A vision for Science and Society

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6. Goal: A society that supports a representative well-qualified scientific workforce

6.1. This chapter sets out our aspirations for achieving a representative well-qualified scientific workforce of the future. It identifies three areas requiring action and highlights some of the activities already underway, some of the challenges that remain, and makes suggestions for how we might address them and poses key questions.

Where does the UK stand now?
6.2. Government is committed to ensuring there is an appropriate supply pipeline of science skills to the workforce. The trends of the last twenty years are well known and in recent years government has announced a wide range of commitments to address Science, Technology, Engineering and Maths (STEM) supply issues in particular. These are outlined in the Science and Innovation Investment Framework 2004-2014, the Science and Innovation Investment Framework 2004-2014: Next Steps published in March 2006, and the STEM programme report published in October 2006.

• The 2006 Programme for International Student Assessment (PISA) study showed that England’s students achieved above the Organisation for Economic Cooperation and Development (OECD) mean in science, placing us among the high achievers, although not yet in the topmost group of countries such as Finland, Hong Kong and Canada. For mathematics, we are not statistically different from the OECD mean. These results are good but there is no room for complacency.
• There has been an encouraging recent upturn in achievements in science within the secondary education system. The Higher Education Funding Council for England (HEFCE) continues to monitor the position of STEM subjects and others of ‘strategic importance’ and has made funding available to increase and widen participation, in particular in engineering, chemistry, physics and mathematics.
• There continues to be a strong demand for those with science skills and training from employers in all sectors, not just in traditional science-based industry. Initiatives to improve diversity in the scientific workforce have been set up, such as the UK Resource Centre for Women in SET (UKRC) and government support for programmes to engage the most under-represented Black and Ethnic Minority (BME) secondary school students in STEM.

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What we need to do
6.3. For the UK to remain at the forefront of scientific discovery and to secure its future in a highly competitive global economy, we need to ensure the next generation of scientists and engineers are properly equipped through opportunities in education, research, commerce and government. Unlocking the talent of Britain’s citizens through increasing their ability to acquire and develop their own skills is critical both individually and at a societal level. As the Leitch Review of Skills outlined, the only way to compete on the world stage is to increase the coverage of higher levels of skills in our workforce.

6.4. The science workforce is not yet truly representative, with a significant gender imbalance in many areas, as well as poor representation of some ethnic minorities. The SET Fair report published by Baroness Greenfield in November 2002 highlighted the barriers which result in girls and women playing an unrepresentative role in SET (STEM), both in its workforce and its governance. The government’s Strategy for Women in SET published in 2003 responded with commitments such as setting up and funding a National Resource Centre for Women (UKRC) in 2004 to deliver its Women in SET strategy.

6.5. We want to ensure that the needs of employers are met, that the science curriculum is sufficiently challenging for the top 25% of pupils, that it increases scientific literacy of the population at large, and that there are good enrichment and enhancement activities as part of science education. On the latter, DIUS has made major investments in STEMNET and the Science and Engineering Ambassadors programme with 19,000 ambassadors now acting as role models, while DCSF sponsors the science and engineering after school clubs run by STEMNET. We believe that there are three objectives essential to building on this and realising the goal.

A. Exciting people about science
6.6. This objective is integral to the vision and has already been discussed. However, it is particularly relevant to recruitment and retention in the science workforce. Children are excited by science and maintaining this excitement and curiosity during and beyond their primary school years increases the likelihood that this will continue into adulthood. Promoting science as a vibrant and rewarding subject to teach will help increase the quality and number of teachers in science subjects. Links between schools, research and industry allows those working in science careers to convey their enthusiasm and excitement to children at a point when they may be making decisions about their future.

6.7. Inspirational teachers are frequently cited as the reason that young people take up science. Maintained schools, in particular, struggle with serious shortages of teachers qualified to teach physics and chemistry. Improved skills are already being tackled through a wide range of initiatives including golden hellos for STEM graduates and pre-initial teacher training for those who need to top up subject knowledge.

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6.8. There are a number of factors that inhibit pupils taking up science post 16. The secondary science curriculum has already been overhauled to make it more relevant and engaging. The challenges identified in Chapter 4 on raising interest in science and its relevance are applicable here too.

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B. Increased clarity
6.9. Careers in science subjects are valued by society and those with training in science subjects are very attractive to a wide range of employers including the finance, business and policy sectors and third sector organisations in addition to those traditionally associated with science. Greater information about the wide range of opportunities to which science study can lead and improved awareness and clarity of the nature of scientist’s jobs would be helpful in encouraging more people into science.

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6.10. Most universities have schools outreach programmes and all schools and teachers should now be able to engage with real researchers and with research in industry and universities. Universities are also beginning to partner academies, allowing direct engagement with researchers, in addition to access to university facilities and enrichment of the curriculum. However, we do not yet have a critical mass in this area with all organisations embracing this as part of their everyday culture. The Secretary of State has asked Vice-Chancellors to look at what more they can do to support science in colleges and schools.

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6.11. There is a considerable role for business and industry here on a number of different fronts, including encouraging members of their workforce to take part in enrichment activities. These efforts need to be plugged in to what already exists both locally and nationally and undertaken with best practice constantly in mind. Identifying members of the workforce who would benefit from training, particularly those who may not have had an opportunity to have science training previously in their lives, can also unlock unidentified talents.

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6.12. Within government, the Government’s Chief Scientific Adviser (GCSA) is leading work to strengthen the skills and raise the profile of the science and engineering community within the Civil Service, a major employer of scientifically skilled workers. Key to achieving this is the revitalisation of the HoSEP (Head of Science and Engineering Profession) network with particular focus on delivering in four key areas. The network plans to:
• create a cross-government science and engineering community
• create a Professional Skills for Government (PSG) framework for scientists & engineers below Grade 7
• hold the first annual conference for the science and engineering community in government this year
• produce a range of case studies demonstrating where science and engineering has had a positive impact, and where policy has suffered due to lack of science and engineering input.

6.13. The GCSA is also an active member of the HoA (Heads of Analysis) group, which also comprises the Heads of Service for Economics, Operational Delivery, Social Research and Statistics. This group works together to achieve more effective joined-up analysis across government through various means, such as co-ordinating the professions’ contribution to the Analysis and Use of Evidence PSG core skill.

C. Increased diversity
6.14. Science should be seen as something that everyone is able to do, regardless of their gender, age or origin. The under-representation of some groups remains an issue. Since the UKRC was set up there are signs of progress but changing workplace culture requires time and there is still a great deal to be done in this area to develop the level of skills and size of workforce that will be required for the future.

6.15. Teaching that is not sensitive to gender may contribute to the gender gap in take- up beyond 16 of the physical sciences and mathematics, lessening the chances of the workforce being truly representative. There is also scope to improve take-up of science subjects in maintained schools in disadvantaged areas which can lead to further exclusion.

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6.16. Whilst the gender gap begins to appear in schools, its effects are most noticeable in the later stages of career development. There is perhaps more that the science and business communities can do to show young people that they welcome and embrace diversity and provide opportunities for advancement.

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6.17. One of the consequences of demographic change is that increasing the number who enter post-16 study in science subjects may still not fill the demand from business for employees with these skills. As the Leitch Review made clear, older people will increasingly be needed to fill this gap. They may either have science training that needs refreshing, or may want to retrain in science subjects.