1. Recommendation 16—There are currently more places on undergraduate chemistry courses at a national level than there are students to fill them. Whilst it might be desirable to increase the number of places available in the long term, in the immediate term such a measure will not necessarily increase the number of chemistry undergraduates. In order to achieve the latter aim it is essential to stimulate student demand for chemistry courses. (Paragraph 44)
2. Recommendation 18—Student demand is a powerful player in the higher education sector under the current funding regime. If the Government is to secure good provision of STEM subjects for future cohorts of students it must ensure that demand is further stimulated. (Paragraph 49)

Like the Committee we believe that strategic science provision depends in the long-term on stimulating demand for science courses. We have set out elsewhere in this response what we are doing to enhance the appeal of HE science courses and careers. A key element in stimulating demand is communicating the "natural assets" of science study, in terms of both interest and employment prospects, to young people at the stage when they are making decisions about what sort of career to pursue. This is not to say that people may not move or return to science careers later in life—we are particularly active in encouraging women returners. But if we do not convince young people to choose science, it is unlikely that we will succeed with others.

Understanding students' needs and interests is key to persuading them that science is for them, and as part of this we are working to recognise the different influences that may be at work on particular sub-groups of students.

SCHOOLS

1. Recommendation12—Instead of arbitrarily increasing by a round number the amount of money given to trainee and new teachers as a financial incentive, the Government should gather evidence on the level of incentive that is required to achieve the necessary increase in school science teachers. (Paragraph 34)
2. Recommendation 13—The Government is to be commended for taking action to increase the number of school science teachers. There are signs that its incentives are having some positive effect on overall teacher recruitment levels, despite continuing problems in some subjects. However, difficulties in retaining newly-qualified teachers suggest that financial incentives are not a long term solution to teacher shortages. (Paragraph 35)
3. Recommendation 22—The poor quality of science education in secondary schools plays a significant role in the lack of student demand for university STEM courses. (Paragraph 63)
4. Recommendation 23—It is a pity that the Government has missed its first major opportunity, offered by the Tomlinson Report, to reinvigorate the school science curriculum. (Paragraph 65)
5. Recommendation 24—The only way of securing high levels of future student demand for STEM subjects is by enthusing them about those subjects from an early age. Until school science teaching improves, the Government must expect that school leavers will continue to view mainstream STEM subjects as too difficult, irrelevant or simply too boring. The Government needs to apply itself to resolving these issues. It should not be deterred by the possibility that its efforts in this area will not bear fruit for several years. If it does not invest in school science education for the long term, the difficulties experienced by university STEM departments in recruiting students, and thus staying open, can only continue to get worse. (Paragraph 66)

We agree with the Committee that creating demand for HE science means first stimulating young people's interest at school. Schools inform and inspire: they equip and encourage students to pursue higher level study. Good-quality specialist subject teaching is essential to achieving this. The Government therefore agrees with the Committee that there is a need for recruitment incentives for prospective school teachers to be based on an objective analysis of labour market conditions.

The achievements of the Government's policies to date are substantial. Following the introduction of training bursaries and Golden Hellos, between 2000/01 and 2004/05, the numbers of new recruits to conventional teacher training courses in all STEM subjects rose substantially: by 17% in science; 39% in technology; and 57% in maths. In the same period, numbers of recruits to employment-based training in the same subjects more than doubled. In the current academic year, total numbers of new entrants to teacher training reached a 30-year high, while numbers of graduate entrants reached their highest level ever.

The position on the retention of newly-qualified teachers is also not as gloomy as is sometimes claimed. About three-quarters of those who complete initial teacher training in England each summer take up a teaching post in a maintained school in England by the following March. Others find their first posts in other parts of the UK, or start their teaching careers later. Many teachers will take a break in service at some stage during their careers—for example, to have a family—but about three-quarters of those who enter teaching are still in the profession 10 years later.

The Science Learning Centres network provides a facility for science teachers to undertake high quality continuous professional development, not only improving their subject knowledge, but also refreshing their enthusiasm and passion to reinvigorate the classroom.

These facts are not, however, grounds for complacency. On 20 December 2004, the Secretary of State invited the Teacher Training Agency to review the structure and value of the financial incentives that it administers with a view to ensuring that they remained appropriate to likely future teacher recruitment needs in the new higher education climate. On 9 June 2005, the Agency published the results of its review, taking into account research on the factors which influence graduates to apply for teacher training and which influence those who eventually gain Qualified Teacher Status to take up posts in the maintained schools sector. The review report is available online at www.tta.gov.uk/incentivesreview. The Secretary of State has accepted in full the Agency's recommendations, which include increasing the training bursary for mathematics, science and technology to £9,000 from September 2006.

The Committee is concerned that schools are not only failing sufficiently to inspire students, but are also not providing the quantity and quality of science teaching that will equip students for higher level study. We do not agree. Science is a compulsory subject in the National Curriculum. The 14-19 White Paper states our expectation that at least 80% of students will study science leading to two GCSEs, and sets out a framework that creates a number of varied pathways into STEM occupations such as the new specialised diplomas.

The curriculum review at KS3, and the new programme of study at KS4 will lead to changes that will develop skill sets allowing students to continue studying sciences post-16. These changes focus on making science more applicable, practical and enjoyable for young people so that they can participate fully in the modern world. They will help young people do better in science, and encourage studying it post-16.

We have also developed Young Apprenticeships, giving young people an opportunity to combine practical application of skills in a vocational context with pursuing qualifications relating to particular sectors. The first group of 1,000 Young Apprenticeships started in September 2004, and include apprenticeships in Engineering.

