultivate transferable skills, too. Leadership, problem-solving and communication skills, among others, can make a huge difference to performance and employability, with employers saying that they would like to see more potential recruits possess these traits.

To achieve these ambitions, we need a steady supply of teachers, backed up by the necessary support and training, to effectively deliver quality science education. This goes beyond merely instilling technical training and enthusiasm in young people; it also means being able to discuss potential career paths open to students with authority and insight.

Skills development in further and higher education

There are plenty of academic and vocational routes into chemistry careers but there is not yet parity of esteem between them. It is important to change this narrative given the array of recognised qualifications that exist for the industry. Encouraging the uptake of vocational routes into chemical science careers would in turn open doors for more people to follow their passion for science.

University courses are among the most popular routes into chemistry and play a valuable role in equipping the workers of tomorrow with technical knowledge. It is vital that this pathway is accessible to a diverse range of people and in all nations and regions.

However, there are still ways that content can be better curated to prepare students for the world of work. This means placing a greater emphasis on training on digital technologies and sustainability-related skills – both of which are of increasing importance and interest for employers – building knowledge of the realities of working in a highly regulated sector, and enhancing transferable skills developed earlier in their education.

Employers also have a significant role to play at this stage, and we would encourage them to seek out opportunities for collaboration with schools, colleges, universities and other training providers. Supplementing specialist teaching and giving young people placement and work experience opportunities are just two of the ways in which employers can use their own resources to help shape the future workforce and ensure they come into the workplace with the skills needs to make an instant impact.

Skills development throughout careers

Continuous professional development (CPD) is crucial in the chemical sciences, which are hubs of innovation that change constantly thanks to new technologies and techniques. After a decline in investment in staff training in recent years, it is time to reverse the trend and start getting proactive in ensuring staff have the skills needed to prolong their careers.

This should not just be the work of companies, with public bodies encouraging organisations to invest in their talent while employees themselves should be looking for opportunities to develop themselves and further their careers.

As such, we would like to see more outreach activities from companies to inform as many potential applicants as possible of the full range of options in the chemical sciences and identify possible skill gaps before they become an issue. With clearer jobs adverts come more accomplished and suitable applications, which in turn could benefit employers eager to hire new workers.

Skills across the regulatory landscape are also in high demand among companies and the public sector and are very important given the high degree of regulation across the chemical sciences. It would therefore be wise to incorporate this knowledge into training programmes, including degrees, apprenticeships and CPD. 

There are a wealth of career routes and opportunities in the chemical sciences but some of these are not commonly known, which can limit the number of people considering these vocations. There is also the added complication that, given the high level of technical ability required for some roles, applicants must possess a particular set of key skills.

Our recommendations

We have developed a list of 13 recommendations that will support the development of the chemical sciences workforce and boost skills across the sector. These suggestions are largely aimed at political decision-makers across the UK, with many of these education—and skills-related points falling under the remit of devolved authorities as well as the UK Government.