Space is used at all key stages in schools and across many subjects. This encourages students to take an interest in science and has an equal effect for boys and girls regardless of ethnic origin. Education choices for older students are also influenced by space. Further to this, the space industry encourages the study of science degrees. Space was the second most popular factor motivating choice of physics as a degree.

STEM subjects (Science, Technology, Engineering and Mathematics) are a major Government priority. A key 2006 Budget paper stated the need to increase passes at Key Stage 3, GCSE and A-levels in science and maths and to step up recruitment, retraining and retention of specialist teachers. There is much anecdotal and some quantifiable evidence that using space in the school curriculum will help to achieve these targets.

The space industry employs proportionally twice as many graduates compared with the economy as a whole. Graduates entering the space industry and space research acquire valuable skills and training in important subjects such as mathematics, control, high reliability engineering, safety critical systems and project management, which are then transferred with them to other employment in manufacturing and finance for example. These graduates working in other industries generate additional revenue for the Exchequer, helping the UK to be a more productive and competitive economy.

Experience in the space industry and research adds value to CVs. Involvement in space also conveys credibility in other non-space sectors of the economy, particularly for UK companies exporting to the US and other space nations.