SUMMARY 1 .sx The growing significance of science and technology ( S&T ) for economic growth and the quality of life provides an overwhelming argument for increased scientific education for all and greater attention to the development of the next generation of highly qualified S&T personnel .sx 2 .sx Education in S&T has been the subject of a number of reports , many of which have focused on particular stages or subjects .sx In this report we have considered the whole process of education in S&T , starting in schools and progressing through higher education into employment , recognising the many interactions between each of these stages .sx We have also paid particular attention to the potential scope for using new technology to improve teaching quality and productivity so that the costs of the planned expansion in higher education can be minimised .sx KEY PROBLEMS AND CONSTRAINTS .sx 3 .sx Many young people give up studying science as soon as they can .sx The introduction of the national curriculum and the General Certificate of Secondary Education ( GCSE ) have improved the situation in that they now have to study science for longer and courses up to the age of 16 are becoming more attractive .sx But too few students are studying S&T subjects beyond the age of 16 .sx 4 .sx Advanced ( 'A' ) level courses in S&T subjects are unattractive to many young people .sx They place too much emphasis on learning facts at the expense of understanding fundamental scientific principles and the development of scientific skills .sx The restricted number of 'A' levels which it is feasible for most students to take also reduces the scope for arts students to be scientifically educated and for science students to develop wider communications and other personal skills .sx 5 .sx Higher education courses in S&T are also becoming less popular .sx For many students they provide an unsatisfactory intellectual and educational experience and an inadequate preparation for future jobs .sx The factual content which has been added over the years has become excessive leading to rote learning and insufficient understanding of fundamental principles .sx 6 .sx Many people who would benefit from higher education in S&T , particularly mature students , cannot do so because of the lack of recognition given to non traditional qualifications and insufficient practical support .sx 7 .sx Despite the many difficulties of achieving an S&T qualification , career prospects for scientists and technologists including relative pay and career development opportunities are generally not as good as in many alternative jobs .sx S&T graduates complain of being bored and under-utilised indicating scope for higher productivity and pay .sx The poor image of careers feeds back into schools , colleges and universities and discourages another generation of young people from pursuing a scientific education .sx 8 .sx The main constraints to progress relate to the perceived unattractiveness of S&T as a subject in schools and as a potential career , the rigidities of the 'A' level system , the structure of S&T degree courses and the barriers to access to higher education for non traditional applicants .sx PROPOSED SOLUTIONS .sx 9 .sx The positive changes introduced into schools need to be built upon with improved facilities and technical assistance for S&T teachers .sx Flexibility in teachers' pay needs to be implemented more effectively at local level to fill vacancies in S&T subjects .sx 10 .sx Post compulsory education should be broadened with combinations of S&T subjects with economics , languages and other arts subjects being encouraged .sx The changes proposed by Schools Examinations and Assessment Council ( SEAC ) including the concepts of 'common cores' between Advanced Supplementary level ( 'AS' ) and 'A' levels and the development of core skills should be supported and implemented as quickly as possible .sx Success in 'AS' level examinations should become a foundation for higher education and a more widely used entry qualification .sx 11 .sx Access to higher education in S&T subjects should be widened to prevent the current loss of many potential scientists and technologists .sx A number of valuable wider access initiatives have already been developed but their scale is insufficient and greater efforts are needed .sx 12 .sx A substantial change is needed to the content and structure of the majority of S&T degree courses to make them more useful and relevant for students .sx Courses should focus on the development of a thorough understanding of fundamental concepts and give more emphasis to experimental method and the acquisition of the analytical , communications and other crucial skills needed in employment .sx The rote learning of facts should be reduced to provide scope for these changes .sx 13 .sx New learning technologies such as inter-active video systems , compact discs and computer based learning should be introduced to facilitate higher productivity in Higher Educational Institutions ( HEIs ) and the expansion of student numbers .sx This will require pump - priming funds for software development .sx 14 .sx An optional fourth year of specialised study should be introduced for chemistry , physics and engineering degrees to provide a sound base for those wishing to pursue research .sx 15 .sx Employment practices also need to be improved .sx This will require employers of S&T personnel in both the public and private sectors to provide better career and personal development opportunities , and a rate of salary progression which maintains comparability with other professions .sx PRIORITIES 16 .sx We suggest that , of the proposals for change contained in this report , priority needs to be given to :sx increasing the attractiveness of science in schools by increasing the numbers of qualified S&T teachers and generating greater enthusiasm and motivation among science teachers .sx This might be achieved through greater local flexibility of pay , better teaching facilities and equipment and the provision of more technical assistance for S&T teachers .sx widening post compulsory education by enhancing the status and currency of 'AS' levels and making them a more widely used entry qualification for higher education .sx making S&T degree courses more attractive and relevant by concentrating on the development of a better understanding of fundamental concepts , improving analytical and problem solving skills and reducing the volume of factual learning .sx The new three year degree course would need to be complemented by an optional fourth year leading to a masters degree .sx making greater provision for access to higher education for