House of Commons - Astronomy and Particle Physics - Science and Technology Committee

Astronomy and Particle Physics - Science and Technology Committee Contents

5 Inspiring the next generation of scientists

100. Professor Stephen Hawking, Director of Research at the University of Cambridge's Centre for Theoretical Cosmology, noted that "without strong support for subjects like particle physics and astronomy we will suffer the economic and cultural consequences of a lack of students in the physical sciences".[164] This chimed with the oral evidence of Professor Keith Mason, Chief Executive of the STFC, who said to us that researchers in areas such as astronomy and particle physics contributed "hugely to our economic health, our development as a society and in many other ways [we] need more of them".[165] If the UK's supply of astronomers and particle physicist is to be ensured for future generations to come, and the benefits they will bring, it is important that every effort is made to inspire young people to study science. There are a variety of ways in which we believe this can be done more effectively.

The role of current researchers and scientists

101. In our view, effective public engagement with astronomy and particle physics is currently extremely high. The widespread media exposure of events such as the launch of the Large Hadron Collider in 2008, and the popularity of television programmes such as Stargazing Live (three days of live televised coverage to coincide with a number of astronomical events in January 2011) and the two recent BBC series presented by Professor Brian Cox on the solar system and universe have brought astronomy and particle physics directly into the nation's consciousness. The Institute of Physics said the increased exposure of physics and astronomy in the media in recent years was having a positive impact on inspiring future generations of scientists:

Outreach in particle physics, astroparticle physics, astronomy and nuclear physics has never been in better health, spearheaded by Professors Brian Cox and Jim Al-Khalili but ably supported by a very large number of other scientists. Substantial media coverage [backs] up the very extensive work in schools—almost every day a STFC funded scientist is in a school somewhere in the UK enthusing young people to study physics and science in general.[166]

102. We asked Dr Maggie Aderin-Pocock and Professor Jim Al-Khalili about the role of the scientific community in improving science outreach and engagement in order to inspire the next generation of scientists. They both believed the current high level of outreach and public engagement needed to be exploited through ongoing promotion of astronomy and physics by researchers and scientist.[167] As Dr Aderin-Pocock said, "we [scientists] can't rest on our laurels".[168]

DEFINED OUTREACH ACTIVITIES

103. The STFC's Science in Society Fellowships allow experienced researchers to spend the equivalent of one day a week over the course of a year pursuing public engagement work.[169] Some had concerns, however, about the future ability of researchers and scientists to carry out outreach as resources fall. For example, the Daresbury Laboratory Section of Prospect said:

One of the first casualties as resources fall is outreach because it is a 'soft option'. Outreach is generally 'tagged on' to a person's responsibilities, and as resources dwindle and pressure increases to get more things done more quickly, the 'day job' has to take priority and secondary duties such as outreach fall by the wayside. Consequently, a feedback loop is created whereby the next generation of scientists are not being drawn out of the university population, so again reducing our ability to compete with the rest of the world. STFC's staff work in some of the key areas that fuel young people's interest in science [and] have a vital role to play in inspiring an interest in science and involving young people in it as they progress through education.[170]

104. Professor Al-Khalili suggested to us that there should be specific provision within the requirements for some grant applications to allow individual researchers more time to spend on outreach activities:

PPARC, the predecessor of STFC, had as part of their grant applications a provision that they had to spend a certain fraction [on] outreach and public engagement. In practice, what tended to happen, particularly for large departments, was that the grant money for public engagement was pooled into one pot and then the department had someone who was good at outreach and public engagement, and they were doing it on their behalf.[171]

In oral evidence, Professor Mason indicated that, within the STFC's new consolidated grants system, university researchers were being encouraged to conduct a proportionate amount of public engagement.[172]

105. We conclude that outreach is essential. We believe there is scope for a more dedicated and defined outreach role for some researchers and institutions funded by the STFC. We recommend that the STFC investigate opportunities within specific grant applications of university groups and institutions to allocate defined, ring-fenced funding for the employment of active researchers to carry out dedicated outreach and public engagement activities as an integral part of their role.

