ABSTRACT
This chapter deals with the situation in the USA where the national engineering standards are incorporated into the US Framework for K-12 Science Education as opposed to the national technology standards. It includes comments by Philip A Reed, Professor in the Department of Science, Technology & Engineering, and Mathematics (STEM) Education and Professional Studies at Old Dominion University in Norfolk, Virginia. The chapter also deals with the situation in England where the uptake of engineering as a school subject is extremely low and describes the research funded by the Royal Academy of Engineering to support school-based education for engineering. It speculates about future possibilities for the way the E in STEM might evolve in the light of the experiences in the USA and England.
