Science and TechnologyWritten evidence submitted by The Royal Society

The Royal Society has noted with interest the Science and Technology Committee’s inquiry into engineering skills. The Royal Society is a Fellowship of 1,400 scientists and engineers based around the world. These Fellows and Foreign Members are all world class researchers, and many are also successful entrepreneurs and innovators. I am writing to share with you some considerations from our recent work on science and mathematics education relevant to the discussion of academic routes into engineering, which may inform your inquiry.

A strong grounding in science and mathematics is essential if engineering is to thrive in the UK. Provisioning this depends fundamentally on the quality of science and mathematics teaching in schools and colleges and the availability of and access to suitable qualifications.

The Royal Society’s analyses of trends in UK 5–19 science, mathematics and computing1 have shown that at a time when science and mathematics are compulsory across the UK up to age 16 (with the exception of Northern Ireland) only a small proportion of students chooses to study these subjects, or computing, post-16.

These reports, copies of which are included for your reference, highlight constraints on the UK’s capacity to encourage more young people to choose a career in engineering. In particular:

1.The chronic shortages of specialist science, mathematics, information technology and computer science teachers. Evidence shows that a teacher’s knowledge of their subject affects pupils’ attitude toward, and attainment and progression in science and mathematics education.2 Specialist teachers are likely to be more confident and enthusiastic in teaching their subject, including running practical sessions that are essential to developing the skills and conceptual understanding that are integral to engineering.

2.Departmental data show that, historically, less than one-third of the total A-level cohort in England takes any mainstream science A-level (with or without mathematics).3 Of the proportion that did so in 2009, only 10% took the most popular combinations obtained by students accepted onto engineering first degree courses. By comparison, in the same year some 26% of students taking Scottish Highers were taking such suitable combinations. This may well be because the Scottish education system actively encourages students to take a larger number and broader range of subjects. There are concerns, however, that this may be about to change with the introduction of new Scottish National qualifications.

3.The fact that too many young people are taking subject combinations post-16 that would not be considered most appropriate for entry onto undergraduate engineering (or other STEM) courses reflects poor provision and access to high-quality careers information, advice and guidance. Since 90% of careers advisers have no scientific background, many young people are unable to make informed choices about their future.

4.It is notable that 18%, 12% and 43%, respectively, of post-16 learning institutions in England, Wales, and Northern Ireland failed to present any physics A-level candidates in 2009 and this clearly relates to the poor availability of specialist teachers in this subject. We note the Coalition Government’s Initial Teacher Training strategy, which aims to address both this shortage and other issues related to the supply of sufficient specialist teachers in science and mathematics at both primary and secondary levels in England.4 Other key action areas which will be required from the relevant UK education authorities are:

Ensuring access to subject-specific continuing professional development (CPD) for science and mathematics teachers throughout their careers.

Recruiting and retaining satisfactory numbers of qualified technicians.

Ensuring that secondary schools and colleges have high quality, well-equipped laboratories and computer hardware.

Facilitating the provision of a solid and inspirational grounding in science, mathematics and digital literacy for all students through the right curriculum content and associated pedagogy.

Encouraging the use of methods of assessment that genuinely support students’ progress rather than being focused on narrowly constructed measures of school performance, as well as ensuring the provision of appropriate and meaningful qualifications to support this.

Supporting research on how children learn science and mathematics and applying this to inform teaching practices.

The Royal Society will continue to monitor the provision of STEM education in the UK. We believe it is too early to draw conclusions about the few University Technical Colleges that have opened since September 2010 or to assess the impact of the English Baccalaureate, introduced in early 2011. However, it will be important to measure the impact of both of these changes in future and of raising the participation age in England to age 17 next year and to 18 from 2015.

June 2012