Experiencing science

106. Ensuring linkage between the education system, young aspiring scientists and scientific research has emerged as an important theme during our inquiry. This was evident during the evidence session we held with a group of young astronomers and physicists currently studying for their A Levels. What was clear to us was their enthusiasm to advance their learning in the future and the important role that their education, teachers and experiences to date had played. The students emphasised the availability and provision of appropriate work experience and the use of scientific facilities, such as the Liverpool telescope, which inspired their interest. Hilary Lamb from Stroud High School said:

It is enormously important to get rid of [the] textbook approach to physics because, if students just learn physics out of a textbook all their lives, that is all they think it is. It is more important to get them doing science and get them actively involved in the things they find interesting and inspiring.[173]

107. In some cases it was simple practical experiences that inspired the students. Jessica Grainger from Saint Peter and Paul Catholic College told us how the STFC had bought in lunar samples to her school,[174] while Jack Bliss from Allerton Grange School described the first time he was made to think about science and its implications:

I was in a car and I saw the glare bouncing off the back of a car in front of me. It was the first time I really understood what that glare was, like photons travelling all the way from the Sun, a straight shot, eight minutes' old light, bouncing off the car and into my eye. It is humbling to think that it had come all that way.[175]

108. The students also highlighted the importance of careers advice at an early age and the opportunity to shadow active researchers throughout their studies. James May from Castell Alun High School said:

I have not looked into [careers in science] too much, but that is primarily because we have not been told very much about it. Maybe at a younger age, maybe as far as GCSE level and definitely A Level, to be able to be offered a position, like a work experience placement [and] to be able to push a little bit more to learn what you want to learn by shadowing somebody, for instance, could give you the extra help you need to follow the course and, again, further on, maybe at degree level, to shadow somebody slightly higher up, just to keep your path where you want to go.[176]

109. Jessica Grainger pointed out that many students have already decided that science was not for them by the time they reach secondary school.[177] There seems to be not only a responsibility on schools to promote careers in science but also on universities and industry who will train and employ the UK's future scientists. As Charlie Palin from Neston High School noted:

It is vital that organisations such as [the UK Space Agency and Astrium] engage with students of today and show them that there are paths to take and things to go on to.[178]

110. The importance and impact of bringing students closer to, and experiencing, science first hand is clear. As we have noted, the STFC already has a well developed programme of outreach which provides hands-on learning to schools through its own facilities.[179] However, we believe the STFC should exploit its network of strategic partners in the public sector, universities, learned societies and industry and act as a conduit in developing, coordinating and promoting a formal programme of outreach between these partner organisations and schools. The STFC's delivery plan specifically outlines plans to strengthen its strategic partnerships and we recommend that outreach be seen as a key element of work in this area.[180]

The role of the STFC and Research Councils UK (RCUK)

111. We received evidence that the STFC already has a good record of promoting public engagement in science through its Science in Society programme[181] which has four main strategic objectives:

a) to stimulate and respond to public interest in research developments;

b) to link STFC science and technology with schools and young people to support the national STEM agenda;

c) to encourage and support researchers who engage with the STFC in their public engagement work; and

d) to capitalise on the laboratories/campuses as excellent technical sites that have delivery programmes and partnerships for regional STEM and skills activities.[182]

112. Professor Mason said to us that funding for the outreach programme would be maintained in cash terms at £1.6 million over the next four years,[183] although this will still mean real terms reductions. Evidence from the Association for Astronomy Education noted that this area of funding has already seen past reductions and in some cases schools were now competing with university groups for funding:

the Science Centre Award Scheme has been withdrawn and the upper limit of the Small Award Scheme has been reduced to £10,000 [from £15,000]. However a Schools Grant Scheme has been added for projects up to £500. This is plainly inadequate. There is very little that can be done with such a budget other than to provide a one-off activity or buy a modest piece of equipment. While the Large Award Scheme offers funding from £10,000 - £100,000, there is more emphasis on research, with strong links to the STFC scientific research community. This places non-university applicants for educational Large Awards funding in direct competition with research groups.[184]

113. At a time when the public profile of astronomy and particle physics is high, we are concerned to learn that the funding made available for public engagement award schemes within the STFC's Science in Society programme has already been squeezed. The STFC must look to protect and increase this area of funding wherever possible.