non traditional applicants .sx improving prospects and pay for S&T careers .sx 17 .sx Our proposals are aimed at shifting the emphasis in education from processes that dissuade , sift out and exclude to those that attract , encourage and support .sx Success in widening the appeal of S&T education at all levels would generate major benefits both for the economy and for our general quality of life .sx 1 .sx INTRODUCTION 1.1. The significance of S&T for a competitive economy and for our quality of life is profound .sx Education and training in scientific and technical subjects is vital to our well being .sx 1.2. This report prepared by the ACOST Manpower and Training Committee deals with schools , higher education and employment .sx It examines the inter-actions between the different elements involved recognising that changes in one area can affect the system as a whole .sx For example , whether pupils study S&T courses at school may be influenced not only by the attractiveness of these courses and the quality of the teaching but also by the feedback of information from employers about S&T career prospects .sx 1.3. The country needs to improve the scientific and technological education of all young people and to increase the supply of highly qualified scientists and technologists ; both these actions are needed for economic success .sx We welcome the many positive steps which the Government , educational institutions and employers have already taken in recent years to achieve these objectives .sx There is general agreement on the need to :sx a. increase the attractiveness , relevance and usefulness of S&T courses both in schools and HEIs ; .sx b. increase the numbers studying science after the age of 16 ; .sx c. widen access to S&T courses in HEIs ; .sx d. improve the attractiveness of S&T careers ; .sx but the problem is how to achieve these results .sx 1.4. The membership and terms of reference of the Committee are given in Annexes A and B. Supporting evidence and arguments can be found in the reports of the four Working Groups formed to examine detailed aspects of the subject .sx These working papers are available on request ( see Annex D) .sx 1.5. Working Group A examined schools and education up to age 18 , and the influences on young people affecting their choice of whether to study S&T subjects .sx Working Group B examined higher education including access to courses , the content and structure of S&T degree courses and the range of skills needed in tomorrow's graduates .sx Working Group C considered the changing practices of individual firms in the recruitment and use of S&T graduates , focusing in particular on career paths and what might be done to encourage best practice by employers .sx Working Group D considered the broader and longer term economic factors affecting the labour market for highly qualified S&T personnel .sx In particular it examined the influence of starting salaries and salary prospects on career choice .sx 1.6. We have been mainly concerned with the improvement of the educational system in England and Wales particularly in relation to sixth form education and S&T courses in HEIs .sx The situation in Scotland is different and more satisfactory .sx We have drawn on some Scottish ideas and experience in formulating our proposals .sx 2 .sx SCIENCE & TECHNOLOGY EDUCATION IN SCHOOLS .sx A high proportion of pupils give up science as soon as they can legally do so .sx The introduction of the national curriculum and the GCSE has improved the situation in that pupils now have to study science for longer and courses up to the age of 16 are becoming more attractive .sx But too few pupils stay in education after the age of 16 and of those who do , an insufficient and declining number choose to study S&T .sx For example the numbers taking 'A' level physics declined from 44,871 in 1989 to 42,564 in 1990 and those taking 'A' level mathematics decreased from 82,987 to 77,277 .sx The numbers taking 'A' level chemistry also fell although only very slightly from 47,559 to 47,286 .sx There was however an increase in those taking 'A' level biology from 42,138 to 44,382 .sx What can be done to make S&T more attractive to young people ?sx 2.1. Initiatives aimed at increasing awareness of the benefits of studying S&T .sx 2.1.1. Because of the declining popularity of S&T courses various initiatives aimed at making young people aware of the benefits of studying science have been introduced .sx The Committee asked some 250 experts on education how successful these initiatives have been .sx The replies are extremely disappointing .sx Respondents in schools almost unanimously thought that the initiatives had achieved little with the possible exception of Women in Science and Engineering ( WISE ) , Technical and Vocational Education Initiative ( TVEI ) and the Engineering Council's 'Neighbourhood Engineers' Scheme .sx Many schemes merely reinforced the enthusiasm of pupils already interested in S&T and were introduced too late in the education process to influence pupils' decisions .sx To be timely and effective , initiatives require sustained guidance and counselling from an early age to the point of entry to higher education or professional life .sx Moreover , non-government initiatives are fragmented ; and even taken together they reach only a fraction of the millions of pupils in the target age ranges .sx Television , the one medium that might reach very large numbers , remains largely untapped .sx 2.1.2. The Committee received reports of successful examples of work experience and work shadowing .sx However , to be successful , work experience must be of a high quality ; this involves considerable effort both by the companies concerned and by the teachers .sx Speakers from industry and commerce need to be able to convey the excitement and challenge of careers in S&T .sx Small scale local initiatives may be productive , but there is a need to avoid fragmentation .sx 2.1.3. To provide satisfactory work experience in S&T for all of the nation's 750,000 secondary school pupils in each year group would be a daunting task .sx Employers might achieve more by providing teachers with scientific resources and project materials and helping teachers deliver the national curriculum by assisting in the development of attractive and balanced courses .sx 2.1.4. We recommend that the Department of Education and Science ( DES ) and Department of Trade and Industry ( DTI ) should encourage the development of an effective focus for industry/school initiatives to provide scope for experiences to be shared , reduce fragmentation of effort and ensure a more structured and professional approach .sx