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Science Teaching

My Lords, I join other noble Lords in congratulating the noble Lord, Lord Broers, on securing this very significant debate. It is invaluable to discuss the wider impacts that the teaching of science in our classrooms has on the UK economy as a whole. There are huge difficulties facing teaching institutions and improvements are long overdue. We must look beyond wish lists and see what the levels of investment directed into education have, and can be seen to have, reached and achieved. Science is a universal subject; it should not be seen only as a collection of facts thrown at students in a manner that will disengage them from the classroom. My noble friend Lord Lucas graphically described the importance of innovation in ways vocational and academic subjects should be developed and taught. Science has the power, when taught by skilled and enthusiastic teaching staff, to be exciting and provide powerful tools that can encourage young people in the education system with the knowledge requiredto perform effectively in an ever-more demanding knowledge and technology-led world. My noble friend Lady Platt of Writtle highlighted how essential good science teaching is for us to compete successfully in a fast-changing economy. Serious questions need to be addressed by the Government on why science lessons in large numbers of secondary schools in England are being cancelled. As has been said by other noble Lords, we have to take the numbers into account; the numbers of those taking maths, physics and chemistry have fallen and are hugely worrying for the future of the UK economy. In a survey carried out by Oxford, Cambridge and RSA Examinations, students between the ages of 13 and 16 thought that science was boring, confusing or difficult. You were regarded as uncool and nerdy. For science to appear exciting and cool, students must see careers in science as exciting and with financial benefit. What assurance can the Minister give the House that current shortages in properly qualified teachers in physics, chemistry and maths will be addressed with urgency? I am sure that your Lordships will agree that it is not acceptable that two thirds of those teaching 15 to 16 year-olds in those subjects do not themselves have a degree in those particular topics. One third of them do not even have an A-level. The knock-on effect of that is that decreasing numbers of students are applying for separate science degrees in universities. That, as we are witnessing, is having a devastating effect on our ability to remain world leaders in innovation and technology. The proposed changes to A-levels in 2008 will mean, once again, massive changes for teaching staff to incorporate in a very short timeframe. Will the Minister assure the House that the Government are putting into place proper training and support so that teaching staff are not faced with increasing pressures to meet government targets for league tables at the cost of the student? The current Government’s obsession with testing and targets has discouraged teachers from being more adventurous and passionate about how their subjects are taught. It is so important for teachers to have time and training to inspire students to study in particular subjects perceived as difficult. The constant pressure on students of failure or poor performance must be removed. As the Science and Technology Committee suggests, the focus must be placed on the involvement and participation of students and staff and not on the narrow frame of testing and results. It is therefore crucial that the new GCSEs are considered very seriously. They should stimulate not deter students from science courses at university. My noble friend Lady Buscombe voiced her concerns about the new science GCSEs during proceedings on the Further Education and Training Bill last year. Those concerns remain. The Royal Academy of Engineering believes that university links with schools reflected in submissions to the research assessment exercise are excellent. Are the Government showing support for those measures? We have heard countless announcements over the past few years about the investment that the Government are making in science. But it is not unusual for students to be taking non-mathematical subjects with chemistry and biology, which has put great pressure on universities to provide remedial classes in maths for students. Does the Minister agree that that is a costly exercise, uses up valuable time and needs to be addressed with urgency? There is a strong belief that the new A-levels in 2008 and the review of education for 14 to 19 year-olds promised in 2005 should challenge the idea that they are currently failing the demands made by the UK economy. The Government need to respond with urgency to questions already asked by thenoble Baroness, Lady Walmsley. They are: what mechanisms are in place for collecting data on how much schools funding is being spent on science laboratories and on the quality of work undertaken in these laboratories? Is an improved career structure in place for science technicians? What plans are there to guarantee that there is in place adequate provision of qualified technicians and that they will not be used as classroom assistants when shortages in classrooms assistants arise? Does the Minister agree with his colleague Bill Rammell, the Minister for Lifelong Learning, that science, technology, engineering and maths are of higher value, that they are more difficult subjects crucial to this country’s future competitiveness, and that, therefore, greater incentives are required for those opting for those subjects? Does the Minister believe that there is justification in criticisms that the new qualifications are too easy, fail to address the underlying principles and basics of the study of science and are unchallenging and uninspiring to both teachers and students? The Conservative Party believes strongly thatall students should be entitled to study biology, chemistry and physics as three separate subjects, as well as being offered the combined science GCSE.We also believe that they are worth more to school leavers going to university. Can the Minister assure the House that continuing professional development remains an essential part of the package for science teachers, as recommended by the committee, and that data should be available on the retention of teachers in those subjects? That is very much an area that needs to be supported, as the noble Lord, Lord Winston, so ably highlighted. How much of the committee’s recommendations will the Government look to seriously? If we are to be leaders in scientific fields and remain leaders, we must understand the urgency in improving the image of science and its appeal to young people. When they have the tools and resources to be equipped with the knowledge, that will ensure that Britain’s scientific future is secured.