Research Councils report that they are also working with a wide range of partner organisations to encourage teaching of science in ways that are relevant and interesting to all children, regardless of gender or ethnicity. They note that science subjects are a gateway to many different careers, not just those in science, and it is important to encourage curiosity and engagement of school pupils throughout their education, demonstrating that current scientific understanding is a dynamic and evolving field.

CAREERS ADVICE

1. Recommendation 25—The Government should consider measures to promote scientific careers to people of all ages, for example, by using advertising campaigns such as those used to improve the image of teachers, policemen and recruits for the armed services. (Paragraph 68)
2. Recommendation 26—Degrees in STEM subjects generally have good career prospects, particularly given current skills shortages in many areas. The Government should ensure that all schools are in a position to offer impartial careers advice to schoolchildren well before the time that they choose their A-level, and subsequently degree, subjects. The advice should be proactive rather than reactive, and should seek to make children aware of the full range of exciting possibilities offered by scientific careers. A realistic indication of job and salary prospects should also be given. (Paragraph 71)

Of course, inspirational teachers are to be found in subjects other than science, and families, peer pressure, television and other influences also inform young people's choices. The Committee recommended that we consider an advertising campaign for scientists similar to those we have used in teaching. It might be difficult to focus and gauge the success of any such campaign, given the range of jobs and organisations in which scientists can be employed, and the overall position on the recruitment of scientists is reasonably encouraging. We will, however, be looking at what is the best way to increase the number of undergraduates in engineering and technology.

We are also encouraged by the increasing media interest in popularising science—for example projects such as Channel Four's Famelab. Groups such as the Public Awareness of Science and Engineering Group (PAWS)—which provides advice to TV drama writers on presenting science, and sponsors the Women in Science and Engineering in TV Drama awards—also help to connect scientists via the media to the public.

We are responsible for more formal careers guidance, and we have recently extended to years seven and eight the statutory duty on schools to provide a planned careers education programme. We undertook a review of Careers Education and Guidance last year to ensure we have the right systems in place to help young people in the increasingly complex choices they face. The findings were published on 18 July 2005 alongside our Youth Green Paper.

We have also developed the very successful Connexions support service for young people aged 13-19. Connexions has a budget of £475 million in 2005/06 (almost double the pre-Connexions careers service budget of £240m in 2000/01), and at the end of April 2005, was making around 343,000 interventions with young people—a rise of 76,000 on the same point last year.

The Research Councils tell us that they believe work in the area of careers advice could do much to stimulate demand for STEM subjects. They are looking at their own careers advice, taking advice from organisations that represent women and black and minority ethnic (BME) groups to seek to eliminate any stereotyping. They are also working, through the Career Paths Working Group of the Research Careers Committee (chaired by Julia Goodfellow on behalf of RCUK) to produce maps of the various paths possible for those undertaking a research career, whether in industry, academia or elsewhere. Initially the focus will be on the opportunities for postgraduates, but in the longer term it is anticipated that it will target a wider audience. The Wellcome Trust is leading on this work in collaboration with the Research Councils and the Royal Society.

STEM INITIATIVES

1. Recommendation 21—Given the importance of the degree choices made by students to the health of the economy, it is essential that the Government takes a keen interest in the impact of its initiatives designed to attract students into science, and applies itself wholeheartedly to finding solutions to the problem of declining demand for STEM subjects. (Paragraph 61)

As the HE Minister said in his evidence to the Committee, there are a large number of initiatives specifically aimed at stimulating interest in STEM careers.

Some examples are:

HEFCE is currently working with the Royal Society of Chemistry, who, together with Aimhigher, the University of Leicester, eleven other HEIs, three multinational pharmaceutical companies and two SSCs have launched Chemistry, the next generation. This programme aims to develop materials and activities to raise the aspirations of potential students to take up courses in chemical sciences, and to provide subject-specific support and materials for Aimhigher partnerships.

In another example part-funded by HEFCE, an Aimhigher partnership between the University of Teesside, SETNET (Science, Engineering, Technology and Mathematics network) and the British Association for the Advancement of Science aims to raise aspirations into science and engineering through activities such as summer schools, discovery days and awards events focused on science and engineering. HEFCE has been encouraged by the positive responses from the Royal Academy for Engineering, the Institute of Physics and the Institute of Mathematics in pursuing similar opportunities.

Research Councils support the Researchers in Residence scheme which allows school pupils to spend time with active researchers, thus improving understanding of scientific careers and also encouraging interest. Since 1995 more than 3,500 researchers have worked with over 1,000 schools, and 400,000 pupils. These people bring their passion for science and research into the classroom in a way that children can connect with, in addition to providing a better idea of the breadth and scale of contemporary science.

The Department for Education and Skills is currently mapping STEM initiatives to identify the most effective. As part of this, we are improving our understanding of motivations for student choices.

BURSARIES

1. Recommendation 27—We recommend that the Government introduces a national bursary scheme, based on the scheme currently being run by the Institute of Physics, for outstanding university applicants in shortage STEM subjects. Such a scheme would give a much needed boost to levels of student demand in the short term. However, bursaries are not a cure-all, and the Government will need to introduce further measures to sustain increases in demand in the long term. (Paragraph 75)

The Committee has recommended that Government introduces a national bursary scheme for outstanding university applicants in shortage STEM subjects, based on the current Institute of Physics scheme. As we have already said, Government bursaries have shown some success in encouraging applications for teacher training. At the present time, however, we are not attracted to a wider bursary scheme for science students. The link between science study and science careers is not as direct as that between teacher training and teaching, and the skills of STEM students are valuable to others as well as the public sector. We are therefore minded to ask potential employers of STEM students to play more of a part in making incentives available.

We do regard the Institute of Physics scheme and schemes developed by institutions themselves (for example, the universities of Reading and Lancaster) as positive developments, and encourage others to consider such support. It is also open to institutions to vary fees for shortage subjects.

July 2005