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Global Science Forum Activity on

DECLINING INTEREST IN SCIENCE STUDIES AMONG YOUNG PEOPLE

Global Science Forum

Objectives and Preliminary Report on

the Qualitative Analysis

Dr. Frdric Sgard

OECD Global Science Forum Secretariat

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Global Science Forum Activity on

DECLINING INTEREST IN SCIENCE STUDIES AMONG YOUNG PEOPLE


The apparent decline in student enrolments in S&T curricula, a subject of

concern for many OECD countries

A broad and complex problem that may impact the development ofknowledge-based economies

A Global Science Forum initiative started in 2003, in co-operation with other

OECD Directorates (Statistics, Education)

An issue highlighted as a priority at the OECD meeting of science ministers in

January 2004 within the general topic of human resources for S&T

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The OECD Global Science Forum (formerly the Megascience Forum):

http://www.oecd.org/sti/gsf

A venue for meetings of senior science policy officials of OECD countries.

Its goal: identify and maximise opportunities for international co-operation in basic

scientific research by:

Exploring opportunities for new or enhanced international co-operation inselected scientific areas.

Defining international frameworks for vital national or regional science policy

decisions.Addressing the scientific dimensions of issues of global concern.

Some recent activities:

The implementation of an International Neuroinformatics Coordinating Facility

A report on Future Large Programmes and Projects in Astronomy and Astrophysics

Workshops on Grid computing and Earthquake science

A study on the Declining Interest in Science Studies Among Young People

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Schedule and participants

Decided at the Global Science Forum meeting in July 2003

Steering Committee established at the end of 2003 to determine a

precise goal and programme of workChairman: Prof. Jean-Jacques DUBY

Composition: Belgium; Canada; Denmark; Finland; France; Ireland; Italy; Japan;

Korea; Netherlands; Norway; Portugal; USA

Steering Committee report to the GSF in July 2004

Working Group set up in September 2004

Chairman: Prof. Sjoerd E. WENDELAAR BONGAComposition: Australia; Belgium; Canada; Denmark; European Commission;

Finland; France; Germany; Ireland; Italy; Japan; Korea; Netherlands; Norway;

Portugal; Sweden; USA

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Three questions:

1. What are the amplitude and characteristics of the decline ?

Quantitative analysis of statistical data and trends in selected countries

(carried out by Laudeline Auriol, OECD Secretariat)

2. Which factors contribute to the decline ?

Qualitative analysis of the reasons for the decline

3. What are the possible remedies ?

Review of solutions undertaken at national levels

Objective :To understand the extent of the decline, the causes, and possible

remedies

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Qualitative study on causes and solutions:

Methodology

Key issues identified by the Steering Committee

An enlarged Working Group set up to carry out, together with a

consultant, Valrie Hemmo, an in-depth analysis

Two subgroups, on causes and solutions, created to identify

the major factors that impact on students choice,

national action plans

remedies that have been experimented

lessons learned and information needed

A preliminary integrative analysis, linking quantitative data,

causes and solutions, will be presented for discussion at a

conference on November 2005, in Amsterdam

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Qualitative study on causes and solutions

Key issues identified by the Steering Committee:

1. Image of science and scientists

2. Science and technology careers

3. Science education and curricula4. Teacher training, qualification and development

5. Issues related to gender and ethnic/cultural minorities

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The general context:

New / emerging factors (from mid 90s)

In society:

- Overall expansion of tertiary education- Broad diversification of possible studies

(competition with traditional curricula)

-Fluctuations in the job market, job insecurity

In science and technology:

- Mediatisation of funding and job difficulties- Negative developments:

- Are S&T going too far? (cloning, GMOs)

- S&T side effects (global warming, Mad cow

disease)

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Special emphasis in the analysis on:

Early stages of the process When action may have higher and longer lasting

impact: actions on intrinsic motivations (taste for

science) are often more efficient than on extrinsic

motivations (job is useful, well paid)

Importance of the different key orientation steps withinthe educational process

What is local and what is global Identification of universal causes as well as cultural

differences

What is actionable Factors upon which governments may act effectively

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Factors contributing to the decline (1)

Image of science and scientists

Young people still have a positive image of Science and of scientists in most

countries (despite more cautiousness on specific issues), but

The social position of scientists has weakened in developed countries

Pupils have a poor knowledge of science-related professions

The perception that young people have of scientists and technologists lifestyle

is not attractive to them

Media sometimes play a negative role when portraying science or scientists

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S&T Careers

Science-related careers remain a choice recommended by parents, but

Incomes in S&T careers are often perceived as too low relative to the amount

of work and difficulty of the studies required

Young people are unaware of the range of career opportunities opened by

science studies

Job security for S&T professions has decreased over recent years, particularly

in early stages of the career, in some countrieswith high unemployment rates

The professional integration process for young scientists is long and difficultin

academia, which is still perceived as the gold-standard for scientifically-trained

students


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Science education and curricula

In primary school, pupils often have a strong curiosity for science items, but

courses often focus on knowledge and facts rather than on understanding.

