August 23, 2006

leading UK scientific bodies defend science education

In advance of the GCSE results tomorrow, the scientific community reacts to recent stories on low-uptake of science and shortage of science and engineering graduates.

Derek Bell, Chief Executive, The Association for Science Education, said:

“To read the press and listen to the media over the last week or so it would be easy to be left with the impression that science education in the UK is at a low ebb. This is simply not the case. The examination results, both A-levels and GCSEs, and international comparisons show that we have large numbers of students performing well in science. This is achieved through their own efforts and the quality and commitment of their teachers. These successes should be celebrated and rightly acknowledged.

“Our science education may not be perfect but there is a great deal that is very good and significant steps being taken to address the issues that have been highlighted in recent reports, for example: the opening of the Science Learning Centres has raised the profile of continuing professional development for teachers; there are increasing opportunities for students to engage in exciting activities related to science, engineering and technology; there is a new curriculum being introduced from September 2006 leading to a wide range of new GCSEs and allowing schools more freedom to offer science courses that are more appropriate to their pupils. Importantly the science, engineering and science education communities are working together more closely than ever to offer a coherent approach in supporting a high quality, engaging science education that is relevant for all our pupils, as citizens, as well as providing opportunities for those who will become the scientists, engineers, technologists and medics of the future.”

Diana Garnham, Chief Executive, The Science Council, said:

“Many young people and their parents see science as too difficult, too nerdy, too male and with poor earning potential. Some of this is the result of the images and headlines the science community itself has generated: low salaries, poor career prospects, brain drains and we hardly ever see young scientist role models, let alone a young woman scientist! We have to work to counter these myths by showing just how much science is used in all areas of society and the economy and that science is absolutely everywhere and that’s why scientists are needed. And we must give young people with decent careers advice and information on the opportunities open to them if they get a good start with science GCSEs and A levels.”

Yvonne Baker, Chief Executive, SETNET, said:

“Teachers and pupils are to be congratulated on another strong year of results. Government is listening to teachers about the support they require to engage pupils and the initiatives in place provide opportunities for business and industry to take an active and effective role in the delivery of science, technology, engineering and mathematics activities.

“Since 2002, with funding from the DTI, SETNET has managed a dedicated volunteer Ambassador scheme allowing 12,000 people with science, technology, engineering and mathematics qualifications to work directly with young people in schools. Through the scheme schools have access to dedicated role-models from over a 1,000 different organisations as varied and diverse as AstraZeneca to IBM and Ford to the NHS. Ambassadors represent a huge range of careers including environmental chemists, civil engineers and medical physicists to name but a few. Over 50 per cent of the Ambassadors are under 35 and almost 40 per cent are female. Since the scheme was set up, around 750,000 young people have had the opportunity to engage with these Ambassadors who can give a genuine picture of the fantastic variety and excitement of STEM careers.

“With Government support, SETNET will be growing the SEAs scheme to 18,000 to achieve even greater reach and diversity. Matched with the teacher professional development from the Science Learning Centres and with the STEM Resource Centres just about to launch, positive steps are being taken to address business and industry requirements for scientists, engineers and mathematicians.”

Commenting on the SEAs programme, Carol Sayles, Siemens Industrial Turbomachinery Ltd., said:

“The Science and Engineering Ambassadors Programme enables me to build bridges between my company and local schools, developing engineers for the future – crucial for our business. Meeting an ambassador switches children onto engineering as an exciting career covering a wide range of activities.”

Robert Kirby-Harris, chief executive of the Institute of Physics, said:

“The Institute believes that one of the reasons so many students are making potentially damaging decisions on what subjects they choose to study at A-level is down to narrow careers advice in schools. With good quality careers advice in schools, students will be more likely to choose the traditional subjects, like physics, at A-level as very effective courses for future studies and the world of work. Students don’t realise that if you study physics you don’t have to become a research scientist but you do become much more attractive to universities and also to a broad range of organisations when looking for a career: for example the financial services sector, , the media, engineering, and computing. Careers advisors need the right training and accurate and up to date information about employment and career prospects. The Institute of Physics urges the Government to place more emphasis on this critical area.”

Matthew Harrison, spokesman for The Royal Academy of Engineering, said:

“My take on this is very simple – a career in engineering, science or technology is a lively, engaging career, and the economy needs lots of people to take these careers up. There are plenty of young people with abilities in physics (and wider science) at Keys Stage 4. The problem is not seeing enough progress to study at A Level. It is not a problem in the quality of our school students. Hence The Royal Academy of Engineering is leading the National Engineering Programme, with a pilot project in London, which seeks to locate Key Stage 4 students with capabilities in maths and science and connects them with industry and with higher education with the aim of seeing more young people entering the engineering profession.”

Roland Jackson, Chief Executive of the British Association for the Advancement of Science (the BA), said:

“We have recently received strong evidence confirming that offering young people opportunities to experience science and technology, through engaging in exploratory and open-ended scientific and technological activities, is a key part of the solution to encouraging more young people to study science and take up scientific careers. That is why we run the BA CREST Awards, the UK’s national scheme for supporting and accrediting student-led project work in science and technology. In conjunction with innovative curriculum approaches such as 21st Century Science, teachers using these enrichment activities can make a real difference, and show students just how exciting, relevant and rewarding science and technology can be.”

A spokesperson from the Engineering Professors’ Council, said:

“Education should be about improving society, not just scoring points for schools’ league tables. A fair education in mathematics and science is the cornerstone of UK competitiveness. Whilst the science subjects are taught together, there is a constraint that they will not be taught by specialists and hence a risk that they will not be taught with appetite and enthusiasm. Opportunities begin in primary schools.

“The Technology and Engineering in Schools Strategy lead by the Royal Academy of Engineering is a fine example of a partnership that needs more support. The fact is that there is money to be made in a career based on maths and science. We need to excite students to vote with their feet and drive the demand for a better education.”

John Morton, Chief Executive of the Engineering and Technology Board, said:

“If as predicted, the GCSE pass rate is up, and double science and mathematics awards have increased we should congratulate the students who have achieved this and their teachers who have made it possible.

“Pessimists might point out that the numbers doing single sciences are down, and claim this as another nail in the coffin of UK science and innovation. At best isolating the numbers can provide insight, at worst it is misleading. No one can deny that at an aggregate level over the past five years the GCSE, A-level and degree figures within science, technology, engineering and mathematics have remained robust. Students taking single science to A-level are achieving the high grades required for university. In the case of engineering, the supply of quality graduates is strong with just over 16,000 students graduating from our universities each and every of the last ten years.

“However, it is the skills that scientists, engineers and technologists bring to the business community that underpin competitiveness and delivery the quality of life we enjoy. This is not just a university numbers game. The drive to increase the numbers participating in higher education is exacerbating the skills gap at the technician level where industry’s needs are most pressing. While we congratulate our students on their exam achievements, we urge pupils with an ability and interest in maths and science to seriously consider pursuing a vocational pathway via a paid advanced apprenticeship. Registered Engineering Technicians earn on average £31,000 a year, nearly the current price tag of a university course, according to research published last week. With further opportunities to continue onto Higher Education to study for a Foundation Degree or a Degree whilst working, the vocational route offers real options for pursuing an exciting and rewarding career in engineering.”