114. Professor Mason also said to us that the STFC was "working with our research council colleagues to promote public engagement at the RCUK level."[185] In its written evidence RCUK, which represents all seven research councils, highlighted its Public Engagement with Research Programme which includes a programme of teacher Continued Professional Development entitled Bringing Cutting Edge Science into the Classroom, and a Researchers in Residence scheme which brings early-stage researchers into schools.[186]

115. Dr Maggie Aderin-Pocock said that problems persisted more widely with the lack of joined-up working and co-ordination between government departments and research councils on work promoting science and research in the UK education system.[187] RCUK said that it currently engaged with the Department for Education, but would "value the opportunity to do more in this area [and] work more closely with partners who are delivering extra-curricular activities to encourage them to include contemporary research contexts".[188]

116. Especially in these financially constrained times, the Department for Education and RCUK should seek to foster relationships between research councils, local education authorities and schools in order to enable research council employees, and research council funded-researchers, to carry out outreach activities on a more systematic and coordinated basis in primary and secondary education.

The National Schools Observatory

117. A barrier to creating the necessary links between education and research is the silo mentality. Notwithstanding 30 years of governments telling us that barriers between government departments and agencies were disappearing we saw all too clearly that it continues to pervade government. The experience of the National Schools Observatory (NSO) epitomised the shortcomings still inherent in the system. The future of the NSO is currently in doubt following the decision by the STFC to withdraw funding from the Liverpool telescope from which the NSO provides schools with free access to astronomical data. The Institute of Physics said "no other telescope that falls within STFC's (or ESO's) remit provides this opportunity for schools, and it would be hard to envisage a cost-effective way for the NSO function to be delivered via an alternative route [than the Liverpool telescope]".[189]

118. In January, when we asked about the STFC's involvement in the NSO, Professor Mason described it as a "different animal", implying to us that it was outside of the STFC's responsibilities and an "education issue".[190] He also suggested that the future of the NSO was not entirely dependent on continued investment in the Liverpool telescope stating there were "other partnerships and arrangements that one could make".[191] This latter point was disputed by Professor Mike Bode, Director of the Astrophysics Research Institute at Liverpool John Moores University which owns the Liverpool telescope, who said:

There is a symbiotic relationship between the [Liverpool telescope] and the NSO. They have grown up together and they are intimately related. The NSO relies on the functionality of the [Liverpool telescope]. [Could] the NSO programme be moved on to another telescope? Within the STFC's area, there is not another robotic, professional research telescope on an excellent site to which that could be moved.[192]

119. The STFC's submission to this inquiry emphasised that it is "primarily a research body",[193] a premise which we accept. However, the STFC does support outreach and, collectively with the other research councils, has a strategic commitment to "inspire young people to help secure and sustain a supply of future researchers to support the research base that is critical to the UK economy by encouraging engagement between young people and researchers".[194] It was suggested to us by Liverpool John Moores University that the Department for Education and its agencies sees the exploitation of research facilities through projects such as the NSO as falling within the remit of the research councils, and as a consequence such important outreach and education projects will continue to fall "between two stools".[195]

120. When we asked Professor Mason in March if he had now spoken to the Department for Education about the future of the NSO he said "No, I have not, because the Liverpool Telescope and the NSO is not owned or operated by the STFC. It is the responsibility of Liverpool John Moores University".[196] However, he said that he would be willing to support a dialogue between Liverpool John Moores University and the Department for Education, while Sir Adrian Smith also confirmed BIS would be "more than happy to join in".[197] We note again that the STFC's own delivery plan explicitly sets out its intention to strengthen its strategic partnerships, including with government departments.[198]

121. Our questions in January made it clear to the Government and the STFC that we had an interest in the future of the NSO. Despite putting officials on notice about the issue, nothing had been sorted by the time that the STFC gave evidence again to us in March. It is unacceptable that senior civil servants have passed the buck on the future of the NSO. This 'silo mentality' which pervades government and is a clear barrier to any notion that Whitehall is becoming more 'joined-up' means relatively cost-effective educational research projects, such as the NSO, which are so important to inspiring the next generation of scientists, risk being lost. Clear mechanisms must be put in place to stop issues like this falling between ministerial, departmental, and research council responsibility.

164 Ev w28, para 3 Back

165 Q 143 Back

166 Ev 47, para 15 Back

167 Q 31 Back

168 As above Back

169 Ev 42, para 36 [Royal Astronomical Society] Back

170 Ev w13, para 4 Back

171 Q 32 Back

172 Q 153 Back

173 Q 23 Back

174 Q 1 Back

175 Q 12 Back