Teachers may also not be comfortable with science subject and with hands-on

situations

At lower secondary school level, pupils need to feel the relevance of the

subject to their own world. This is far from being always the case, and what is

taught is often disconnected from cutting edge science.

Maths and S&T are generally considered as difficult subjectsand there seems

to exist a general perception that it is much more difficult to obtain good grades

in MST subjects than in other subjects.

At upper secondary and tertiary levels, S&T subjects have to compete withnew, sexier, subjects. Furthermore, students prefer courses that open access

to the job market at various stages, which is not the case for some of the S&T

traditional curricula


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Teacher training, qualification and development

In some countries, S&T teachers lack initial S&T training. That is more

generally the case for primary education but may also be the case for

secondary education.

S&T teacher position may be considered as less attractive than otherprofessions opened for S&T-trained people.

Lack of adequate continuous training may have a stronger effect on S&T as

these fields change particularly quickly

Some teachers lack confidence in their knowledge of S&T which can impair

their ability to teach those subjects


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Gender and minorities issues

Female students, as well as students from various cultural or ethnical

minorities, often suffer from stereotypes in relation to external (parents, teacher,

society) expectations, which do not favour S&T studies

Female or minorities students lack role models (famous scientists, familymembers etc) to which they can identify

S&T careers are often perceived by girls as incompatible with a harmonious

family life

S&T students from minorities are culturally isolated in schools (they lack peer

groups to integrate) and can be victimised by their own negative perception ofhard work and scientific achievement


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What young peoples say about their choice

Attitude towards science remains positive but interest in learning about science

is usually less important in developed countries compared to developing countries

Tertiary studies and future careers are often based upon their perceived interest

(passion/pleasure factor) by secondary school students (hence the importance of

intrinsic motivation)

Young peoples vision of S&T professionals is stereotyped, but actually meeting

professionals can have a strong impact on career choices

Poor opinions towards science studies (and dropping out) are often linked to

negative pedagogical experience

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SAS study, Svein Sjberg, 2002

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What young peoples say about their choiceCCSTI study, France, 2004

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What young peoples say about their choiceSAS study, Svein Sjberg, 2002

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ROSE study, Svein Sjberg, 2004

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What young peoples say about their choiceSAS study, Svein Sjberg, 2002

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Remedies: Learning from experiences

Targeted actions:

Initiatives to increase students interest for S&T studies can be classifiedas follows:

Communication (information about science & scientists, S&T careers,

educational opportunities)

Innovative pedagogical tools (hands-on experience, unisex classes,schools for best students)

Incentives (tuition fees, grants, call for projects)

Educational reforms (extra orientation year, curriculum content)

Coordination, networks (teacher networks, sharing practical

information)

Several countries have initiated broad-spectrum actions, either through

top-down or bottom-up mechanisms

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Remedies: Learning from experiences

Actionable with rapid results (Low hanging fruits)

Educational reforms:Basic Year (Sweden)

Incentive: S&T Tertiary education for adults (Sweden)

Long term efforts

Communication: cienca viva centres (Portugal)

Pedagogical innovations : la main la pte (France)

Networks: Sinus (Germany)

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Remedies: limits and further needs

Many initiatives are never evaluated

Many initiatives are on small scales, difficult to extrapolate

Current initiatives are often too recent to be analysed

Multifactorial initiatives make evaluation more complex (what iseffectively working)

There is a need for common evaluation tools to assess the

impact of initiatives (on students enrolment, students interest for

S&T etc)

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Concluding conference

A two-day conference, on November 14-15, 2005 inAmsterdam

About 300 participantsexpected

By invitation only

Science / Education policy representatives,International organisations representatives

Will include participants from companies, NGOs,

students associations, experts, journalists

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Concluding conference

First day

Opening session (3 keynote speakers to highlight the

issue)

Quantitative assessment: presentation of results

5 parallel working sessions will tackle the various

factors and remedies, and identify potential

recommendations

Second day

Policy implications of the proposed solutions

Synthesis of the recommendations and proposed

action plan Closing session (keynote speaker to explore possible

governmental actions based on the findings)

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OUTCOME

The outcome will be a concise policy-level report,

accompanied by extensive statistical data. It will be of

wide interest to the education and science policy

communities.

The report is expected in the first semester of 2006

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